Instructional Approach: The Writing Conference
To describe the structure of a writing conference is to give the conference a framework, a purpose and direction so that the teacher does not simply make random responses and the student does not merely seek a proofreader.
A number of questions guides us in describing the structure: What is the teacher's role? What is the conference intended to accomplish? What type of conference is it: diagnostic, evaluative, or instructional? What are the stages of a conference? Consideration of these questions helps us identify the goals and roles within a writing conference. (About Stages and other details, please write me.
GOALS
1. TO HELP WRITERS BECOME INDEPENDENT
The teacher should assist and correct the writer in a manner that develops the writer towards becoming self-sufficient, that is to say a skilled and knowledgeable writer.
2. TO MOTIVATE WRITERS
If the teacher shows he/she cares about the student's writing, the student may come to see writing as important and strive to improve his/her skills.
3. TO ATTEND TO THE WRITER'S CONCERNS
The teacher's objectives should be in line with the writer's objectives. Teachers should be sensitive to what the writer values, needs, and is interested in.
TEACHER'S ROLES
1. TO BE A COACH
The teacher must not do the work for the student but guide the student to develop his/her own skills. The teacher helps identify problems, notes and praises progress, and suggests areas in which the student needs to work harder.
2. TO BE A COMMENTATOR
The teacher helps the student gain a larger perspective on the conference setting. He/she connects the particulars of a given task or session to the student's overall growth as a writer. And he/she reveals to the student processes the student may be experiencing but cannot name or identify.
3. TO BE A COUNSELOR
The teacher should look at the whole person of the student, his/her past experiences, attitude, problems other than writing, and school history. Thusly the teacher may discover what difficulties outside of the writing process are affecting the student's learning and performance of writing.
4. TO BE A LISTENER
The conference should be a cooperative effort. That means the teacher must not monopolize the conference; the teacher should be interested in what the student has to say and needs to know, both personally and in his/her writing.
5. TO BE A DIAGNOSTICIAN
Finally, when appropriate, and not to control the conference, the teacher exercises his/her role as an expert writer or editor. With the student's acknowledgement, the teacher guides the student's writing process or the focus of the conference in the direction both teacher and student agree will improve the student's writing.
Mauro
Bressi
Edward R. Murrow