Teacher management of writing workshops: Two case studies

Abstract

Individual discussions or conferences offered to students in writing workshops are seen as a very valuable source of feedback. However, for such writing conferences to be effective, writing workshops need to be carefully planned and managed. This paper examines the approaches of two teachers to the management of writing workshops for ESL/ EFL students on an English proficiency course. The data come from a longitudinal study into the effects of feedback on ESL/EFL students and include questionnaire responses, interviews and classroom observations. The paper discusses the different procedures that the two teachers adopt in the management of their writing workshops and the effects that these differences have on the teacher/students and student/student interactions which take place in the workshops. It is suggested that these differences can be related to the teachers' beliefs about the role of feedback and the process of writing for ESL students. A number of pedagogical implications related to the management of writing workshops are also suggested.