Frequency of one-on-one conferences will increase by 40% within two academic terms as instructors...

1. Adequately prepare writers for the conference.

1.1. Have a rubric for each assignment.

1.1.1. Distribute at beginning of unit.

1.1.2. Display, discuss, and refer to rubric weekly.

1.2. Assign a brief reflection that writers will complete before coming in.

1.2.1. Struggles

1.2.2. Successes

1.3. Quickly read reflections before the writer arrives.

1.3.1. Avoid marking or commenting.

1.3.2. Have one or two issues in mind.

1.4. Remind students frequently of sign up, schedule and expectations, especially before the first conference of the term.

2. Ensure the writer’s voice is at the center of the conversation.

2.1. Avoid editing or “fixing” papers.

2.1.1. Focus on higher order concerns such as organization, structure, argument, style, etc.

2.1.2. Avoid suggesting revisions at the sentence level.

2.1.3. Avoid reading the paper from the beginning as a tutor might.

2.2. Avoid interrupting a writer's response.

2.3. Use questioning to get past resistance to speaking.

2.3.1. “What interests you about this topic?”

2.3.2. “Have you thought about changing focus?”

2.4. Ask leading questions and build on the writer’s answers.

2.4.1. Avoid phrases like “what do you want to work on today?”

2.4.2. Ask questions like “which paragraph or section of the paper do you think needs the most attention?”

3. Offer specific, focused feedback

3.1. Discussions of strengths should reinforce desired writing practices.

3.1.1. Sandwich criticism with praise of what the writer does well.

3.1.2. Avoid vague phrases like “your essay flows well.”

3.1.3. Use phrases like “each sentence in this paragraph focus on the same topic; use it as a model for revising your other paragraphs.”

3.2. Comments/questions should focus on the work rather than the student.

3.2.1. Avoid statements like "you’re not being clear here.”

3.2.2. Ask questions like “how many topics can you count in this paragraph?”

3.3. Prioritize one or two issues that the student needs to focus on as they draft and revise.

3.3.1. Be sure that the writer leaves with at least one concrete issue they can immediately address.

3.3.2. Evaluate the issues that will be assessed with the assignment rubric.

3.3.3. Avoid overwhelming the writer with criticism.

3.3.4. Avoid letting the paper dictate the issues you discuss.

3.3.5. During or after the conference, make a brief note of the issues you discussed.

3.3.5.1. Focus on assessing improvement of that issue when you grade the paper.

4. Ask questions to assess writer needs and guide the conference forward.

4.1. Limit questions to those intended to prompt thinking, understand feelings about the assignment, and establish goals.

4.1.1. Ask writers about their feelings about the paper, the course, or writing in general.

4.1.1.1. “You seem very passionate about this subject.”

4.1.1.2. “I get the sense that you may be struggling with this assignment. How do you think you are doing in the course?”

4.1.2. "What part of the writing or research process have you enjoyed?" "What have you struggled with?"

4.2. Avoid assuming roles that can be filled by other university resources.

4.2.1. Writing/peer tutor (Writing Center)

4.2.2. Academic coach (Learning Center)

4.2.3. Counselor (Counseling and Psychological Services)

4.2.4. Librarian/research specialist (Library)