While it is often ridiculed, the subject of the paranormal offers an effective means to encourage student involvement and support critical-thinking skills in first-year writing courses.

Research Article| April 01 2001 Giving Substance to Vision Laurel Johnson Black Laurel Johnson Black Search for other works by this author on: This Site Google Pedagogy (2001) 1 (2): 361–372. https://doi.org/10.1215/15314200-1-2-361 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Laurel Johnson Black; Giving Substance to Vision. Pedagogy 1 April 2001; 1 (2): 361–372. doi: https://doi.org/10.1215/15314200-1-2-361 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2001 Duke University Press2001 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

The teacher-student conference is standard in the repertoire of teachers at all levels. Because it's a one-to-one encounter, teachers work hard to make it comfortable; but because it's a pedagogical moment, they hope that learning occurs in the encounter, too. The literature in this area often suggests that a conference is a conversation, but this doesn't account for a teacher's need to use it pedagogically. Laurel Johnson Black's new book explores the conflicting meanings and relations embedded in conferencing and offers a new theoretical understanding of the conference along with practical approaches to conferencing more effectively with students.