Conferencing gives teachers and students opportunities to discuss student writing and provide feedback in individual settings. Practitioner guides offer suggestions on how conferences can be conducted, but little is known about what types of interactions occur. Two case studies, including a cross-case analysis, were conducted to describe key components of effective conferences in one sixth grade classroom. Results showed that a structured and predictable pattern emerged in which students identified the purpose for the conference, examined a main issue of content with their teacher, and planned for the future. These students took ownership of their writing conferences by directing the conferences, maintaining a serious tone, and establishing a safe and positive atmosphere.