Friday, June 13, 2014
I teach all levels of writers, and I especially love working with brand-new writers. Someone who has just gotten an idea for a novel. Or a parent who has been meaning to write a nonfiction book about their special needs child and what this writer learned while navigating a difficult school system. Or a beginning memoirist who is still reeling from childhood but driven to get the stories on paper.
They all want me to tell them how to write, but in the same breath they say, "And be sure to tell me what's not working. Don't hold back."
This approach is a mark of new writers, I've learned. Most experienced writers learn what makes them keep writing--and it isn't always critique. But a new writer is still high on the energy of the idea. They can't imagine the long haul ahead. They think writing is easy.
One stand-out memory from a past class was such a new writer. He was in one of the online classes I took before I began teaching. When he introduced himself to the group, he said he was new but used to criticism. He told us, "Give me all the critique you have!"
In other words, don't just give constructive feedback but also what was totally wrong, what really sucked (his words) in our humble opinions.
I watched, not really knowing yet about this phenomenon. The group took him at his word. They told him how much he still had to learn.
The writer lasted about 2 weeks before he stopped writing altogether. He dropped the class, I think. I wasn't surprised. I was surprised that the teacher didn't step in, but maybe she felt it was good to weed out the weak early? It's not my way, as an instructor.
I learned a lot from watching this feedback process. It reinforced my approach, which is based on the stages of a writer's growth, finding the best level of feedback for where you are, so you keep writing.
Stages of a Writer's Growth--and Feedback Needs
In the early years of our writing journey, we need mostly constructive feedback. We need what will help us thrive, figure out our unique voice, explore story ideas without too much negative self-talk or external critique. Our own critical voice is usually strong as we struggle through our learning curves.
Best now to hear what's working. Also, what can be improved, but via suggestions and questions given in a constructive way. In my classes, I ask questions that open doors for the writer.
Each time I read one of my student's pieces, I see (always!) things that are strong. Things that are unique to that writer's experience, perspective, voice, and style. I point them out. Knowing what works, will help the writer at this stage.
Then I look for areas where I want more, as a reader. Where I felt things were missing.
I want to know more about the setting, for instance, where this event is occurring. What the narrator is actually doing physically in the scene as they reflect on their past or future challenge. That's called the outer story (the outer details of what is happening) and grounds me, as a reader, in the inner story (the thinking or feeling). So I might ask about this.
Or I might ask to read more about the sensory details--what the character or narrator is smelling or hearing at that moment. These elements bring out the inner story too and make the scene more intense for me as a reader. That's a good thing.
Two steps to giving feedback: (1) look at inner and outer story, and ask myself what could be developed more. Then (2) ask a question or two about that missing area.
Questions ignite ideas in the writer's mind and bring more good stuff to the page.
No use, truthfully, in saying to someone: "This really didn't work for me." What does this do for the writer? Mostly, they begin to question if they should be writing at all. Maybe they are stupid and (on and on) . . . The Inner Critic has a field day.
The writer slinks off and becomes what we call in online classes a "lurker," if they even continue writing. No way they will share their writing again.
We're trained in school to get criticized more than we get encouraged. I was, at least. When I was at revision stage in my MFA, I got a lot of critique and at that advanced level, I needed it. But when I was beginning each of my books, I mostly needed to hear what was good, strong, and working. Constructive feedback kept me going and opened the creative door wider and wider into new ideas.
Everyone's writing has strong areas and weak areas. My teaching style is to first build up the strong areas until they are solid enough to stand on, so that when you do face your weak areas, your whole foundation won't collapse.
What are you getting as a writer, right now, in terms of feedback? Is it appropriate to where you are in your book journey? How might you get more of what you really need?
Posted by Mary Carroll Moore at 6:08 AM