Writer’s Workshop Feedback Strategies

This strategy works during any stage of the writing process. It allows the writer to respond to their writing without having to think about how others might respond. Another benefit of this strategy is that it draws on the writer’s listening skills—skills that are often silenced during the writing process. When hearing their writing, writers tend to see more. This makes identifying areas for improvement a much easier. Writers may choose to read it aloud themselves or have someone else read it aloud. This forces the writer to rely entirely on their listening skills. This strategy can also be used outside a workshop setting—at home in front of a mirror or with a family member. To use this strategy, complete the following steps:

Before you begin, read the description of the strategy above to group members.
Remind members that they do not need to respond. Instead, they only need to listen.
As you read, listen for areas that you think could be improved. When you notice one, circle or highlight it. Feel free to pause periodically if you need more time to highlight. If someone else is reading for you, do not to read along with your own copy. Instead, note areas for improvement on a blank piece of paper. This will force you to rely on your listening skills more.
If time permits, you may choose to read it aloud again.

POINTING

This strategy works well during the early drafting stage of the writing process. Writers use this strategy to get help identifying strengths in their writing that they can then build upon. It is also useful for boosting a writer’s confidence. When using this strategy, group members read along with the writer and highlight or circle sentences that they think work well. Writers can ask group members to focus on explanation of the ideas, the sequencing or the way the sentences are written. Writers who want a little constructive feedback may ask group members to point to one areas for improvement for every two strengths they identify. To use this strategy, complete the following steps:

Before you begin, read the description of the strategy above to group members.
Share copies of your writing with group members.
Explain which area of your writing you would like members to focus on—‘what’ you are trying to say and/or ‘how’ you are trying to say it.
Ask members to underline or highlight specific sentences that seem particularly strong as they read along. You should also highlight sentences that stand out to you.
Read your writing aloud a second time. As members listen again, ask them to choose the strongest 2-3 sentences from the ones they highlighted. Be sure to also choose your top 2-3.
Once you have finished reading a second time, ask group members to take turns pointing out which 2-3 sentences they selected. Members should point to a sentence, read it aloud and then explain why they selected it.

TALKING IT OUT

This strategy works best during the prewriting stage of the writing process. It is useful for writers who are unsure about what to write or simply want to explore some ideas before getting started. When using this strategy, the writer shares ideas with the group and invites input from the group. Group members may ask questions to help stimulate thinking or offer suggestions. The writer may also ask members to simply listen without responding. If you’re in a writer’s workshop, be sure to set a time limit of 10-15 minutes so other members of the group have an opportunity to share their writing. To use this strategy, complete the following steps:

Before you begin, read the description of the strategy above to group members.
Set a timer for 10-15 minutes.
Tell group members how you would like them to respond. Would you like them to ask questions? Offer suggestions? Or simply listen?
Ask group members to consider the sentence starter below if they need help
Explain what ideas you have about your topic simply by saying, “I’m thinking about writing about ______. What do you think? Or “I’m thinking about saying X, Y, and Z. What do you think?
As you and members discuss your ideas, be sure to take notes. You can use these notes to get started writing later.
Group members asked to give feedback can use the following sentence starters:
- What do you think/know about __________?
- I liked ___________, but maybe you should consider ___________ because ______________.
- Have you thought about ________________ because ___________.
- I think ___________ would be interesting to explore because ____________.
- Though I agree with __________________ because ___________, I do not agree with _________ because _________.

PARAPHRASING

This strategy works best during the drafting stage of the writing process. It helps writers work on the explanation and sequencing of their ideas. Paraphrasing is a summary of an original text—something written or said. Paraphrases should be shorter than the original and they should be done mostly in the paraphraser’s own words, though they will likely include key words and phrases from the original. Paraphrasing allows writers to see how others hear their writing and it allows them to test if their writing is actually says what they think it does.

When using this strategy, the writer reads aloud chunks of their writing and pauses in between chunks so group members can paraphrase what they just heard. It is important that group members take notes as they listen. They should also be take time when pausing to generate their paraphrase. Taking notes and pausing ensures that group members are using their own language and not the language of other group members. Before getting started, the writer will need to decide how they will break the writing into chunks. Smaller chunks allow for more detailed feedback. Writers may choose to chunk point by point or paragraph by paragraph. Writers may choose larger chunks if they are not ready for more detailed feedback. If the workshop group is larger, the writer should focus on one chunk only—the chunk they need to most help developing. To use this strategy, complete the following steps:

Before you begin, look through your writing and break it into chunks by drawing lines across the paper to separate the chunks.
Once you’ve chunked your writing, read the description of the strategy above to group members.
Inform members that you will not be sharing a paper copy of your writing.
Remind group members not to focus on editing—no grammar, punctuation, spelling, etc.
Explain to group members how you have chunked your writing—point by point, paragraph by paragraph, etc.
Remind them to take notes as they listen and to use some of your language—like key words—but mostly their own.
Read a chunk aloud. Remember to read slowly enough so that the listeners can follow along.
Pause for a 1-2 minutes to allow members to generate a paraphrase. Remind member that they should use some of the writer’s language but mostly rely on their own.
Ask group members to share their paraphrases one at a time. (If you find that most members are having difficulty paraphrasing a particular chunk, you may choose to read it aloud again.)
Repeat steps 7 – 9 until you’ve finished reading all your chunks.
Here are some sentence starters group members can use to start their response:
- What I heard you say is ___________________.
- The main thing or almost main thing you said was _________________.
- What I think I heard you say is _____________.
- Did you say _____________?

WHAT’S ALMOST SAID & WHAT’S MISSING

This strategy works well during the early drafting stage of the writing process. Writers use it when they sense more is needed to make their writing better but haven’t been able to put their finger on what exactly it is yet. This strategy helps writers pinpoint areas they can improve by asking group members to provide concrete suggestions. When using this strategy, group members get a paper copy of the writer’s work and follow along as the writer reads it aloud. Group members highlight or circle sentences containing ideas that are not fully explained or that they would like to hear more about. Members write brief explanations in the margin and offer suggestions for how the writer could improve. This strategy can take approximately 20 minutes per writer as it requires the writer to read their work aloud two times. To use this strategy, complete the following steps:

Before you begin, read the description above and the steps below to group members.
Be sure each member of the group has paper copy of your writing and something to write with.
Remind group members that they should not give feedback on editing—no grammar, punctuation, spelling, etc.
Instruct group members to highlight or circle any sentences containing ideas that are not fully explained or that they would like to hear more about. Members may write suggestions for new ideas
Read your writing aloud. Remember to read slowly enough so that the listeners can follow along.
Once you’ve finished reading the first time, pause for 3 minutes to give members an opportunity write down some explanations and suggestions.
Read your writing aloud again.
Once you’ve finished, pause again for 3 minutes to give members an opportunity write down some explanations and suggestions.
Ask each group member to select 2 sentences they highlighted for improvement. One at time, group members should point to a sentence they selected, explain why they selected it and offer suggestions.
Here are some sentence starters group members can use to guide their response:
- “I highlighted the sentence on page ____ in paragraph _____. The sentence starts with _______. (Read it aloud.)” Now choose one of these sentence starters:
- I wanted to hear more about _____________ because _____________. I think you could improve this by discussing _________ more.
- Have you considered introducing or adding the idea of ___________. This might help because ________.

DOUBTING

This strategy works best during the drafting stage of the writing process. It is particularly useful for writers trying to find weaknesses in their argument or trying to develop a successful counterargument. When using this strategy, group members pretend to oppose the writer’s argument and challenge every statement and claim the writers makes—their overall position, selection of evidence, explanations, analyses and conclusions. Group members may even challenge the use of specific language if they find it is inaccurate. As they read along with the writer, group members write objections and counterarguments in the margins. This strategy can take approximately 15 minutes per writer as it requires the writer to read their work aloud two times. To use this strategy, complete the following steps:

Before you begin, read the description above and the steps below to group members.
Be sure each member of the group has paper copy of your writing and something to write with.
Remind group members that they should not give feedback on editing—no grammar, punctuation, spelling, etc.
Instruct group members to highlight or circle anything they think the opposition would challenge. They should then write a brief explanation or counterargument in the margins.
Read your writing aloud. Remember to read slowly enough so that the listeners can follow along.
Once you’ve finished reading the first time, pause for 3 minutes to give members an opportunity to continue writing their explanations and counterarguments in the margins.
Read your writing aloud again.
Once you’ve finished, pause for 3 minutes to give members an opportunity to continue writing their explanations and counterarguments in the margins.
Ask each group member to select 2 sentences they highlighted for improvement. One at time, group members should point to a sentence they selected, explain why they selected it and offer suggestions. Encourage group members to use the following sentence templates to give their responses:
- On page ____ in paragraph _____, you wrote __________. The opposition might disagree with this because ________.
- On page ____ in paragraph _____, you wrote __________. The opposition could challenge this by stating _______.

BELIEVING

This strategy works best during the drafting stage of the writing process. It is particularly useful for writers trying to find strengths in their writing. When using this strategy, group members pretend to support the writer’s argument by agreeing with every statement and claim the writers makes—their overall position, selection of evidence, explanations, analyses and conclusions. Group members may even support the use of specific language if they find it is. As they read along with the writer, group members write in the margins supporting statements and possible ways the writing can further strengthen their argument. This strategy can take approximately 15 minutes per writer as it requires the writer to read their work aloud two times. To use this strategy, complete the following steps:

Before you begin, read the description above and the steps below to group members.
Be sure each member of the group has paper copy of your writing and something to write with.
Remind group members that they should not give feedback on editing—no grammar, punctuation, spelling, etc.
Instruct group members to highlight or circle anything they agree with. They should then write a brief explanation or counterargument in the margins using the following sentence templates: “I agree with ______ because ______” and “I agree with ______ and think it would be strengthened if you added ___________.”
Read your writing aloud. Remember to read slowly enough so that the listeners can follow along.
Once you’ve finished reading the first time, pause for 3 minutes to give members an opportunity to continue writing their supporting statements in the margins.
Read your writing aloud again.
Once you’ve finished, pause for 3 minutes to give members an opportunity to continue writing their supporting statements in the margins.
Ask each group member to select 2 sentences they highlighted for improvement. One at time, group members should point to a sentence they selected, explain why they selected it and offer suggestions. Encourage group members to use the following sentence templates to give their responses:
- On page ____ in paragraph _____, you wrote __________. I agree with this because ________.
- On page ____ in paragraph _____, you wrote __________. I agree with this and think it could be strengthened by adding _______.

ORGANIZATION

This strategy works best during the drafting stage of the writing process. Writers use this strategy to improve the overall organization of a piece of writing or to improve their use of specific structure like SEEC. What they choose to focus on depends on the length of their writing and the amount of time they have in a workshop. If it is a longer piece of writing, writers usually review a section or even paragraph at a time. When using this strategy, group members follow along as the writer reads their work aloud and mark the text when they notice an area where the organization can be strengthened. Members circle sentences, write what’s missing in the margins and draw arrows to indicate that something should be moved. To use this strategy, complete the following steps:

Before you begin, read the description above and the steps below to group members.

Be sure each member of the group has paper copy of your writing and something to write with.
Remind group members that they should not give feedback on editing—no grammar, punctuation, spelling, etc.
Instruct group members to mark anything that is missing or any sentence that seems out of place.
Read your writing aloud. Remember to read slowly enough so that the listeners can follow along.
Once you’ve finished reading the first time, pause for 5 minutes to give members an opportunity mark your work. You may need to adjust the pause time depending on the length of the writing and the number of people in the group.
Read your writing aloud again.
Once you’ve finished, pause again for 3 minutes to give members an opportunity mark your work.
Ask each group member to select 2 areas they highlighted for improvement. One at time, group members should point to the area they selected and explain why they selected it.

CRITERION-BASED FEEDBACK

This strategy works best at the end of the drafting stage and during the editing stage of the writing process. Writers use this strategy when they want to evaluate specific aspects of their writing or its overall quality. When using this strategy, writers may select specific criteria they would like group members to evaluate—such as organization, clarity of ideas, word choice, evidence, grammar, etc.—or they may ask members to evaluate their writing using a grading rubric given to them by their teacher. When using a rubric assigned by the teacher, this strategy works best when all members of the workshop are using the same rubric or are at least familiar with it—like and SEEC rubric. Writers often seek the help of a more knowledgeable and skilled writer like an experienced writing center coach when using this strategy. Writers also use this strategy in a workshop setting, but they are careful about which advice they take from group members. While they may listen to all the suggestions from all members of the group, writers tend to consider more seriously only those concerns that all group members share. Using this strategy during a workshop takes about 20 minutes per writer, so it is important to keep track of time. To use this strategy, complete the following steps:

Before you begin, read the description above and the steps below to group members.
Be sure each member of the group has paper copy of your writing and the grading rubric and something to write with.
Inform group members which areas of your writing you would like them to focus on. If you are using a grading rubric, take 2-4 minutes to read aloud the highest band of the criteria. If everyone in the group is using the same rubric, you only need to review it one time at the beginning of the workshop.
Read your writing aloud. Remember to read slowly enough so that the listeners can follow along. For shorter pieces of writing, you may choose to read your work aloud a second time.
Once you’ve finished reading, give group members 5-7 minutes to mark your writing and grade it using the rubric.
Ask each group member to share the grade they assigned using the rubric. Then ask them to select the top 3 areas they marked for improvement. One at time, group members should point to an area they selected, identify which criterion it is connected to and then explain why they selected it. Each point made by a member should be supported with an example. Group members may make suggestions for improvement if the writer requests it.

A LITTLE BIT OF EVERYTHING

This strategy is a mix of several other strategies. It is useful for those seeking a variety of feedback.

Praise: Most writers long for some kind of recognition, so begin your response with praise. The key is to be sincere and specific. While “You are the greatest writer ever!” is initially pleasing, most writers prefer to hear why their piecework’s more than a hollow hooray.

What about the piece is memorable?
If after a first reading you immediately had to tell another person what caught your attention, what would you say?
Be very specific about what you liked by using an example.
Also, if a piece is very good, don’t be stingy! Cite multiple examples of what you like.

Question: Statements can easily seem confrontational; questions allow the writer to consider for her without feeling directed. For example, saying “I really didn’t get why the horse was so important” could be read as an attack, whereas “The horse seems important. Can you tell me more about why it was so important?” gives the writer a space to make judgment without feeling judged. Sometimes what is in the writer’s head doesn’t make it to the page, yet the writer sincerely believes she has communicated clearly. A constructive question from you can point out such blind spots. Asking such questions does not challenge the writer’s skills, yet still says something needs a second look. As long as you ask sincere questions, you will be helpful to the writer.

In the form of a question, ask the writer about anything that confused you or seemed inconsistent while you were reading.
Have you considered…
Do you think it would be more effective for you to…
Have you thought about changing…

Wish. Even experienced writers sometimes miss an opportunity to make their piece the best it can be. As a reader, you may see potential that is invisible to the writer, so you naturally want to share your insight. Since many writers are sensitive about receiving advice, it is a good idea to avoid sounding like you are directing their piece. The word wish has a positive connotation, so starting your advice with I wish avoids the tone of a command.

I wish you would tell more about…

Sources: Strategies 1-10 have have been adopted and modified from from Peter Elbow & Patricia Belanoff’s Sharing and Responding, 1999. Strategy 11 was adopted and modified from Liebel, Anne Marie. “Elbow Room: Tweaking Response in the Secondary Classroom.” The Quarterly, 2005.

SHARING WITH NO RESPONSE