Dawn Biehler, Geography
One-on-one conferencing yields the best results if you
- Prepare well so you can think on your feet during the conference.
- Convey a strong message to students about the strengths and weaknesses of their draft.
- Ask students questions to encourage critical thinking about their own writing.
- Think of this as a chance to learn about your students as human beings.
- Begin working on revisions together during the conference.
Planning and preparing for great writing conferences: A model timeline
When | What |
Pre-semester | · Plan out when conferences will occur, factoring in time for grading. |
First day of class | · Collect information about students on note cards or other medium. · Explain that you take writing seriously, that conferences are mandatory, and that feedback is an ongoing process. Perhaps mention “optional” conferences for assignments where conferences are not mandatory. |
One week before due date | · Remind students that next week they will sign up for writing conferences—they should bring their calendars. |
On the due date | · When setting up time slots, allow yourself some breathing room between conferences. · Pass around a sign-up list; instruct students how to prepare for conferences. |
While grading | · Keep in mind that you cannot comment on everything; make sure the top two to three issues stand out clearly. · Note instances of strengths or problems by page number for easy reference. |
Minutes before the conference | · Briefly review the student’s note card, the draft, and your comments. · Be ready to talk about the top two to three issues in the paper. |
The conference | · Establish rapport by greeting your students and asking questions. · Explain the agenda of the conference. · Ask the student about what aspects of the draft they like and which they want to change. · Return the draft while explaining your overall comments. · Allow the student to read your comments, and then allow them to ask questions. The whole rest of the conference may flow naturally from the student’s own questions and concerns. · Coach your student to plan revision strategies, and begin implementing those strategies by working through a small piece of revision together. See page 4 for examples. · Ensure that students will take appropriate next steps. Make sure they write down ideas, strategies, and actual revisions. · End on a positive note, remind students not to throw away the draft, and encourage follow-up if appropriate. |