ERIC Number: ED431182
Record Type: Non-Journal
Publication Date: 1998
Reference Count: N/A
Writer to Writer: How To Conference Young Authors. The Bill Harp Professional Teachers Library Series.
Written for the busy teacher, this book examines classroom writing conferences, one of the most talked about and least practiced strategies in the writing process classroom. Each brief chapter introduces a different facet of the writing conference or the philosophy and classroom practice that undergird it, and each chapter ends with a "something to think about" section to help readers implement the ideas presented. Chapters in the book are: (1) Talking Writing in Writing Workshop; (2) Coach or Editor: What's Your Approach To Teaching Writing?; (3) Writing Conferences as Conversations between Writers; (4) Learning To Talk Writing; (5) What Happens When We Conference?; (6) Learning from the Therapists; (7) Creating Confident Writers: The Effective Use of Praise; (8) How To Question without Interrogating: Using Questions To Focus on Writing Issues; (9) Students Helping Students: Teaching Young Writers To Conference Each Other; (10) Building Editing Skills in Conference; (11) Conferencing To Encourage Revision; (12) Teaching Young Writers To Conference Themselves; (13) Finding Time To Conference; and (14) No Palm Trees in Cincinnati: Establishing an Environment for Teaching Writing. An appendix, by Lois Davila, shares ideas on maintaining running records to keep conferencing running smoothly. (RS)
Descriptors: Classroom Environment, Classroom Techniques, Editing, Elementary Education, Junior High Schools, Peer Teaching, Process Approach (Writing), Teacher Behavior, Writing Evaluation, Writing Instruction, Writing Processes, Writing Skills
Christopher-Gordon Publishers, Inc., 1502 Providence Highway, Suite 12, Norwood, MA 02062; Tel: 800-934-8322 (Toll Free); Web site: http://www.christopher-gordon.com/harp.html ($14.95).
Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A