For years, I have incorporated CRITIQUE into my classroom’s
writing process. The idea is that children are
authors and that the writing process should involve feedback from other
writers. The lessons children can get from hearing feedback are powerful. As
one of my 3rd graders explained, “We are never DONE. We can make
everything we do better.” Sharing our writing with others is a leap—we have to
feel safe, trust that others are there to help us, and make sure that we are
being constructive as well. How can a teacher help to create that environment?
I have had mentors who have helped me
articulate the principles that can guide children in their interactions in the
writing process. But last year, Mr. Luper’s description of his own process took
my coaching to another level. He—as an adult—sits with other authors. They have
articulated and follow a critique process they call a COMPLIMENT SANDWICH. Here
are the steps:
1. When giving feedback, you must first open with a
COMPLIMENT. This compliment should be specific and refer directly to the piece
being critiqued. As some of my 3rd graders explained, this opening
“makes people feel good.”
2. Next, SUGGESTIONS are offered. We
discussed, modeled and have practiced ways to offer ideas that would add to and
enhance the piece. One of the aims I have for each of my writers is to learn
how to add in juicy details and descriptive language. My students say this suggestion
step “inspires people to do something
[with their writing].”
3. Last, the critique closes with ANOTHER COMPLIMENT. The children explain that this “makes people feel really happy and
good.”
This sandwich idea has clicked with my students. They remember the steps. The process requires they provide active support and wrap their reactions and suggestions in positive language. A supportive process means these young writers can take more risks, make more writing moves.
Last week, the 2-3s engaged in full-fledged critiques. The class was divided in half. A group of six or seven assembled and one child at a time read aloud a nature poem he/she had drafted. A second reading immediately followed and fellow writers closed their eyes. My instruction was to “see” specific things to both compliment and suggest for each other. I scribed the feedback each child received.
Today, the children spread out and critiqued each other more
informally on another piece. In small groups, they shared compliment sandwiches
for an expressive writing assignment: “If
you could be an animal for a day, what animal would you be?” Already, it is
evident that these children are able to offer constructive feedback with a bit
more independence.
Critique requires active and creative thinking, idea generating, and synthesis. It also provides purposeful social interaction and teamwork. And as we move through the year, my goals will be that (a) suggestions become more pithy and (b) each writer comes to the critique with specific requests for feedback on a piece.
I wish you had been a fly on the wall during these productive days. Your children are so impressive.
We are certainly on our way with this year's writing adventures.
Critique requires active and creative thinking, idea generating, and synthesis. It also provides purposeful social interaction and teamwork. And as we move through the year, my goals will be that (a) suggestions become more pithy and (b) each writer comes to the critique with specific requests for feedback on a piece.
I wish you had been a fly on the wall during these productive days. Your children are so impressive.
We are certainly on our way with this year's writing adventures.
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