more meanings than they meant. It also has meanings for others
that might be different. Their experience has made it one mean-
ing, and my experience has made it another meaning. And that’s
not to say that my meaning is right. A piece is very rich when
there are lots of meanings. Language is very flexible.
Cherylann:But it also carries into other forms. Right now
I’m concentrating on the science fair. If a child came up with
ambiguous language in that, there would be a problem. Some-
times ambiguity is appropriate and fine, but not in science writ-
ing. Sometimes you need concise, precise language.
Julie:What I think is important about going back to the
child and saying that “I’ve been thinking about your work” is
the message that “You matter to me. And your work matters, and
you are on my mind and you exist in my mind when you are not
with me.”
Liz:“And I respect you... .”
Julie:“And I respect you enough to think about you or your
problem or your work... .”
Margaret: That’s why I think your immediate reaction
may just be, “Oh, that’s very interesting.” But if you come back
with, “There are a lot of meanings here, and I wonder what you
meant... .”
Liz:It shows you are really interested in their learning.I have included this rather lengthy account of a collaborative assess-
ment conference to provide an example of how questions emerge in the
course of these conversations and the way in which a genuine interest in
the child writer can grow from examining the meaning of the text. Ques-
tions, in this case, are both an expression of interest and a means by which
to explore one’s curiosity.
Where Do Questions Come From?
Questions come from becoming curious about something that has engaged
our attention. It is a curious phenomenon that we often have difficulty stay-
ing interested in things about which we believe we know everything—or
Wonder ing to Be Done 247