提高写作技能对培养学生的语言能力起着重要作用。通过在贵州省A高中的作文批改实践，学生的作文错误主要存在于写作结构及内容、中式表达、语言知识和写作规范上。由于之前学生仅仅获得书面反馈，本篇论文旨在调查师生作文面批是否可以帮助学生修正上述错误以及其对每种类型的错误具体存在的影响。在为期一个月的行动研究里，学生会完成两次写作任务。每次任务结束，学生会参加一次师生作文面批。通过对比学生的两次作文，本次研究发现作文面批在减少书写规范错误方面的效果最明显，而在减少中式表达错误方面的效果最不明显。相比减少语言知识错误，作文面批在减少写作结构与内容上的错误具有更大的有效性。此外，根据两次问卷调查与一次访谈，本研究发现实施有效作文面批的方法：学生意识到面批时间不是仅有的可寻求帮助的时间；作文面批的开展基于学生的写作水平；学生与研究者在面批期间针对作文展开讨论；学生在修改作文后获得相关反馈。

Improving writing ability is important to develop students’ language skills. Through the practice of composition correcting in the A senior high school of Guizhou Province, students are found to make common mistakes in structure and content, Chinglish expressions, linguistic knowledge as well as mechanics. Since students merely receive written corrections previously, this paper aims to investigate whether teacher-student writing conferences take effects in helping students correct the above mistakes and what influence they have upon each category of mistake. Over the one-month-action research, two writing assignments are given and after each assignment, students take one teacher-student writing conference. With the comparisons and contrasts of two writing compositions, this paper discovers that writing conferences function to decrease the most mistakes in mechanics and the least in Chinglish expressions. Compared with mistakes in linguistic knowledge, the decrease in structure and content is more evident. Besides, according to two questionnaires and one interview, this paper finds out effective ways to conduce a teacher-student writing conference: students aware that conferencing time is not the only time of asking for help; writing conferences are carried out based out students’ writing proficiency; discussions of the composition between students and the researcher are held during the conference; feedback of the revised composition is provided.