This qualitative study examines class writing conferences, a conference method that includes all members of the class participating in weekly discussion of written drafts. Fourteen first-year undergraduate composition students and their teacher met for one semester where they participated in class writing conferences. Field notes from class observations and writing conference discussions, written feedback from each student on drafts reviewed during class writing conferences, original drafts and revisions of writing, student interview data, and student survey data are analyzed. Evidence from the data reveals that students were active participants in this method, showing independence in writing decisions and appropriate evaluative response to writing. Use of this method thus created a supportive classroom community, generated positive student experiences with participation in writing conferences, and provided multiple opportunities for students to engage in critical thinking about writing.
"Learning Skills That Transfer: Using Class Conferences to Teach Critical Thinking,"
The Journal of Student Success in Writing: Vol. 1
, Article 3.
Available at: https://digitalcommons.georgiasouthern.edu/jssw/vol1/iss1/3