The intent of a writing conference is to assist students as a writer, not to improve that individual piece of writing. If the student takes learns nothing that can be implemented in future writing pieces, the conference is useless (Anderson, 2000; Gair, 2015). In teacher-student writing conferences, the goal is to have students gain independence by finding opportunities for growth in their own writing and editing and revising on their own work (Robb, 2010; Leisner, 2012). According to Bayraktar, writing conferences allow one-on-one time between a teacher and a student to talk about the student writing or the writing process (2013,). Conferences are unique because they allow educators to tailor instruction to meet the individual’s needs (Robb, 2010). Through writing conferences, teachers gain a better sense of the student’s writing needs, strengths, and interests (Robb, 2010). Research shows writing conferences, increase writing achievement, and make students better writers (Hewett, 2006; Eikholt, 2004; Leisner, 2012). Deborah Rodenburg, Director of Elementary Curriculum for Papillion La Vista Community Schools, agrees stating “conferencing is the most significant way to impact individual writing achievement” (personal communication, January 27, 2017).