What is the SMART method?

The SMART method includes five components that you must consider when formulating goals. The word SMART in this case does not only mean clever, but stands for specific, measurable, attractive, realistic, and time-bound. These are the criteria with which you can define your goals so that you can actually achieve them.

How does the SMART method work?

Formulate your goals using the SMART criteria:

• Specific (meaning concrete): Make sure the wording is clear and unambiguous. Also formulate your goal in such a way that it depends only on you to achieve it.
• Measurable: Quantify your goal, e.g. in pages or hours. Ask yourself: “How will I know that I have achieved my goal?”
• Attractive: Your goal should be so attractive and meaningful to you that it is truly worth investing time and energy in it.
• Realistic: Formulate your goal so that it is a challenge for you but still remains achievable.
• Time-bound: When formulating your goal, make sure to set a clear deadline by which the goal should be achieved. Sometimes it also makes sense to define when you will start working towards the goal.

Formulation examples

Frequently asked questions

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To ensure unbiased evaluation, your supervisor will usually not read the entire text in advance. For this reason, examiners often choose not to hold final coordination meetings in the last three to four weeks before submission. Instead, you may be allowed to submit a sample for early review.

When revising your text, seek support from both subject experts and people outside your field. Fellow students, lecturers, or colleagues in companies can check for technical accuracy, logical consistency, and clarity of argument, while those outside your field can focus on readability and formal issues.

Ultimately, it’s up to you to decide which suggestions for improvement you want to accept.

Give your feedback providers clear instructions about what they should focus on when reviewing your text. Clarify in advance when they have time and how much time they’ll need for the review. You should also ask in which format they prefer to receive your work – printed or digital.

Giving text feedback

1. Create a supportive environment: Feedback works best face-to-face in a relaxed and confidential setting. If there’s already a trusting relationship, written feedback can also work well.
2. Ask about feedback needs: It’s easier to give feedback when you know exactly what the person wants. Ask about the context – what is the text trying to achieve? What stage is the writer at?
3. Start with something positive: It’s always nicer to hear something positive first. Every text has something that can be praised – content, spelling and punctuation, clarity, the research question, or the structure. Ending on a positive note is also helpful.
4. Be specific: Feedback should refer to specific passages in the text.
5. Offer alternative perspectives: Evaluate specific sections from your point of view. Clearly identify strengths and weaknesses.
6. Use I-messages: Feedback is easier to accept when phrased in the first person, e.g., “I didn’t understand this part…”

Receiving text feedback

1. Share your feedback expectations: It’s easier for someone to give helpful feedback when they know what you’re looking for. Also outline the context – what is the goal of the text? What phase are you in?
2. Be open but critical: Accept feedback as one perspective on your work. Be open, listen, and ask questions – but also question whether the criticism is fair. You don’t have to accept everything – you’re the writer, and you decide what to take on board.
3. Ask follow-up questions: Take advantage of the fact that someone has read your text. Ask whatever you want to know – e.g., “What do you think of the title?”
4. Don’t justify – but engage in discussion: Explaining orally what you meant to say is already part of revising. Talking is a precursor to writing – so use the opportunity to discuss your content and writing goals.

Who can give me text feedback?

• Writing tutors: Mainly for cross-disciplinary, sample-based feedback. Possible focus areas: Is the line of argument clear? Is the wording understandable?
• Fellow students, lecturers, company colleagues: Mainly for subject-related content feedback, for instance: Is the research question appropriate? Have I cited the key literature?
• Friends and family: Mainly for language feedback. Maybe someone has a good grasp of spelling and punctuation?

Feedback checklist

• Why do I need feedback? Define focus areas: content, language, formatting, etc.
• When do I need feedback? Regularly, at key points, only at the beginning or end of the writing project – and by when?
• Whom should I ask for feedback? Feel free to ask different people for different tasks.
• When will I incorporate the feedback? Schedule writing time accordingly.

Frequently asked questions

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