@JonahPerlin @EllieMargolis @bethwilensky I've been doing them for about 15 years, and it took a while to feel comfortable. But here's what works for me (a thread): 1. I prep them in class for how the conference proceeds so they know what to expect and I hand out a "conference staging memo." (thank you, @RA_Robbins!) 1/x
@JonahPerlin @EllieMargolis @bethwilensky @RA_Robbins The staging memo gives them an idea of how they're progressing. (Happy to share my memo). When I talk about the memo, I acknowledge how much courage and character it takes to sit down with someone and go over your writing in detail. 2/x
@JonahPerlin @EllieMargolis @bethwilensky @RA_Robbins In the conference, I remind them that I'll take a few minutes to read through the submission silently and that their only job is to watch for signs that I'm having trouble processing information by slowing way down or flipping pages forward or back to look for information. 3/x
@JonahPerlin @EllieMargolis @bethwilensky @RA_Robbins Then I tell them that I'll share with them the three observations I have that I think will make the most significant difference if they address in the redraft (or in their writing, generally). So then I start reading. I have the doc on the screen so they can see it. 4/x
@JonahPerlin @EllieMargolis @bethwilensky @RA_Robbins I tell them that, if something bothers me that I have questions about, I'll throw a comment bubble out in the margin and we'll come back and address them together. I ask them to hold all questions until I've read it through once. 5/x
@JonahPerlin @EllieMargolis @bethwilensky @RA_Robbins After I read it through, I go through the staging memo with them, telling them which stages they're doing well and which still need work. Then I tell them (and write them at the end of their document or on the memo) my top 3 suggestions. 6/x
@JonahPerlin @EllieMargolis @bethwilensky @RA_Robbins After that overview of how they're progressing, I go back to the comment bubbles to show them specific examples of each of the 3 observations. In that process, I often end up deleting a lot of the bubbles because I want to give them examples of issues, not line edit. 7/x
@JonahPerlin @EllieMargolis @bethwilensky @RA_Robbins Throughout, they ask me questions. I might ask them questions about certain choices they made. The goal is for them to have a conversation with their reader. My last question is always, "Do you feel like you know what you're going to do when you open up the doc next?" 8/x
@JonahPerlin @EllieMargolis @bethwilensky @RA_Robbins If they say yes but don't look confident, I encourage them to talk about their hesitation. If they say no, we obviously talk about that. My goal is for them to leave with a plan. If I have a reasonable student load, I'll give them 45 min. If not, 30 min. 9/9

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