ERIC Number: ED251835
Record Type: RIE
Publication Date: 1984-Nov
Reference Count: 0
Teaching and Learning in the Individual Writing Conference. Final Report.
Freedman, Sarah Warshauer
To gain insights into what makes student/teacher conversations about writing more and less successful, a sample of freshman composition teachers was asked to tape record all of their writing conferences. In addition, student writing samples were collected. In all, the tape recordings of 48 writing conferences were transcribed and prepared for analysis. Each idea unit was transcribed on a separate line, and conversational turns were marked by an indication of a change in speaker. The topics of conversation were grouped into six clusters: (1) logistics and procedures; (2) general talk and talk about attitudes; (3) oral language, reading, writing relationships; (4) talk about text at the discourse level; (5) talk about text at the level of syntax or mechanics; and (6) talk about cognitive processes. The analysis revealed that, most often, students seemed to direct the differences that occurred in the conference conversations. The female and nonwhite students focused more of their talk on logistics and on the micro levels of the discourse; the male students focused more on the macro levels of discourse. The teachers, on the whole, were very even in their differences in topic focus. They individualized on one variable, cognitive processes and they did not individualize according to ability level, gender, or ethnicity; rather it seemed that they individualized according to student need. (Appendixes include a list of topic codes and clusters of topics, an analysis of topic clusters across conferences, and supplementary papers using conference data.) (HOD)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Council of Teachers of English, Urbana, IL. Research Foundation.
Authoring Institution: N/A
Identifiers: Communicator Style; Teacher Student Conferences; Writing Conferences