Theoretical approaches to understanding student engagement with assessment and feedback are increasingly emphasising the importance of dialogue in recognition that learning tacit knowledge is an active, shared process. This paper evaluates an experimental approach to providing feedback which was designed to create a dialogue between tutor and student without additional work for staff. Tutors on an outdoor studies degree attempted to set up a dialogue with students by providing written feedback in response to students' questions about their work, requested on their assignment cover sheets. Data were collected in the form of their feedback questions, interviews with students and a focus group of staff. The data indicate that the approach encouraged students to think about their writing but that students' limited understanding of staff expectations and standards limits their ability to initiate a meaningful dialogue with their tutors. More positively, the research suggests that if staff capitalise on and develop existing peer discussion of assessment, it may provide an important foundation for the greater challenge of entering into a dialogue with academic staff.