-- the no praise/no blame method

Some conversation starters:

  • I think the writer wants to . . .
  • This makes me feel . . .
  • This reminds me of . . .
  • I was most struck by . . .
  • Let's look more closely at . . .

  • I want to hear more about . . .
  • Another way to look at it would be . . .
  • What if . . .
  • I wonder why . . .
  • So the point is . . .

As you discuss, remember —

These are not finished pieces. They are more like quick sketches for a painting, or video clips for a movie.  The writer needs to spot patterns of image, sound, and meaning in the draft. To ask--where might the line breaks come? The stanza breaks? What is most compelling?  As a reader, an audience, you can help the writer see the poem's emerging potential.

If you notice problems, call them to the writer's attention, but in a way that points toward revision. Also, notice that what looks problematic for you, may not appear so for another reader. Give the writer a "movie of your mind" as it processes the paper.  Don't judge or evaluate, but let the writer see how the piece affects you. What do you see, think, feel, as you read the poem?

It's the writer's poem--not yours. Don't try to make the writing what you want it to be.  Help the writer make it what she wants it to be. And remember, it's always the writer who must go back into the piece and make tough decisions about form and content, substance and style, informed largely by your comments.

Point out what's strong. A piece of writing shared shared is a gift given. In response, don't just gush vague, insincere praise, but let the writer know he has been heard, that his writing is valued. Point to specific passages--words, images, phrases--and tell how and why they speak to you.

A Sharing Process

The first person to the comment gives a brief, non-evaluative comment on the writing, noting its central concern, most striking features, major divisions, images and metaphors, and so on.

Other group members use these opening comments as launch points for further discussion. Group members discuss both their reactions and the writing itself, while the writer listens quietly, taking it all in. Group members talk to each other, not to the writer.

  • Look closely at the opening. What sort of tone does it establish?  Does it invite further reading?  Does it set up expectations of what will follow?

  • Focus in on specific details. Notice paragraphs, sentences,  words, idioms.  Consider the speaker's voice and tone.  Notice connotation, irony, ambiguity.

  • Look closely at the ending. Does it satisfy the expectations set up at the beginning?  Does it leave you with a sense of satisfaction and completion?

Finally, ask the writer to comment and especially to raise any questions that haven't already been explored.