Feedback and writing groups
Introduction
Giving and receiving feedback, like all good communication is a skill that can be
developed. This resource aims to outline what constitutes useful feedback, how
to provide and receive feedback, the benefits of participating in
writing groups, and some tips for running successful writing groups. The advice is
relevant for a variety of research contexts including writing
groups of all kinds, research supervision, editorial negotiations with publishers, and
other forms of scholarly networking.
The advice in this resource represents a distillation of Joni Cole's (2006) book Toxic Feedback,
and comments in the appendix of Ursula Le Guin's (1998:151-156) book Steering the Craft.
How to give bad feedback:
- criticise the writer, rather than the writing;
- use a superior tone of voice;
- use words like 'you need to' and 'you should';
- deliver the feedback as 'fact';
- go on and on about what is wrong without letting anyone else
contribute to the conversation;
- be vague, general, negative, and leave the writer with nowhere to go
('this chapter is not good enough');
- be vague, general, positive, and leave the writer with nowhere to go ('it's
fine');
- assume you have no 'legitimacy' to give feedback ('I have no right to criticise your work');
- assume the writer is dependent on your feedback;
- pedantically pick on every small grammatical error;
- address side issues and smaller points rather than the
substance of the work;
- present solutions as mandates.
Effective feedback:
- criticises the writing, not the writer;
- is delivered in a spirit of humility;
- avoids phrases like 'you need to' and 'you should';
- is offered as a point of view;
- is delivered concisely enabling others to contribute to the
conversation;
- is specific, concrete, constructive, and offers alternatives and solutions;
- involves both negative and positive points;
- is grounded in the knowledge that one's feedback, when delivered
thoughtfully, is valid and useful;
- is grounded in the knowledge that the writer will weigh up the comments and
make up their own mind;
- provides corrections for the first few minor errors and leaves the
writer to correct the rest;
- focuses upon substantive issues in the writing;
- offers solutions or alternatives as suggestions.
In addition to constructive criticism and positive comments, it is useful to share more
neutral or ambiguous comments. For example: general reactions, first
impressions, thoughts about how a draft has changed from a previous draft, areas
of agreement and disagreement with other feedback and your reasons for this.
This kind of feedback is useful because it gives the writer a sense of how the
text has been received.
Positive feedback
Some people think that feedback consists purely of pointing out what's wrong
with a piece of writing. Positive feedback is equally important because it:
- builds confidence;
- encourages the writer to keep going;
- helps the writer to see what they got right, and to avoid revising
it;
- helps others to identify and model good examples.
Phrases for giving feedback
- I really liked ... but you might consider ... .
- I loved the section on ... such and such writes about that, would you
like the reference?
- I was impressed by ... how are going to deal with ... ?
- You may want to think about ... .
- I felt really persuaded by ... but in the second paragraph in the second section
I found
... .
- I think it would make it even better if you ... .
- Could you try ... ?
Tips for processing feedback
Make the most of it – don't waste this opportunity, listen carefully and take notes.
Be open – resist the temptation to defend your work, try not to
talk too much.
Resist the urge to explain – explanations can make it difficult for the
reader to separate what you have told them from what they have read and can reduce
the value of any feedback offered.
Respect others opinions – all feedback is useful even if you don't agree
with it. Feedback reveals how your work can be
read or misread. This will enable you to get your point across better next time.
Prompt for constructive suggestions – if the feedback is too vague,
ask the reader for more specific information, reflect back their comments to
check you have heard correctly.
One comment at a time – in order to avoid being overwhelmed after a
feedback session, sift through the comments then put them aside and address one
issue at a time.
Phrases for receiving feedback
- That's a good idea, thanks.
- So you're saying ... ?
- Can you give me an example?
- Can you be more specific?
- Could you suggest a word/phrase/sentence I could use instead?
- Where do you think it would be good to insert that?
- How did you find the section on ... ?
- Do you think it would work if I ... ?
If you find you cannot stay quiet and listen without objecting to the feedback
you are offered, it may be that feedback is not what you need right now. It is ok to
work alone, and better not to submit work you don't want to change.
Writing groups
Benefits of writing groups:
- reduce isolation
- learn from others in the same boat
- stimulate critical thinking and research clarity
- writing deadlines
- encouragement to maintain high motivation
- improve writing and research quality
- opportunities to prepare for seminars, publications, supervision
meetings and other important deadlines
- improve confidence
- provide contacts
- support in solving problems arising in the research process
- editing support
- people to celebrate your successes with
- opportunities to practice giving and receiving criticism.
Operational norms
At the first or second meeting of a new writing group it is useful to decide
upon and record how the group intends to operate. A list of operational norms is provided below to act as a discussion
starter for new writing groups. Experienced group participants recommend:
- six to eleven members (which allows for different opinions without getting
too big to manage);
- fortnightly or monthly meetings;
- members be at a similar level of accomplishment;
- manuscripts circulated before the meeting to allow everyone to provide
thoughtful criticism;
- feedback provided in writing on the draft with the reader's name on the
top of the page;
- all decisions made collectively;
- designated time before the feedback session to share news and raise any
concerns;
- everyone takes a turn to provide and receive feedback;
- participants arrive on time;
- participants let the group know if they will not be able to attend (to prevent
others feeling the group is flagging);
- drafts submitted within an agreed lead time;
- strict confidentiality (no one outside the group to have access to drafts);
- concise feedback, in turn, and without interruption from others;
- feedback to address substantive issues (nitpicks addressed briefly or only
in writing);
- avoid asking the writer questions that will elicit long explanations;
- the writer says nothing, or as little as possible during feedback;
- the writer takes notes of what others are saying;
- feedback be kept concise, to allow time for open discussion.
Role of the facilitator
Writing groups, especially those with more than four members, will usually
run better with a
facilitator. The facilitator can be the same person
every meeting, or group members can take it in turns to facilitate group
meetings. The facilitator's role is to foster a sense of community, rather than one of competition by keeping the discussion
positive and task focused.
The role of the facilitator is to:
- raise operational matters (meeting times, food, submission turns and dates,
minutes);
- ensure writer's get equal time, or that time is negotiated in the group;
- ensure everyone gets a turn to talk (by calling upon members one at a
time, or calling upon quieter
members directly);
- use humour and positivity to manage digressions, arguments, rehashing,
dominating, side conversations, and put downs and keep the discussion on track;
- reiterate key points before the group moves on to a new tack;
- stimulate discussion if the group flags (ask open ended questions 'Tell
me more about ...');
- remain impartial (no favourites, encourage members to work out any
issues with one another directly).
The 'world's worst' workshop
participants
Joni Cole (2006:134-137) provides a characterisation of the 'world's worst'
workshop participants. Perhaps we can all recognise a little of ourselves in one
or more of the behaviours described below? If you do, don't feel bad. To err is
human. Cole's
descriptions are provided here to help us to reflect on how we can participate
in a more positive manner.
The shadow – shows up to meetings, but never shares or takes a turn.
The dominator – doesn't draw breath, likes to talk
about self and pads comments with irrelevant detail.
The star – assumes their work is the best, brags about their
achievements, doesn't read other people's work.
The grammarian – obsesses with minor errors, avoids being involved in
discussion about substantive themes.
The devil's advocate – contradicts for the sake of contradiction,
enjoys stirring up trouble.
The interrupter – impulsive, impatient, cuts people off, runs away
with others' ideas.
The outpatient – wants to work out issues and connect with others, not
work on writing.
The gossip – talks about other members behind their back, poisons
group members against one another.
Constructive group behaviours
- Take your turn.
- Enjoy equal time on the floor.
- Encourage and support others.
- Read and comment on the substance of submitted work.
- Offer alternatives and solutions.
- Build on the comments of others.
- Stay task focused.
- Raise issues about the group dynamic with the group.
References
Cole, Joni B 2006, Toxic feedback, University Press of New England, Hanover.
Le Guin, Ursula 1998, Steering the craft: Exercises and discussions on story
writing for the lone navigator or the mutinous crew, The Eighth Mountain
Press, Portland Oregon.
This web resource was developed by Wendy Bastalich.
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