Reader-writer conferencing was examined as an alternative or complement to the direct assessment of writing. Criteria guiding development of a framework for analysis of reader-writer conferencing were summarized as: (1) achievability; (2) transfer to other domains of writing; (3) importance of the outcomes; (4) inter-scorer agreement; and (5) economy of assessment. The framework for analysis was a classification scheme with reader response recorded on a matrix form for reader response mode and focus, and writer response classified as stock or categorized; elaborations or explanations; and questions, corrections, or disagreements. Portrayal of the conferencing session was explored through the use of transcripts compared with the use of graphic and narrative summaries. The graphic and narrative method better allowed the teacher to analyze conferencing techniques. Attachments illustrate actual teacher-student conferences in terms of interactive actions/items (episodes, questions, prescribes, explains, supports, describes, associates, and manages). (SLD)