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Various computer tools have been developed to support educators’ assessment of student writing, including automated essay scoring and automated writing evaluation systems. Research demonstrates that these systems exhibit relatively high scoring accuracy but uncertain instructional efficacy. Students’ writing proficiency does not necessarily improve as a result of interacting with the software. One question is whether these systems offer appropriate or sufficient formative feedback to students about their writing. To motivate further research in this area, we present a straightforward methodology for constructing automated feedback algorithms that are grounded in writing pedagogy and assessment. The resulting threshold algorithms are demonstrated to be meaningfully related to essay quality and informative regarding individualised, formative feedback for writers. Potential applications and extensions of this …