Conferencing In Writing Classroom Essay

Question:

Discuss about the Conferencing In Writing Classroom.

Answer:

Anderson, C. (2001). Conversations with Student Writers. School Talk, 6(2), 2-5.

In the book ‘Conversation with Student Writers’ by Carl Anderson, the writer has emphasized upon the point that writing conference help students to understand better about the writing and become better writers, who can use techniques , strategies that they are taught in the conferencing. The conference conversations generally have two parts, in the initial part of the conferencing the teacher explains the work to the writers, listen to their opinions carefully that helps the teachers in making up a mindset how to guide the students. The next part of the conference the student is provided with the ideas how to improve their writing skills. According to the author, students and teachers have different roles in a writing conference conversation. Initially it is the teacher’s job to ask the students for setting an agenda for the conference, once the agenda has been set the students will be asked questions about the writing, the student will be sharing the writing to the teachers. The second part of the conference shall begin with the student’s feedback, followed by a detailed evaluation of the writing. The Author has mentioned that during the whole conferencing process, the student should have in mind that the teachers care. Thus it can be concluded that the author has tried to give an idea of how a writing conference should be.

Anderson, C., & Anderson, C. (2005). Assessing writers. Portsmouth, NH: Heinemann.

In the paper assessing writers by Carl Anderson, the author had emphasized on the importance of assessing the writers. According to him, a good writing teaches should assess the student writers. A teacher should not only go through the students writing but also should interact with the students regarding their writing. Assessment plans helps the teachers to understand the students, their needs and thus helps the teachers in chalking out teaching strategies for individual students. Individual student plan would help the teachers in understanding the problem, if any, faced by the students. It will help in deepening the knowledge of the students. Assessing writers help to design the units of study that will cater to the collective requirements of the class. Knowledge of the student as a writer before the conference and during the conference helps the teachers to chalk out the techniques by which she is going to tailor the teachings to the student’s need. Assessing helps the teachers to decide the teaching plan of each unit of the curriculum. While assessing the students the teachers could set goals for each student, as all students cannot have the same requirement.

Fountas, I. C., & Pinnell, G. S. (2001). Guiding Readers and Writers, Grades 3-6: Teaching Comprehension, Genre, and Content Literacy. Heinemann, 88 Post Road West, PO Box 5007, Westport, CT 06881.

In the book the author had described about the management of the writing workshops. A systematic way should be used to manage the conference, as it would help the students to monitor their own rate of progress. According to the experts, it is essential to take time to arrange conferences as sessions conducted in a hurry do not deliver proper information to the students. According to Calkins, the conferences in which students interact most, the teachers also learn the most. Therefore the author had established listening as the key to learning. According to him, a writing conversation should involve listening to the students’ writing and reading them aloud , helping the students with the kind of writing help they want, extending the writing strategies, pointing out the good points in their writing, reinforcing the strength of the writer, reviewing the writing of the student, giving a piece of writing as a sample.

It is important for the teachers to teach their students how to interact with their peers, as they are a type of audiences that are not threatening and can provide real motivation to the students. It should be noted that if peer conferences are not properly organized then poor ideas can be channelized to the students. It is also necessary for the students to come together and share among themselves, what they have written. Teachers should chalk out a proper plan for the writing workshop. The author has also discussed about the different languages that should be used in a writing conferences.

Hindley, J. (1996). In the company of children. Stenhouse Publishers.

In schools, teachers have the motto to turn their classrooms into workshops of reading and writing. In this book, Joanne Hindley takes a look at how a rigorous, successful and efficient writing workshop can be conducted. She had grounded her story in the lives of her third graders; the writer has tackled difficult situations and had offered thoughtful direction and ideas that would help on to manage a classroom workshop. The book provides with the idea, how to manage a workshop setting in a crowded classroom, how to launch the notebook of the writer with the students, how the study of one genre can help one to manage the workshop, the book also helps one to understand the mini lessons that should be conducted for the students. It also gives an idea about how to organize classroom that is process oriented.

Anderson, C. (2001). How's It Going? A Practical Guide to Conferring with Student Writers. Education Review//Rese?as Educativas.

In this book the author has discussed about the teachers role in organizing a conference. He has described that the teachers play an active role in tailoring a proper learning to the children. A teacher will be able to make classroom strategies and response to the frequently asked question. He had emphasized on the development of effective, straight forward strategies. This would help the students to grasp the knowledge in an effective and an easy way. According to the author, a one in one talk with the students allows the teacher to know about the requirements of each student. Author has provided an insight of how a writing conference should be. It should be short and safe, as students should not be enforced with too many tasks. There should be a specific purpose of a conference. The author has mentioned that in the first part of the writing conference a teacher should ask assessment questions, read the writing of the student. The student in turn should set the agenda for the conference, respond by answering the questions. In The second part of the conference, a teacher should give a critical feedback to the student, Approve the writing and then allowing the students to have a go.

In a nutshell it can be concluded that a writing conference is a strategy that is designed to guide the students in the process of writing. The sole purpose of the writing conference is to reveal the potential of the students as writers. The students get a better understanding of the knowledge of writing.

Bibliography

Anderson, C. (2001). Conversations with Student Writers. School Talk, 6(2), 2-5.

Anderson, C. (2001). How's It Going? A Practical Guide to Conferring with Student Writers. Education Review//Rese?as Educativas.

Anderson, C., & Anderson, C. (2005). Assessing writers. Portsmouth, NH: Heinemann.

Fountas, I. C., & Pinnell, G. S. (2001). Guiding Readers and Writers, Grades 3-6: Teaching Comprehension, Genre, and Content Literacy. Heinemann, 88 Post Road West, PO Box 5007, Westport, CT 06881.

Hindley, J. (1996). In the company of children. Stenhouse Publishers.

How to cite this essay: