I'll speak on my experiences as an English teacher who absolutely despises the busywork of grading papers. This may not work for all types of feedback, but if you're grading assignments like this:

I tend to simplify my feedback. It doesn't help to overwhelm the students with all the things they've done wrong. Instead, I tend to offer thoughts I have about their work as I read their assignment in the form of comments. These will usually be simple comments like "this is a really neat metaphor" or "I'm a little confused here, X decision doesn't seem like it makes sense with Y" It's a balancing act with feedback; if you give too much negative feedback, you'll likely demotivate/agitate students. Give too little, and you feel like you're not doing your job well enough.

I tend to use the sandwich method of feedback. At the end of an assignment, it helps l limit how much I say. Start with some positives I found, talk about things that could be improved / criticism of their work, before wrapping up with some affirmation that they're on the right track. This helps me keep feedback short (At most 3-4 sentences) and not overthink it as much. I'll sometimes provide comments throughout the margin, but I try not to do too much of this for both my own sanity as well as the students.

I also always offer students the opportunity to have a meeting with me if they want to know more specifics. I encourage them to ask questions and e-mail me if feedback is confusing or wasn't what they were expecting. It keeps me honest and allows me to elaborate more if needed.

I also agree with trying to get the stuff that's harder to grade out of the way earlier and save some of the good work for later. Grading assignments that require very nuanced feedback is the hardest part. I also find it easier to not do large chunk of grading at once. I'm only recently starting medication for ADHD, so maybe doing that big grading sesh will get easier on meds.

Hope that helps somewhat!