"This is it?": A Better Conference Response Framework
Keywords: developmental writing, remedial writing, annotation, conferences, feedback, writing, self-annotation, writing response, first-year writing
AbstractDespite 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.
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