We have to ensure that the child leaves the conference eager to continue writing, rather than deflated and discouraged.  Start with a compliment for something the writer has done well.  Encourage kids to approach writing in a playful way.

Assume the child is making sense.  Adopt an accepting mind-set and use supportive language.

If someone gives you a valentines day card you would not say, “I really like how you used the word beautiful instead of good.”  You would say how touched you feel or how it made you feel.  Start by celebrating the whole writing piece.  When we comment first on mechanics we may give the message that students’ ideas are secondary to correctness.

Starting with the content, note everything the writer has done well.  Repeat memorable, high-quality language that the student uses.  Encourages students too use such language again.

Initially ignore editing concerns.  Keep your comments to the essentials you’ve been stressing—an opening that brings the reader in, a closing that summarizes, and ties the paper together, organizing the body of the piece. 

At first, until students “know” what they need to do to organize, revise, and craft their writing, we teachers assume most of the responsibility for the structure of the conference.  As students become more familiar with, competent at, and confident about the process and purpose of conferences, they assume increasing responsibility for leading the conference.

The teacher can ask questions such as, “What do you think you want [need] to work on next?” or “How can I help you?”

Each participant in the Authors’ Circle must bring a piece of writing, including the teacher.  The piece must have been self-revised and deemed worthy by the author of possibly moving to publication in some form.  The focus in the circle is on the content of the writing, not editing things like spelling.

1.       The first author reads the piece aloud to the other authors in the circle.

2.       The listeners receive the piece by telling what they heard in the piece, especially focusing on what they fund most effective.

3.       The listeners then have the opportunity to raise questions about parts that were unclear to them or areas where they felt additional information was needed, or to make any other comments about the meaning of the piece.  The author can take notes to remember comments.

4.       The next author reads a piece and the process continues until each author has been heard and responded to.

5.       The authors then leave the circle to consider the suggestions that were made and to arrive at their own decisions.

Like other participants at the Authors’ Circle, teachers are free to make suggestions, but their recommendations bear no more weight than anyone else’s.  After walking students through the process, teachers do not need to participate in every circle.