TR 37. I Want to Talk to Each of You: Collaboration and
the Teacher-Student Writing Conference, by Melanie
Sperling. Following ethnographic procedures, Sperling
examines teacher-student writing conferences in a ninth-
grade English class for six case-study students. Through
discourse analysis and descriptive narrative, Sperling
shows how collaboration between teacher and student
encourages students' learning as writers. October, 1989;
56 pages; $4.50.
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TR 48. Dialogues of Deliberation: Conversation in the
Teacher-Student Writing Conference, by Melanie
Sperling. Sperling focuses on three students in a ninth-
grade English class--including a very quiet student and a
very talkative one--as they converse with their teacher
about their ongoing writing. Suggesting a broadened model
of effective writing conference instruction, Sperling
examines how such one-to-one conversations contribute to
the processes of writing and learning to write for various
students. May, 1991; 25 pages; $4.00.
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OP 15. A Whole Language Approach to the Teaching of
Bilingual Learners, by Alex Moore. This paper relates
the experiences of two London teachers and a fifteen-year-
old immigrant Bangladeshi student as they work together on
drafts of the student's autobiography, illustrating how a
sensitive teaching style can contribute to the development
of writing skills in students whose first language is not
English. January, 1990; 18 pages; $3.50.
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OP 22. "This Wooden Shack Place": The Logic of an
Unconventional Reading, by Glynda Hull and Mike Rose.
Hull and Rose analyze an interaction between Rose and a
student in a remedial college composition class, where the
student's personal history and cultural background shape
an unconventional reading of a poem used in a writing
assignment. They discuss the logic of the student's
interpretation of the poem, showing the value of
conversing with students about interpretations that
initially strike the teacher as "a little off the mark."
December, 1990; 10 pages; $3.50.
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OP 26. High School English and the Teacher-Student
Writing Conference: Fine-Tuned Duets in the Ensemble
of the Classroom, by Melanie Sperling. Sperling provides
a glimpse into an urban ninth-grade English classroom and
examines some of the teacher-student conferences that take
place there. She shows that even if a secondary school
teacher lacks time for lengthy one-to-one interactions,
the teacher's brief conversations with individual students
can play an important role in writing instruction. May,
1991; 10 pages; $3.50.
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