Strategies and Instructional Practice for Writing Competencies
I appreciated the editor's checklist provided by Morrow and Gambrell in chapter 12. I use a simple writers checklist, but I like the one provided in the text even better. The wording is straightforward and easy to understand and hits all the elements that I expect my students to check. I also liked the writing rubric provided as well. My students typically do not do well with rubrics, but this one is not as wordy as some so it would be easier for them to follow.
Conferencing is also vital when it comes to encouraging and supporting the writers in our classrooms. I find this to be a good way to check in with students on their journey through the writing process. We do a writing workshop each day, so I typically use that time to conference with students. Overall, I think it works well, but I wonder what others do to ensure their conferences run smoothly. Do you schedule conferences, or do you let students come to you as needed? I typically allow the students to come to me when needed. If I am busy with someone else, they sign up their name and continue working around their issue until their turn. It works pretty well, but I sometimes have students who sign up A LOT, monopolizing my time, while others never see me unless I call them specifically. I also try to do a "triage" method for my conferences. It is really easy to rip apart a piece and pick out every mistake, but I avoid falling into that by first asking the student what they think about their writing, and second by choosing to focus on the most obnoxious error.