In the first half of this reflective activity, students give voice to negative self-beliefs in the form of an uncensored personal letter from their imagined “Inner Critic” to themselves, listing their shortcomings, expressing anxieties, and identifying the perceived consequences of failure.

Some instructors assign the first letter at the start of the semester, while others assign it after the second graded essay, when anxiety about grades is often high. Later in the term, usually when working on their final paper or project, students write a letter back to the Inner Critic, using reasoning and evidence to correct distorted beliefs, pinpoint fallacies, and more accurately self-assess. Generally, neither of the letters is graded, but instructor comments that focus on reflecting and validating student concerns are useful for students.

Objective

To reflect on perceived faults and “failures” in writing and on previous criticism of one’s writing; to use reasons and argument to argue a clearer, more accurate interpretation of one’s skills and strength as a writer.

Key Terms

metacognition; reasons and evidence

Part 1: Letter from your Inner Critic

Faculty Reflection:

Taking risks in writing and in argument, thinking more clearly about their own thinking, and learning from failure are the kinds of habits of mind that this exercise can help students cultivate. Students often tell me that this exercise was one of their most eye-opening and helpful of the entire course.

–Melanie Smith, Senior Lecturer

  1. Envision your Inner Critic:
    • Are they stern, fearful, worried, or protective?
    • How and where do they show up, and what happens then?
    • What is their job description?
    • Has their sense of authority gotten the better of them?
  2. Channel the Inner Critic’s voice in a letter to you of about 750 words. Have them tell you
    • Their purpose, their job, their intentions in pointing out your shortcomings
    • What they perceive as your key shortcomings as a writer
    • How they think others (including your instructors) see you
    • What they think will happen if you make mistakes or fail
    • What they encourage you to do as a writer (e.g., avoid risks or play it safe), and
    • Anything else they want you to know—including helpful messages.
  3. Address the letter to yourself. If you have a nickname, use that; the critic knows you well and would use a familiar name.
  4. Reread the letter and revise as you wish before submitting. Remember that here you are giving voice to your own naysayer, the voice that casts doubt on your abilities. Let the critic really go at it!

Part 2: Letter to your Inner Critic

  1. Reflect on the Inner Critic’s beliefs, both positive and negative:
    • Are they accurate?
    • What evidence has the Inner Critic overlooked or distorted?
    • Who’s the boss here: the critic, or you?
  2. Remember that while you can’t really “fire” your Inner Critic, you can certainly talk back to them.
  3. Respond in a letter of about 750 words back to the Inner Critic, taking stock and realistically appraising
    • What you do well, and what you enjoy about reading, writing, and conversing (in class)
    • How you have progressed as a writer; the skills you have cultivated
    • Your capabilities as a writer
    • What you hope yet to achieve, and
    • How the critic can more effectively support your efforts.
  4. Let the critic know how they can be helpful if they serve a useful role. Use reasons and evidence to be persuasive.

Download a version of this activity to print or share with students here.