Moves that matter: dialogic writing assessment and literary reading

What is it about?

This study explores how secondary-level English teachers have used dialogic writing assessment, a process-focused approach to writing conferences, to simultaneously support students' writing process and their literary reading practices. Of the literary reading practices we studied, we found that the teachers and students spent the most time on making claims, seeking patterns, and articulating puzzles, all of which are important to developing literary reading ability. Our findings and illustrative excerpts from dialogic assessment sessions show this method in action and give teachers ideas for how they might use this method in their own classrooms.

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