Moving Forward: The Evolution of Ungrading, Dialogical Conferencing, and Collaboration in Writing Classrooms

This chapter explores the evolution of ungrading, dialogical conferencing, and online collaboration in a first-year writing composition course. The chapter highlights and explores dialogical conferencing as part of an equity assessment ecology in which the aim is to enhance the writing process through dialogism as meaningful feedback, promoting a more equitable writing course. Moreover, the chapter emphasizes online collaboration's role as a form of co-creating and honoring students’ rights to their language and languaging. Theoretical discussions and one professor’s reflective journey demonstrate how these pedagogical strategies contribute to a more dynamic and inclusive learning environment. Finally, this chapter suggests educators engage in more reflective practices as well as working with critical peers (long-term writing partnerships), urging instructors to continuously evaluate and adapt their teaching approaches to better serve student needs. The chapter argues for a pedagogical reevaluation, suggesting that embracing ungrading, dialogical conferencing, and collaboration can lead to a more engaging, student-centered classroom that nurtures transformative teaching and learning.