Waiting until the one-on-one conference to return graded papers allows me to ensure students learn how to read and interpret feedback as a tool for growth.
Ching Kory Lawson. “Peer Response in the Composition Classroom: An Alternative Genealogy.” Rhetoric Review, vol.26, no.3 2007, pp.303–19. JSTOR www.jstor.org/stable/20176793.
Lerner Neal. “The Teacher-Student Writing Conference and the Desire for Intimacy.” College English, vol.68, no.2 2005, pp.186–208. JSTOR www.jstor.org/stable/30044673.