The Listening Eye: Reflections on the Writing Conference

Murray, Donald M.

doi:10.2307/376356

Cited by 34 publications

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“…This concept of witnessing can have a profound impact on our current outcomes driven schooling environment, which depicts learning as the mastery of set content rather than the unfolding of personal meaning. Murray (1979) describes an example of such learner centred practice where his students' writing forms the set text and he becomes the learner who studies them. He proposes that teachers need to break free from the chronic need to control the learning process, which Murray (1979) refers to as the "paranoia of our profession" (p.17).…”

Section: Resultsmentioning

confidence: 99%

“…Murray (1979) describes an example of such learner centred practice where his students' writing forms the set text and he becomes the learner who studies them. He proposes that teachers need to break free from the chronic need to control the learning process, which Murray (1979) refers to as the "paranoia of our profession" (p.17). Illness defies our attempts at control.…”

Section: Resultsmentioning

confidence: 99%

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Illness as Teacher: Learning from Illness

Yoo¹

2017

AJTE

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Illness as Teacher: Learning from Illness

Yoo¹

2017

AJTE

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“…In other words, writing feedback should not just be written feedback. To be successful, it might integrate the sort of IR analysis described here into writing feedback, to inform purposeful written responses to student writing, classroom dialogue about cultural politeness norms, dialogue during individual and/or group writing conferences (Harris 1986;Murray 1982), reactions to student comments in class, or the careful design of exercises and their discussion. Other types of writing feedback we have experimented with to prompt student awareness of L2 politeness norms include video-taped responses to student writing, where a native-English speaking writing instructor produced a video recording of her/his reaction to the text, in addition to written feedback (Willard & Dressen-Hammouda 2013).…”

Section: Asp 64 | 2013mentioning

confidence: 99%

Politeness strategies in the job application letter: Implications of Intercultural Rhetoric for designing writing feedback

Dressen‐Hammouda¹

2013

asp

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Cet article part du constat que les commentaires d’enseignant qui portent uniquement sur l’erreur grammaticale semblent inefficaces pour aider les étudiants non anglophones à progresser à l’écrit en anglais. Une conception plus pédagogique des commentaires nécessite une meilleure prise en compte du contexte culturel et de la situation du rédacteur. S’inscrivant dans le cadre de la Rhétorique Interculturelle, la présente étude examine les lettres de motivation écrites en anglais par un groupe d’étudiants de langue française. L’efficacité des stratégies de politesse utilisées dans leurs lettres est évaluée sur deux plans : une analyse lexico-grammaticale des « moves », mais aussi des analyses qualitatives (table ronde, enquête) afin de décrire les dispositifs utilisés pour exprimer la politesse. Il ressort qu’enseigner des formules de politesse par la grammaire seule ne constitue pas une aide suffisante pour permettre aux étudiants d’améliorer leur efficacité à l’écrit en anglais. Les commentaires d’enseignant, pour être efficaces, doivent être multimodaux (oral, écrit, visuel et comportemental).

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“…Murray (1979) emphasized the need for the respondent to listen to what the writer is trying to communicate and not impose a particular structure onto the text the student is creating. Graves (1983) suggested that it is the child who must lead in the interaction about text, whereas the teacher should react in a responsive, intelligent way.…”

Section: Journal Of Reading Behaviormentioning

confidence: 99%

The Teacher, the Author, and the Text: Variations in form and Content of Writing Conferences

McCarthey

1992

Journal of Reading Behavior

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This study investigated the changing practices of two teachers in conducting writing conferences with elementary students. Drawing from observational data of conferences and interview data with the teachers, the paper presents the cases of Erica, a fifth-grade teacher, and Emily, a first-grade teacher, as they incorporated the Teachers College Writing Project philosophy in their teaching. Erica's conferences at the beginning of the school year reflected her technical orientation toward writing as she focused on mechanics. At the end of the year, Erica's conferences with students focused much more on ideas, reflecting her changing orientation towards students taking more control of their writing. Like Erica's conferences, the content of Emily's conferences shifted from an emphasis upon logistics and mechanics to focusing on students' ideas. In contrast to Erica, however, Emily provided complete support to students initially and moved towards providing more intervention in the writing of students at the end of the year. The study provides contrasting examples of two teachers learning to alter classroom norms and responding to students in authentic ways. It also suggests the possibilities of teachers changing their roles within the writing conference.A central feature of contemporary views about writing is the teacher-student writing conference. The writing conference in which thé teacher interacts with students for the purposes of clarification and revision is an example of a process in which there is opportunity for the teacher and the student to negotiate the meaning of a text through dialogue. Calkins (1986) described the main purpose of the writing conference as getting students to become critical readers of their own texts-to engage in dialogue with their own texts. The conferences are conceived of as conversations between the teacher and child that can include the topic of writing, the strategies the student uses, as well as the writer's goal and opinion of the work (Calkins & Harwayne, 1987). 52 Journal of Reading BehaviorBeginning writers have the opportunity to have their work supported and valued through dialogue, whereas discussing texts gives students the opportunity to practice orally ways of using written language (Graves, 1983;Florio-Ruane, 1991). Daiute (1985) suggested that conferences offer children models and strategies for looking at their writing objectively and offer an opportunity for the monitoring of a writer's thought processes.The role of the teacher in the conference is to listen to what the writer is saying and to respond in a personal and genuine way (Calkins, 1986). Murray (1979) emphasized the need for the respondent to listen to what the writer is trying to communicate and not impose a particular structure onto the text the student is creating. Graves (1983) suggested that it is the child who must lead in the interaction about text, whereas the teacher should react in a responsive, intelligent way.In theory, teacher-student writing conferences provide opportunities for auth...

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The Listening Eye: Reflections on the Writing Conference

Cited by 34 publications

References 0 publications

Illness as Teacher: Learning from Illness

Illness as Teacher: Learning from Illness

Politeness strategies in the job application letter: Implications of Intercultural Rhetoric for designing writing feedback

The Teacher, the Author, and the Text: Variations in form and Content of Writing Conferences

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