ABSTRACT
This chapter explores the essential role feedback plays in developing writers. The chapter discusses the powerful position teachers hold when giving feedback and how it can positively or negatively impact on children’s dispositions towards being a writer, their writing performance, and their long-term academic achievement. The authors then share what constitutes high-quality feedback and discuss the benefits and limitations of both verbal and written feedback. Pupil conferencing is then afforded its own dedicated exploration, with specific focus on the relationship between conferencing and responsive teaching. The advantageous and unique position writer-teachers hold in delivering high-quality pupil conferences is explored, and finally the authors share examples of effective practice from the classrooms of high-performing Writing For Pleasure teachers.
