Feedback in the writing conference



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Historically, techniques teachers have used to give feedback to student writers have been inconsistent in application and difficult for students to interpret. Even when teachers provided detailed feedback to students in a writing conference, teachers struggle in making decisions about what features-of the writing to address. Thus, students find teacher feedback confusing, unhelpful, and do not use it to make changes in their writing. Consequently, teacher feedback often does not result in improved writing performance. Given this prevalent problem with writing instruction, in this qualitative study predicated upon a descriptive case study design. I examined the impact of feedback on writing quality when teachers received guidance over effective feedback and selected their responses from four specific levels of feedback (Hattie & Timperley, 2007). I analyzed how two teachers used a feedback model to select, deliver, and evaluate student revisions to four students during writing conferences and the results of this feedback on student writing. Data sources consisted of initial conferences, student revisions, and final conferences. Findings from the study provide insights into effective and ineffective conference design and feedback patterns that lead to revisions that impact the quality of student writing as measured by the Analytic Writing Continuum. New models for planning and conducting feedback conferences are established.



Adolescent writing, Feedback, Writing conference, Composing processes, Teacher role, Writing instruction