Literacy 7-12

Systems Change
Literacy 7-12 > Strategies > Writing Conferences

Writing Conferences


Writing conferences allow students to fully immerse, share, reflect, and receive feedback during the writing process, promoting Motivation for continuing the sometimes lengthy revision process that occurs in the upper grades. Focused individualized feedback and coaching, as well as opportunities to ask specific questions about their writing, can increase student Attention and strengthen writing quality.

Use It in the Classroom

Watch three examples of how this high school teacher uses writing conferences to address three kinds of questions students have. By unpacking their queries and asking them questions connected to the prompt, she helps them plan and focus their writing, improving their Writing Skills.

  • Teachers can schedule short conferences with students individually during class time or even digitally to discuss their writing, particularly with predetermined rubrics and guidelines. Small group conferences can also be used to focus on writing strategies and conventions a number of students may be struggling with. Additionally, encouraging students to share comments and observations with each other in a guided setting can help them improve their understanding of their writing and boost Metacognition. By giving feedback and engaging with students, teachers can better understand learners' thought processes and promote full understanding and integration of the writing conventions addressed.
  • Design It into Your Product

    Videos are chosen as examples of strategies in action. These choices are not endorsements of the products or evidence of use of research to develop the feature.

    Learn how Writable provides a well-structured platform for teachers and peers to give feedback on writing. From 1:07, see how by creating common rubrics and comment stems, teachers can model feedback and allow the students to provide constructive comments to their peers. Students can track their progress as writers and reviewers, while teachers can monitor issues and track specific skills.

  • Product developers can build in structured conference time into their products, offering a framework for conversation and systematic ways of recording feedback for teachers and students. Creating spaces where students can respond to written feedback from teachers or others can also open extended dialogues between students, teachers, and peers during the writing process.
  • Factors Supported by this Strategy