ERIC Number: ED188195
Record Type: RIE
Publication Date: 1980-Mar
Reference Count: 0
Hands Off: Fostering Self-Reliance in the Writing Lab.
Chappell, Virginia A.
Writing labs should have substantive rather than merely cosmetic effects on student writing. Through a 30-minute writing conference, students can improve the assignment at hand and obtain insight into their own development as writers. The writing instructor has three tasks during a conference: (1) to establish focus, (2) to make a diagnosis, and (3) to teach the lesson itself. Establishing focus involves specifying a student's expectation for the conference and immediate need for the assignment by using a form designed to elicit such information. Making a diagnosis differs in conferences that involve drafts and those that do not. When there is no draft and the student is having trouble getting started, diagnosis and teaching begin together through a heuristic dialogue. When there is a draft, diagnosis must determine what the student knows and does not know about the writing process. Teaching involves recommending strategies, such as organizational, syntactical, and proofreading strategies, for the student to use in later writing. The teacher leads the student to a fuller development of ideas at hand or to correction of problem areas, making sure that the student is aware of successfully handling part of the writing process. (AEA)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers: Revision (Written Composition); Writing Laboratories
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (31st, Washington, DC, March 13-15, 1980).