Worshop Guidelines

A significant part of this course focuses on writing workshops. Their purpose is to help you improve your writing through balanced feedback and criticism from your peers, but perhaps more importantly, to help you become a fair critic, learning how to give specific, constructive criticism of others’ work in a way that is appropriate and helpful. The workshops will also help you go “public” with your work, in preparation for (and with the expectation of) publication. You will also be given a chance to discuss the workshop and ask questions of the group about your work.

We will workshop the first two assignments in two groups. We will workshop the final pieces in one large group. Work is to be published on your blog the Monday before the workshop at 5 p.m. Each group member is responsible for getting his or her piece published on time, reading and thoroughly preparing each piece for workshop by class on Wednesday. Students are expected to have read each piece and formulated substantiated opinions and arguments ahead of time, writing a 200-word response to each piece BEFORE workshop. The more you give, the more you get.

The ultimate goal of the workshops is to provide a helpful arena, a safe space in which to strike a balance between encouragement and guidance. Even though workshops should help you become better writers as much as they help improve the specific pieces of writing, workshops are always about the writing, not about the writers per se. It must be about the work, not the person.


General Rules:

1.Everyone’s work deserves and receives equal time and equal respect. Each member of the class is an artist in training; each text will be looked at as potential literature. At the same time, everyone’s writing can be improved.

2.Everyone participates. Attendance during workshops is mandatory. Absence during workshop or failure to turn in a draft for workshop will result in the assignment’s grade reduced by one letter.


Here’s how it goes:

1.The writer reads a few paragraphs of the piece aloud.

2.The group speaks about the piece as if the writer weren’t in the room, addressing comments about the text to each other.

3.The writer being critiqued listens rather than actively participating, writing down what the group says without evaluating the comments—that comes later.

4.When the workshop is completed, the writer is given an opportunity to ask questions of clarification, but not defend the work to the group.

5.The writer thanks her or his colleagues for their thoughtful critique.


The specific guidelines:

Each piece of writing should be closely looked at for the following:

1.The lede—does it grab the reader’s attention? Does it give insight into character or indicate theme? Does it effectively lead into the story?

2.The nut—(aka theme) does the writing clearly show the “so what” of the piece? Does it answer why the reader should care?

3.The middle—does it move? Where does your attention as a reader die? What could be done to keep the middle moving? Are the boring but important details interspersed with strong quotes and anecdotes?

4.The kicker—is there a memorable ending? Does it suit the piece in tone and style? Does it echo the lede? Should it?

5.Structure—does the order of information presented make sense? Is it engaging?

6.Character—are characters clearly delineated? Does the writing show character through actions and choices rather than rely heavily on telling?


On a deeper level, ask the following of each piece of writing:

1.What is the piece really about? Go beyond the subject to the meaning.

2.What is the focus? Is there a clear angle to make the storytelling stance narrower, more specific? Is it too general, or too specific?

3.Is there a unifying theme weaving the logical line throughout the narrative?

4.Are there any patterns, any turning points?

5.What anecdotes are most memorable? Would any of them be a more effective lede or kicker?

6.What is the point? Is it made effectively or perhaps artfully?