How to Use It

When It's Useful

Just read your words out loud; see what they sound like. You probably learn more from the act of reading in the presence of listeners than from any kind of feedback.

When you don't have much time. Or at a very early stage when you're just exploring or feeling fragile about what you've written and don't want criticism. It's also useful when you are completely finished with a piece: you've finally got it the way you want it or you don't have the time or energy to make any changes-so it's time to celebrate by sharing it with others and not getting feedback at all.

How to Use It

When It's Useful

Ask readers: "Say back to me in your

At an early stage when you are still

own words what you hear me getting

groping, when you may not vet have

at in my writing. But say it more as a

been able to write what you are really

question than as an answer-to invite

trying to say. If readers say back to

me to figure out better what I really

you what they hear-and invite you

want to Say."

to talk-this often leads you to exactly

what you want to write.

How to Use It

When It's Useful

Ask readers: "Which words or phrases

When you want to know what is

stick in mind? Which passages or

getting through. Or when you want a

features did you like best? Don't

bit of confidence and support.

explain why."

How to Use It

When It's Useful

Ask: "What do you hear as my main

When you want to know what's

point or idea (or event or feeling)?

getting through. If a reader says she

And the subsidiary ones?"

disagrees with you, you need to know

what she thinks you are saying.

How to Use It

When It's Useful

Ask readers: "What’s almost said,

When you need new ideas or need to

implied, hovering around the edges?

expand or develop what you've

What would you like to hear more

written-or when you feel your piece

about?"

isn't rich or interesting enough. What

you don't say in a piece of writing

often determines the reactions of

readers as much as what you do say. If

this is an important piece of writing

for you, you had better look to

feedback about the implications.

How to Use It

When It's Useful

Ask readers: "What do you sense as

Same as for "What's Almost Said," above.

the source of energy, the focal point

the seedbed, the generative center for

this piece?" (The center of gravity

Might well not be the "main point"

but rather some image, phrase,

Quotation, detail, or example.)

How to Use Them-

When They're Useful

Ask readers to describe each

At any stage. When you need more perspective.

of these features or dimensions of

your writing.

How to Use Them

When They're Useful

Ask readers; "Describe my piece in

At any stage. When your writing feels

terms of weathers, clothing, colors,

stale and you need a fresh view. If

animals. Describe the shape of my

readers learn to give this kind of

piece. Give me a picture of the reader-

feedback, their other feedback tends to

writer relationship. What's your

improve. Sometimes young,

fantasy of what was on my mind that

inexperienced, or naive readers can't

I wasn't writing about ('substitute

give you other kinds of feedback but

Writing’)?"

give very perceptive metaphorical feedback.

How to Use It

When It's Useful

Ask readers to tell You about these

When writing a persuasive essay or

three main dimensions of your paper:

any essay that makes a claim. At an

early stage when you have a lot of

• Reasons and support. ("What do

unorganized exploratory writing,

you see as my main point and

skeleton feedback is a way to get help

my sub-points-and the

from your readers in adding to and

arguments or evidence that I give

organizing your material. At a late

or could give to support each?")

stage, readers help you analyze

strengths and weaknesses. It's also

• Assumptions. ("What does my

helpful for giving yourself feedback

paper seem to take for granted?'

• Audience. ("Who do I imply as

my audience? How would my

reasons work for them? How do I

seem to treat them in general?")

How to Use It

When It's Useful

Ask readers: "Believe (or pretend to

The believing game alone is good

believe) everything I have written. Be

when you want help and support for

my ally and tell me what you see.

an argument you are struggling with.

Give me more ideas and perceptions

Together they are useful at any stage.

to help my case. Then doubt

They provide strong perspective.

everything and tell me what you see.

What arguments can be made against what I say?"

How to Use It

When It's Useful

Ask readers: "Write me says and does

Descriptive outlines make most sense

sentences-for my whole essay and

for essays-and are particularly useful

for each paragraph or section." Does

for persuasive pieces or arguments.

sentences shouldn't mention

They give you the most perspective.

the content of the paragraph-i.e.,

Only feasible when the reader has the

shouldn't slide into repeating the says

text in hand and can give a lot of time

sentences.

and care. Particularly useful for

giving feedback to yourself.

How to use It

When It's Useful

Get readers to tell you frankly what

Movies of the reader's mind are useful

happens inside their heads as they

at any stage-but they depend on a

read your words. Here are ways to help

relationship of trust and support with

them:

readers. They can lead to blunt

criticism. They're most useful for

• interrupt their reading and have

long-range learning: they -may not give

them tell their interim reactions.

you direct help in improving this

particular draft.

• Get them to tell reactions in the form of a story (first ... then . . . )

• Get them to give subjective "I statements" about what is happening in them, not allegedly objective "it statements" about the text.

• If they are stuck, ask them questions (e.g., about where they go along and where they resist, about their feelings on the topic before and after reading).

How to Use It

When It's Useful

Traditional criteria for imaginative or

When you want to know how your

creative writing:

writing measures up to certain criteria.

(Omitted)

Or when you need a quick overview

of strengths and weaknesses. This

kind of feedback depends on

experienced and skilled readers. And

Traditional criteria for expository

still you should always take it with

or essay writing:

a grain of salt.

• Focus on task. (Does it squarely

address the assignment, question, or task?)

• Content. (You might want to

distinguish three dimensions:

ideas; details or examples;

reasoning.)

• Clarity.

• Organization.

• Sense of the writer. (Voice, tone,

stance toward the reader.)

• Mechanics. (Spelling, grammar,

punctuation; proofreading.)

Of course, you can specify whatever

criteria you think right for a given

piece of writing: what the particular

writing task demands (e.g., persuading

the reader) or what you are currently

working on (e.g., voice). Or you can

let readers specify the criteria that

they think are most important.