大学英语写作课程评估新视角
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摘要
课程评估是大学英语写作课堂的重要组成部分。本文主要探讨如何在大学英语写作课程教学背景下合理进行写作测评,以促进学生写作能力发展,提高大学英语写作教学效果。本文具体阐述写作评分、测试和评估对学生写作的影响,以及讨论如何发挥档案袋评估等写作评估方式在写作教学中的重要作用。写作教学应关注学生的写作过程,调动学生的作者意识,提倡以文本作者为中心的新型的写作评估理念。本文对英语写作课程教学与评估有参考价值。
The course assessment is an essential part of college writing classroom. The essay mainly discusses how to process the assessment of writing with the teaching background of college writing classroom, thus may facilitate the development of students' writing skills and enhance the effects of college writing teaching. The essay focuses on the influence of scoring, testing and assessment on students' writing and discusses the importance of assessing method, such as portfolio. The teaching of writing should pay attention to the process of students' writing, activate students' awareness of being a writer, and advocate the new writer-centered assessing theory. The essay owns reference value in the field of teaching and assessment of writing courses.
The course assessment is an essential part of college writing classroom. The essay mainly discusses how to process the assessment of writing with the teaching background of college writing classroom, thus may facilitate the development of students' writing skills and enhance the effects of college writing teaching. The essay focuses on the influence of scoring, testing and assessment on students' writing and discusses the importance of assessing method, such as portfolio. The teaching of writing should pay attention to the process of students' writing, activate students' awareness of being a writer, and advocate the new writer-centered assessing theory. The essay owns reference value in the field of teaching and assessment of writing courses.
引文
[1]Yancey,Kathleen Blake.“Looking Back as We Look Forward:Historicizing Writing Assessment.”CCC 50(1999):483-503.
[2]White,Edward M.,William D.Lutz,and Sandra Kamusikiri,eds.Assessment of Writing:Politics,Policies,Practices.New York,MLA.1996.
[3]Hilgers,Thomas H.“How Children Change as Critical Evaluators of Writing:Four Three-Year Case Studies.”Research in the Teaching of English 20(1986):36-55.
[4]Miller,Susan.“How Writers Evaluate Their Own Writing.”CCC 33(1982):176-83.
[5]Larson,Richard L.“Revision as Self-Assessment Strategies for Student Essays.”Teaching English in the Two-Year College 18(1991):128-32.
[6]Belanoff,Pat.“The Myths of Assessment.”Journal of Basic Writing 10(1991):54-66.
[7]White,Edward M.,William D.Lutz,and Sandra Kamusikiri,eds.Assessment of Writing:Politics,Policies,Practices.New York:MLA,1996
[8]Cornnors,Robert J.,and Andrea A.Lunsford.“Teachers’Rhetorical Comments on Student Papers.”CCC 44(1993):200-23.
[9]Emig,Janet A.The Composing Process of Twelfth Graders.Urbana,IL:NCTE,1971.
[10]Britton,James N.,et al.The Development of Writing A-bilities(11-18).London:Macmillan,1975.
[11]Sperling,Melanie,and Sarah W.Freedman“A Good Girl Writes like a Good Girl:Written Response and Clues to the Teaching/Learning Process.”Written Communication4(1987):343-69.
[12]Miller,Richard.“Composing English Studies:Toward a Social History of the Discipline.”CCC 45(1994):164-79.
[13]Wiggins,Grant.Assessing Student Performance.San Francisco:Jossey,1993.
[14]Carini,Patricia F.“Dear Sister Bess:An Essay on Standards,Judgement and Writing.”Assessing Writing 1(1994):29-66.
[15]Faigley,Lester.Fragments of Rationality:Postmodernity and the Subject of Composition.Pittsburgh:U of Pittsburgh P,1992.
[2]White,Edward M.,William D.Lutz,and Sandra Kamusikiri,eds.Assessment of Writing:Politics,Policies,Practices.New York,MLA.1996.
[3]Hilgers,Thomas H.“How Children Change as Critical Evaluators of Writing:Four Three-Year Case Studies.”Research in the Teaching of English 20(1986):36-55.
[4]Miller,Susan.“How Writers Evaluate Their Own Writing.”CCC 33(1982):176-83.
[5]Larson,Richard L.“Revision as Self-Assessment Strategies for Student Essays.”Teaching English in the Two-Year College 18(1991):128-32.
[6]Belanoff,Pat.“The Myths of Assessment.”Journal of Basic Writing 10(1991):54-66.
[7]White,Edward M.,William D.Lutz,and Sandra Kamusikiri,eds.Assessment of Writing:Politics,Policies,Practices.New York:MLA,1996
[8]Cornnors,Robert J.,and Andrea A.Lunsford.“Teachers’Rhetorical Comments on Student Papers.”CCC 44(1993):200-23.
[9]Emig,Janet A.The Composing Process of Twelfth Graders.Urbana,IL:NCTE,1971.
[10]Britton,James N.,et al.The Development of Writing A-bilities(11-18).London:Macmillan,1975.
[11]Sperling,Melanie,and Sarah W.Freedman“A Good Girl Writes like a Good Girl:Written Response and Clues to the Teaching/Learning Process.”Written Communication4(1987):343-69.
[12]Miller,Richard.“Composing English Studies:Toward a Social History of the Discipline.”CCC 45(1994):164-79.
[13]Wiggins,Grant.Assessing Student Performance.San Francisco:Jossey,1993.
[14]Carini,Patricia F.“Dear Sister Bess:An Essay on Standards,Judgement and Writing.”Assessing Writing 1(1994):29-66.
[15]Faigley,Lester.Fragments of Rationality:Postmodernity and the Subject of Composition.Pittsburgh:U of Pittsburgh P,1992.