Reclaiming the "wounded storyteller": The use of peer feedback as a pedagogical tool in creative life writing

This paper looks at the use of student feedback within the creative writing workshop, with particular reference to life writing. It is argued that preparing students for the peer review process, managing the way in which feedback is given and received and being mindful of the emotional impact of writing are keys areas of consideration. Different types of feedback are presented. "Emergent feedback" is identified as a category that captures the accumulative impact of peer review, enabling holistic discussions about the craft of writing. Frank's (1995) concept of the "wounded storyteller" is applied to the emotional impact of life writing. Suggestions are made for managing the process for individual students and within the curriculum as a whole.