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I like that part of it. Maybe I just don't like the beginning or how I getinto it. I don't like the transitions. Sometimes I don't see how I getwhere I'm going
The teacher was able to push the student towards realizing what could be improved upon (transitions, etc.) without explicitly telling them.
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The conference mighthave looked a great deal different if the teacher had begunby focusingon the effectiveness of the descriptive passages and then encouragedthe student to fit the opening and conclusions to this effective writing
Important to make sure both instructor and student are on the same page.
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And I think it's better that you don't know. I mean you're saying thereought to be some reason for this, but I love my dog
This could have been the ending for the paper. Not every question needs to be answered and leaving it open-ended could even be more impactful in some cases.
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Yeah
From the student's short responses to the questions, it seems that they are either nervous, not sure that the meeting is about their writing, or both. Maybe expectations could be set before the instructor reads the paper?
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Unless a commonly-agreed-upon agenda is established, aconference can run on aimlessly and leave both participants with thejustifiable feeling that they have wasted time.
It's important to set goals for each meeting and make sure they're reasonable relative to the deadline
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The teachermust balance two opposing mandates: on the, one hand to respond tothe student, to evaluate, to suggest possible revisions and writingstrategies; and on the other to encourage the student to take theinitiative, to self-evaluate, to make decisions, to take control of the
As discussed during training, the authority and power hierarchy between professor and student can make it difficult to find the line between following your teacher's instructions and finding your own voice as a writer.
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