"This is it?": A Better Conference Response Framework

Abstract

Despite collaborative teacher intentions, students often fall silent or acquiesce to the teacher's agenda during writing conferences. In annotation-driven conferences, students prepare for and lead with annotations on their own writing. Their self-annotations provide a blueprint for teachers to recognize and respond to rhetorical choices. Annotation-driven conferences follow a rich history of writing teachers' efforts to gain additional insight into students' intentions that are not immediately obvious on the page.