diff --git a/bibliography.bib b/bibliography.bib
index c517a61..28cbd31 100644
--- a/bibliography.bib
+++ b/bibliography.bib
@@ -3055,7 +3055,8 @@
   urldate = {2022-04-01},
   abstract = {In many countries, computer programming is becoming an integral part of the secondary school curriculum. However, many teachers, especially in the first years of Flemish secondary school, have limited experience with teaching programming. To improve their ...},
   langid = {english},
-  annotation = {PUB27 New York, NY},
+  annotation = {PUB27\\
+New York, NY},
   file = {/home/charlotte/sync/Zotero/storage/UPCIS3VK/NeutensTom et al. - 2021 - Assessment of code, which aspects do teachers cons.pdf;/home/charlotte/sync/Zotero/storage/SAYY7V2P/3517133.html}
 }
 
@@ -3479,6 +3480,25 @@
   file = {/home/charlotte/sync/Zotero/storage/BK7JK52D/eric.ed.gov.html}
 }
 
+@article{poulosEffectivenessFeedbackStudents2008,
+  title = {Effectiveness of Feedback: The Students' Perspective},
+  shorttitle = {Effectiveness of Feedback},
+  author = {Poulos, Ann and Mahony, Mary Jane},
+  year = {2008},
+  month = apr,
+  journal = {{Assessment \& Evaluation in Higher Education}},
+  volume = {33},
+  number = {2},
+  pages = {143--154},
+  publisher = {Routledge},
+  issn = {0260-2938},
+  doi = {10.1080/02602930601127869},
+  url = {https://doi.org/10.1080/02602930601127869},
+  urldate = {2024-05-07},
+  abstract = {While effective feedback has frequently been identified as a key strategy in learning and teaching, little known research has focused on students' perceptions of feedback and the contribution feedback makes to students' learning and teaching. This reported qualitative study aims to enrich our understanding of these perceptions and importantly to provide insight into the meaning of `effective' when related to feedback. The study involved four focus groups of undergraduate students of varying levels and from a range of Schools completing degrees in the Faculty of Health Sciences, University of Sydney. Students' perceptions relating to a definition of feedback, how they use it and preferences for delivery were prompted by the facilitators. Thematic analysis resulted in three key dimensions: perceptions of feedback, impact of feedback and credibility of feedback. The analysis demonstrated that effectiveness of feedback extends beyond mode of delivery and timeliness to include the credibility of the lecturer giving the feedback. The role of effective feedback includes not only enhancing learning and teaching but also facilitating the transition between school and university.},
+  file = {/home/charlotte/sync/Zotero/storage/ZK345SIL/poulos2008.pdf.pdf}
+}
+
 @article{princeDoesActiveLearning2004,
   title = {Does {{Active Learning Work}}? {{A Review}} of the {{Research}}},
   shorttitle = {Does {{Active Learning Work}}?},
@@ -4594,7 +4614,11 @@
   abstract = {There is an urgent need to improve the infrastructure supporting the reuse of scholarly data. A diverse set of stakeholders---representing academia, industry, funding agencies, and scholarly publishers---have come together to design and jointly endorse a concise and measureable set of principles that we refer to as the FAIR Data Principles. The intent is that these may act as a guideline for those wishing to enhance the reusability of their data holdings. Distinct from peer initiatives that focus on the human scholar, the FAIR Principles put specific emphasis on enhancing the ability of machines to automatically find and use the data, in addition to supporting its reuse by individuals. This Comment is the first formal publication of the FAIR Principles, and includes the rationale behind them, and some exemplar implementations in the community.},
   copyright = {2016 The Author(s)},
   langid = {english},
-  annotation = {Bandiera\_abtest: a Cg\_type: Nature Research Journals Primary\_atype: Comments \& Opinion Subject\_term: Publication characteristics;Research data Subject\_term\_id: publication-characteristics;research-data},
+  annotation = {Bandiera\_abtest: a\\
+Cg\_type: Nature Research Journals\\
+Primary\_atype: Comments \& Opinion\\
+Subject\_term: Publication characteristics;Research data\\
+Subject\_term\_id: publication-characteristics;research-data},
   file = {/home/charlotte/sync/Zotero/storage/46MUMICP/Wilkinson et al. - 2016 - The FAIR Guiding Principles for scientific data ma.pdf;/home/charlotte/sync/Zotero/storage/ZRCAWIZQ/sdata201618.html}
 }
 
diff --git a/book.org b/book.org
index 10d8a6c..0fad1ba 100644
--- a/book.org
+++ b/book.org
@@ -2997,6 +2997,7 @@ These automated assessment systems give feedback on correctness, and can give so
 However, they are generally unable to give the same high-level feedback on program design that an experienced programmer can give.
 In many educational practices, automated assessment is therefore supplemented with manual feedback, especially when grading evaluations or exams\nbsp{}[cite:@debuseEducatorsPerceptionsAutomated2008].
 This requires a significant time investment of teachers\nbsp{}[cite:@tuckFeedbackgivingSocialPractice2012].
+Reducing the time spent on giving feedback also benefits students since it generally means they will receive more timely feedback, which has long been considered important\nbsp{}[cite:@poulosEffectivenessFeedbackStudents2008].
 
 As a result, many researchers have explored the use of AI to enhance giving feedback.
 [cite/t:@vittoriniAIBasedSystemFormative2021] used natural language processing to automate grading, and found that students who used the system during the semester were more likely to pass the course at the end of the semester.