The Radical Possibilities of “What Are You Working On?”: Student-Driven Learning in Writing Conferences

By Laura A. Taylor   Take a moment to think about a recent teaching day. What kinds of activities were your students doing? Perhaps there was a mini-lesson introducing students to a new writing tool, a small group strategy lesson, a collaborative analysis of a mentor text, peer conferences giving feedback on recent work, time for…

Incorporating Students’ Perspectives in the Design of Peer Review Activities

By Adam Loretto, Sara DeMartino, and Amanda Godley In our previous post, we discussed students’ views of peer review: that, despite some potential pitfalls, it can be useful to hear from multiple perspectives and to have opportunities in both giving and receiving feedback to develop skills as writers with real audiences. In this post, we…