<![CDATA[Background: Writing feedback in Indonesian classrooms is often treated as correction, although its pedagogical value depends on how teachers, students, and texts interact across successive responses and revisions. Objective: This study examined how teacher feedback was formulated, how students engaged with it, and how interactional trajectories were reflected in revision and student agency. Method: A focused qualitative corpus design analysed twenty-three verified public documents, including thirteen Indonesian empirical studies, seven analytical sources, and three official contextual documents, through interactional sequence analysis, revision-uptake analysis, and an agency–authority matrix. Results: Teacher response ranged from directive correction to dialogic elaboration, with reciprocity depending on clarification, contingent follow-up, and opportunities for student contribution. Revision uptake varied from surface correction and direct adoption to meaning-preserving reformulation, substantive revision, and reasoned non-adoption, although many sources lacked fully matched drafts. Student participation was often bounded by teacher-framed structures, while stronger agency appeared when learners could explain intentions, propose alternatives, and influence subsequent feedback. Implication: Feedback design should prioritize reciprocal response pathways, traceable revision cycles, and multilingual spaces that make student reasoning consequential. Novelty: This study integrates teacher moves, revision evidence, and authority relations within a feedback–response–revision episode framework across diverse Indonesian educational settings and varied institutional contexts.]]>
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