Abstract
The most active area of university writing education research from 2005 to 2017 was writing guidance. Research published from 2005 to 2011 focused mainly on the identity and goals of university writing education and included discussions on writing in the disciplines. Since 2013, there has been a trend of assessing various writing approaches. Nevertheless, efforts to ensure systematicity and specificity of university writing instruction are still required. This is because it remains unclear how teaching strategies and methods can be implemented effectively in classroom settings, even though previous research has suggested tools such as assessment criteria or a feedback system. Therefore, in this study, the types of conversation strategies used in writing conferences were synthesized and classified. This study used a general qualitative research method with ethnographic data collection involving classroom observations, interviews, and document analysis. The types of conversation strategies were selected and divided into cognitive and affective strategies.
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