The Art of Constructive Criticism: Building Bridges, Not Walls © 2025

 Criticism may not be agreeable, but it is necessary. It fulfills the same function as pain in the human body. It calls attention to an unhealthy state of things.

Winston Churchill.

 

There is no failure, only feedback.

Robert Allen

 

As a college professor, writing assignments represented a significant part of a student’s grade in my courses each term. Therefore, I created a grading rubric for each assignment in which writing accounted for 15% of the overall grade; this was often enough to distinguish between higher and lower grades.

 

At the end of each term, students completed anonymous course evaluations, which included space for subjective comments on the course and my role as its instructor. Although generally relevant to the course subject matter, I occasionally received remarks about my grading. I recall one such student’s feedback that made me smile as I read it. It stated that Dr. Chapman seemed to have forgotten that this was a counseling course, not one on writing.

 

Since my students frequently struggled with writing mechanics, and many planned to attend graduate school after graduation, I took great care to provide feedback on how they could enhance the effectiveness of their arguments simply by attending to their writing, focusing on spelling, punctuation, syntax, and clarity in the expression of their ideas.

 

So, why is constructive criticism so difficult to accept? Why do we hesitate to seek feedback on our performance or react to it with embarrassment, if not resentment, when received? The answer is evident if the criticism is spiteful or malicious, but what about sincere, heartfelt, constructive criticism? 

 

Psychologists and therapists offer a myriad of answers to these questions. However, they all generally fall into one of four categories: (1) threats to self-esteem and identity such as ego-defense, fear of rejection, or personal experiences; (2) emotional reactions and triggers, including shame, anxiety, or “negative self-talk”; (3) misinterpretations and communication barriers, like perceived intent, lack of trust, or communication style; and (4) underlying beliefs and mental health issues, including personality disorders, perfectionism, or low self-esteem. 

 

To prepare students to receive feedback in my counseling classes, I would ask students to take several deep, calming breaths and think about someone in their life, whether present or past, alive or deceased, whom they greatly admired and held in high regard. This person could be a parent, a coach, a mentor, an instructor, or a friend. I would give them a moment to focus on that person and then pose three questions: (1) Did this person always tell you what you wanted to hear? I would see numerous heads shaking in response, “No.” (2) Did this person ever say or do something that upset or annoyed you? This time, the heads would nod in agreement. (3) Did this person ever say or do anything that made you so upset or angry that you didn't speak to them for an hour, a day, a week, or even longer? Again, heads would nod in agreement. I would then ask, “So why is it that this person, who didn’t always tell you what you wanted to hear, sometimes upset or angered you, perhaps even to the point of not speaking for an extended period, was the one who “popped” into your mind when I asked you to think of someone you hold in high regard and respect?”

 

The most plausible explanation for their experience is that this individual offered feedback, guidance, or advice in a way that ultimately helped them realize that a sincere concern for their well-being and a commitment to their growth and development motivated this feedback. 

 

In the first of two quotes introducing this essay, Churchill suggests that, like pain, criticism—or "feedback"—is crucial for preventing harm and realizing our full potential. In the second, Allen observes that there is no such thing as failure; instead, all our experiences, whether positive or negative, provide learning opportunities that guide us in what to repeat or how to approach things differently in the future.

 

In his book The Culture Code, Daniel Coyle discusses research showing that using 19 words as a preface when delivering feedback can significantly increase the chances of its acceptance and, most importantly, use. These 19 words are I’m giving you these comments because I have very high expectations and am confident that you can reach them.

 

This straightforward introduction to providing feedback allows the recipient to recognize that what they are about to hear comes from someone committed to the pursuit of improvement and growth, someone who believes in their ability to achieve these goals.

 

While we can control our wording when giving feedback, we cannot control how the other person interprets it. Nevertheless, this 19-word preface offers any feedback we'd like to provide to enhance the chances of it being received and acted upon instead of dismissed or resented.