Writing conferences are a writing process tool to aid students with writing development. Conferences are underutilized due to time constraints and lack of direction. This qualitative study examines whole class writing conferences, a conference method that includes all members of the class participating in weekly discussion of written drafts. Fourteen first-year undergraduate composition students and their teacher at a United States New England university meet in twenty-two class periods where they learn about and then participate in whole class writing conferences. Field notes from class observations and from writing conference discussions, written feedback from each student on drafts reviewed during whole class writing conferences, original drafts and revisions of writing, student interview data, and student survey data are analyzed. Students are active participants in this method, showing independence in writing decisions and appropriate evaluative response to writing. Evidence from the data reveals that students revised essays, improving introductions, transitions, topic sentences, and supporting paragraphs. All revisions include the addition of details. Use of this method created a supportive community in this classroom, and students communicated positive experiences with participation in whole class writing conferences. Whole class writing conferences provide an opportunity for students to learn about writing in a way that is consistent with how undergraduate students develop, practice, and write ideas.
|Advisor:||Gleason, John J.|
|Commitee:||Doherty, Timothy, McIlwain, Kathleen, Mousseau, Angela, Walrath, Robert|
|School Location:||United States -- New Hampshire|
|Source:||DAI-A 76/03(E), Dissertation Abstracts International|
|Subjects:||Language arts, Higher education|
|Keywords:||Composition, Conferences, Whole class conferences, Writing, Writing talk|
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