I offered my college writing students the opportunity for a one-on-one so that I could help them with their papers.
About three students in each class wanted a one-on-one. I was trying to give them a choice. I realize that I should have made their improvement a requirement. A mandatory one-on-one would have allowed me one last chance to see their graphic organizers before they began to write; I could have helped them improve. Although the students had peer reviewed the graphic organizers, many students at the early stages of writing (and other learning) need the most feedback.
How often do you allow students choices when, in fact, their continual improvement, should be a requirement? How often do you build “mandatory” formative assessment into their learning? Do you just hope they will get it right or do you carefully monitor them and redirect them so that they will be successful?
Education with Technology Harry G. Tuttle 
Excellent point! I shared a piece of Nancy Sommers’s 1980 article on student/professional revision strategies with my 11th grade AP students and had 100% agreement that students must follow the professionals in the idea that “writing is rewriting.” Then I had nobody take advantage of conference time. In frustration, I mandated that no grade would be given without peer-editing and a conference with me. Now I assign 2 essays each 6 weeks and each student has completed at least 4 drafts. I’m happy with their progress…