I have been a teaching a creative writing course consisting of one hour a week online. Halfway through the course I asked the students (adults) for feedback on how they felt it was going, and what they were getting from the course so far.
After much cajoling, bullying and pleading I managed to get feedback from everyone. This was in the form of answers to a Google Form, which was then collated into a spreadsheet. Here is a screenshot of one portioon, showing the questions I asked and part of one (anonymised) response:
feedback, by Terry Freedman
Rather than spend hours trying to summarise all the responses my self, I collated them all into a Word document, saved that as a PDF, and uploaded to Google’s NotebookLM AI program. I then checked the summary to make sure (a) it was accurate and (b) it didn’t contain any identifying information. I was quite pleased with the results. This process literally saved me hours. Apart from numbering all the numbered points as “1”, this worked very well.
Here is what the AI program gave me:
Briefing Document: Course Feedback Analysis
Introduction:
This document analyses student feedback from "Course Feedback Analysis.pdf" regarding the writing course. The feedback, gathered through an informal email assessment on 31/01/2025 and subsequent submissions, focuses primarily on two questions:
1) Has the course inspired students to try different writing styles or approaches?
2) Have students become more comfortable sharing their work?
This summary analysis was created by Google’s AI program NotebookLM.
Key Themes & Ideas:
1. Breaking Out of Comfort Zones & Trying New Styles:
• A significant theme is the course's success in encouraging students to step outside their usual writing habits. Many participants explicitly mention trying genres or styles they hadn't attempted before, such as flash fiction, cinematographic writing, and poetry, where they primarily wrote prose or vice versa. One student noted, "I don't think I would have tried something cinematographic by myself like we did last week."
• The course has prompted students to move away from their preferred subjects and explore new themes. For example, a student who typically writes historical fiction set in the interwar period found herself writing more contemporary and personally reflective pieces inspired by prompts. This shows a clear move away from their 'comfort zone'. As the student describes; "My responses to the prompts have been more contemporary and based on life… so that is a good way to try out different things."
• Several students explicitly state that they haven't done much creative writing "since primary school" or find the course to be something "different from what I am used to", and are taking to new styles very quickly.
• The course has challenged the traditional approach of planning every step for some. One student, who typically spends a lot of time planning plot events and subtext, has had their perspective broadened by "quick writing times" and is finding their inspiration comes as they write. "I've been forced to write and see what happens to flow from my pen, which has shown me that it is possible to become your own source of inspiration through writing, and seeing the branches that may grow from each new idea."
1. Embracing Imperfection & 'Going For It':
• A crucial element of the course's impact is that it has encouraged students to overcome perfectionism and the tendency to endlessly polish work. The timed exercises have been particularly effective in this, as one student stated "Through the 20 minute exercises I’ve been able to just jump in and go with an idea rather than waiting for it to be fully formed, which is what I did previously."
• The emphasis on quick writing and prompt-based exercises has pushed students to focus on generating ideas and getting words onto the page, rather than striving for immediate perfection. A student noted that they have "been able to resist the temptation to keep working on a piece instead of just submitting it". Another student said the course helped them “not be a perfectionist about an idea - just going for it and writing something and it might turn out well! And it’s made me just go for it and submit/share”.
• This shift in attitude is reflected in a willingness to submit "what I wrote in the class, if tidied up a bit" rather than spending considerable time on editing.
1. Increased Confidence in Sharing & Receiving Feedback:
• Many students expressed initial reluctance to share their work, often due to a lack of confidence or a fear of criticism. However, the course appears to have fostered a supportive and safe environment that has changed this. As one student puts it, "...it’s a very safe space, and I’ve been learning a great deal both from the tutor and from my fellow students."
• There is repeated mention of increased confidence in sharing work, with many reporting that they now feel more comfortable both giving and receiving feedback. One student highlighted that they were "happy with the process in place. I enjoy sharing my work, reading others, and both giving and receiving feedback."
• The opportunity to give and receive feedback is seen as valuable, and a student comments they are "getting experience giving other people feedback, which is always equally frightening to me".
• One student explains that they are now "more comfortable sharing, especially now I've got to know people in the class." This implies that a sense of community and trust has been built within the group.
1. Positive Course Environment and Tutor Impact:
• Students consistently praise the course's relaxed and encouraging atmosphere, with comments such as the tutor creating a "relaxed fun atmosphere" and being "one of the best teachers I've ever had". This is clearly crucial to their willingness to try new things and share their work.
• The feedback also highlights the helpfulness of specific resources provided by the tutor, such as "the fabulous flow chart," and the tutor's insights and encouragement are seen as instrumental in their development. A student notes; "I think the course, and importantly you, have both inspired and pushed me to think and write which I would not normally do had I not done the course."
1. Focus on Learning & Exploration:
• The course has inspired some students to think about future writing projects, and for others to consider submitting to literary magazines. The student who is writing a radio play, for instance, has found "one of the prompts has inspired me and I've tweaked and used it in the play."
• Many students want to continue learning about techniques and exploring different writing styles. One student hopes to "learn more techniques and sources of inspiration". Another is trying to structure a book and looking forward to using photo prompts.
• Students show an interest in more specific areas of writing. One student would like to "practise dialogue and structure," another highlights the learning they have done about titles, and another is enjoying a focus on description.
1. Challenges Faced:
• One student acknowledges that their non-native English speaking background means they have to spend significantly more time on coursework, although they "do enjoy the outcome."
1. Specific Positive Feedback on Materials & Techniques
• One student liked the article "Shipping Out", finding it “a really great piece mixing observation with analysis”.
• The use of prompts in general has been appreciated, with one student saying they were worried about prompts, but are "enjoying it a lot and feel uplifted by the experience so far".
• Specific techniques have been discussed, such as anaphora, and the impact of titles.
Conclusion:
The student feedback suggests that the HW347 writing course has been highly effective in achieving its aims. The course has successfully encouraged students to experiment with new writing styles, overcome perfectionism, and become more confident in sharing their work. The course's supportive and encouraging environment, coupled with the tutor's guidance and the prompts, appear to be key factors in this positive transformation. Students are not only finding joy in writing, but are also actively seeking ways to continue developing their skills and exploring their creative potential.
This feedback highlights the value of a course that balances structure with freedom, encourages experimentation and provides a safe space for students to grow as writers.