Conferences between student writers and their writing teachers are a time-honored staple of process-oriented writing instruction. Online classes, while they may incorporate many of the other elements of the writing process model, frequently omit writing conferences since the face-to-face, real-time format that is typical of
Let’s never read student writing again. In fact, let’s not even talk about it.
Not because student writing is dull or unworthy of serious readers. No, let’s stop talking about student writing because it doesn’t exist—or at any rate, shouldn’t exist.
The single greatest strategy that I know to stimulate classroom learning is to write with students at the beginning of class.
Consider your own pre-class ritual to see if writing with your students might profit you and them. In my classes, students funnel in to
Thanks to the Writing-Across-the-Curriculum movement we are having our students write more and we’re using a wider range of writing assignments. Right?
If that’s what you’re doing, it’s consistent with the actions of faculty teaching undergraduate sociology courses; as documented by an analysis of 405
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