Investigating the Effects of Student-Teacher Writing Conferences on Student Ability and Attitude

Lauren B. CarterFollow

University

Shawnee State University

Major

Integrated Language Arts AYA 7-12

Student Type

Undergraduate Student

Presentation Types

Oral Presentation

Keywords:

Writing conference, feedback, analysis writing

Abstract

In this study, the researcher aimed to discover the impact of one-to-one student-teacher writing conferences on ability and attitude in argumentative analysis writing through both quantitative and qualitative research methods. Across related literature, providing personalized and authentic feedback to students remained second in importance only to building strong, meaningful student-teacher relationships before conducting the conferences. Students wrote two essays adopting the lenses of multiple literary criticisms and attributed guidelines of each theory to analyze a short story. Writing conferences were conducted based upon students’ draft submissions, and following each session, students were able to revise and resubmit for an improved score. In assessing data from pre- and post-surveys and students’ scores on multiple essays, there is a clear increase in both ability and confidence or attitude as a result of the one-to-one writing conferences. Further research is necessary to solidify this, though the current outcomes lean favorably toward the claim.

Human Subjects

yes

IRB Approval

yes

Faculty Mentor Name

Shannon Mills

Faculty Mentor Title

Professor

Faculty Mentor Academic Department

School of Education

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Investigating the Effects of Student-Teacher Writing Conferences on Student Ability and Attitude

In this study, the researcher aimed to discover the impact of one-to-one student-teacher writing conferences on ability and attitude in argumentative analysis writing through both quantitative and qualitative research methods. Across related literature, providing personalized and authentic feedback to students remained second in importance only to building strong, meaningful student-teacher relationships before conducting the conferences. Students wrote two essays adopting the lenses of multiple literary criticisms and attributed guidelines of each theory to analyze a short story. Writing conferences were conducted based upon students’ draft submissions, and following each session, students were able to revise and resubmit for an improved score. In assessing data from pre- and post-surveys and students’ scores on multiple essays, there is a clear increase in both ability and confidence or attitude as a result of the one-to-one writing conferences. Further research is necessary to solidify this, though the current outcomes lean favorably toward the claim.