In Defense of Constructive Compliments

“Constructive compliments” are often disparaged in traditional academic settings, but it’s worth revisiting their use and implementation in tutoring practice.

By: Catherine Small (’19)
First-Year Tutor

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I was doing an Online Writing Lab session the other day and found myself struggling to come up with suggestions for the student’s paper. Her voice was strong, and it felt unnecessary to point out things like grammar or syntax just for the sake of correcting something. It was then that I realized; why can’t a successful session be comprised of only positive feedback? Of course, it would need to be meaningful positive feedback, but the same goes for critical feedback as well- so what’s the issue?

It is commonly accepted and widely believed that all good feedback must be critical. “The truth hurts,” we say. Conditioned by the educational systems that have raised us, we enter a session intent on seeking out and correcting errors first and foremost. Positive feedback becomes an afterthought; nothing more than “fluff” or filler content to cushion the blow of the important stuff. However, this is a toxic mindset. When we approach a session this way, our feedback can become pedantic and patronizing rather than helpful and constructive; we sprinkle in a “This is great!” here, a “Good description!” there, and call it a day. As Carol Dweck explained in “Revisiting the ‘Growth Mindset’”, while these kinds of empty remarks may “…make [the student] feel good in the moment”, they fail to give them anything specific and concrete they can carry with them once the session is over.

Constructive and genuine positive feedback can help bolster a student’s confidence in their writing abilities going forward. So tell them what they did well- and mean it. Maybe they have a really unique personal voice. Maybe they organized their paper in a really smart way. Maybe they convey emotion really well in their writing. Whatever the case may be, find something you truly believe they did well, and let them know! We often discuss the ways in which poor feedback can have lasting impacts on students, but rarely do we acknowledge the reverse- if one bad session can turn someone away from writing, then maybe one good one can bring them closer to it.

Work Cited

Dweck, Carol. “Carol Dweck Revisits the ‘Growth Mindset’.” Education Week. 25 June 2018,

Creating Writing Abundance Through Growth, Love, and Time

The next time you tell yourself that you are not good at writing, reframe your mindset, pick a topic that interests you, and give yourself enough time to enjoy the creative process.

By: Izzy Nichols (’20)
First-Year Tutor

Images from the Skyline Writing Center’s SSWCA presentation on growth mindset (November 2018).

“I am a terrible writer, and I hate it.”

How many of you have thought this in the past? How many of you constantly question your writing abilities? How many of you have waited until the last minute to write a paper? I know that I have. What do you think is keeping you from picking up a pencil and writing? Are negative thoughts impacting the way you engage in writing? Let me share three strategies that might be helpful.

First, you need to understand that writing is not a “fixed” skill. Similarly to learning tennis, for example, you are not born either being good or bad at tennis. With training and focus, anyone can learn to play tennis, and get better with practice. You might even learn to enjoy it. According to Carol Dweck, a psychology professor at Stanford University who has written extensively about mindsets, it is important to develop a growth mindset and not become boxed in to having certain fixed beliefs about your abilities. Intelligence and mastery can be developed and achieved. It is not that you are bad at writing, you just need a little more practice, and the belief that you can improve.

Coming from someone who has had a fixed mindset regarding my math abilities, creating mental barriers only makes things worse. Because of the belief that I was not good at math, I began to avoid it, hate it, and my performance clearly reflected my fixed mindset. I recognized that the path I was on was not a good one, so I started to change my approach. I also was lucky to have a teacher the following year who believed in my math abilities, and was able to help me focus on having a growth mindset. If I did not do well on one test, he would say “you got the next one. You are improving tremendously.” Once I really began to believe that I could get better, I started to break down the mental barriers that kept me from improving.

After you have convinced yourself that you can get better at writing, the next step is trying to enjoy the process. An effective way to quickly do this is to pick topics you have interest in writing about. Personally, I love writing fictional mysteries with action-filled adventures. If I have to write a paper for school, I will try to select a topic relating to something I care about like public policy and politics. When you are writing about something you care about, it is easier to enjoy the process while feeling confident and proud of your abilities.

The third way to improve your writing is to actually reduce the stress involved by not procrastinating. In high school, we tend to blow off assignments until the last minute, claiming that we are too busy, or avoiding a certain assignment we know will be hard. Waiting until the last minute only adds stress, and makes the creative process less enjoyable. Create good writing habits by planning ahead, writing a clear outline, and giving yourself plenty of time for editing.

So remember, the next time you tell yourself that you are not good at writing, try to rephrase and reframe your mindset, pick a topic you have an interest in, and give yourself enough time to truly enjoy the creative process. Remember that you have a voice and something to say. So pick up a pencil, and start writing!