Mechanics
    &
    Formal
    Essay

  Guidelines

  No spelling
punctuation，
capitalization，
sentence
 structure errors
or formal essay
 guideline errors
  A few spelling
punctuation，
capitalization，
sentence
 structure，or
formal essay
 guideline
 errors  Some spelling
punctuation，
capitalization
 sentence
 structure。and
 formal essay
 guideline
 errors  Abundant
 spelling
punctuation，
capitalization．
sentence
 structure。and
 formal essay
 guideline errors  Unreadable

    Hook

  Clever hook that
 is original，grabs
 reader
 attention，and is
 appropriate  Provides a
 thoughtful hook

  Provides a
 generic hook

  Hook has
 nothing to do
 with essay

  NO hook

    Thesis

  Provides complex
 thesis written in
 parallel structure．
includes author
 and title book．
written in fluent
 parallel structure．
points to all body
 paragraphs  Thesis is
 missing one
 element

  Thesis is
 missing more
 than one
 element or；s
 vague

  Thesis is out of
 place

  NO thesis

    CDs

  Provides at least
 6 well．chosen and
 appropriate
 quotes
  Provides 5 well
 chosen quotes
 or l or 2 quotes
 are weak
  Provides 4 well
 chosen quotes
 or half of the
 quotes are
 weak  Less than 4 well．
chosen quotes
or half quotes are
 weak
  No quotes

 Commentary

  Has at least
 twice as much CM
 as CDs and CM is
 clever and
 insightful analysis  Has at least
 twice as much
 CM as CDs but
 CM is basic
 analysis  Provides the
 same amount
 of CM as CDs
 or CM is mostly
 plot summary  Provides little
 CM or CM is all
 plot summary

  No commentary

  Clincher

  Clever clincher
 that is original
 and appropriate，
leaving reader
 with food for
 thought(“Finish
 him!”l  Provides a
 thoughtful
 clincher

  Provides a
 generic
 clincher

  Clincher has
 nothing to do
 with essay

  NO clincher

  Parenthetical Citations

  All quotes cited
 perfectly
 according to MLA
  A few errors

  Some errors

  Numerous
 citation errors
 and／or floating
 quotes    7  NO citations

 Works Cited  NO errors  One error  Two errors  30rmore errors  NO Works Cited

Comments:
 

                                Final Grade_____
三、寫(xiě)作課堂評(píng)價(jià)的重要意義和作用
寫(xiě)作課堂評(píng)價(jià)是寫(xiě)作教學(xué)的一種手段，是促進(jìn)教學(xué)的一種策略。雖然評(píng)價(jià)活動(dòng)由教師設(shè)計(jì)，卻由學(xué)生來(lái)完成，也就是說(shuō)，寫(xiě)作評(píng)價(jià)很大程度上是教師監(jiān)控下的學(xué)生自我評(píng)價(jià)。評(píng)價(jià)對(duì)學(xué)生有以下意義和作用：
1、能監(jiān)測(cè)到學(xué)生對(duì)寫(xiě)作課堂教學(xué)掌握的情況及對(duì)于寫(xiě)作策略的運(yùn)用情況。
2、使學(xué)生能清楚自己的長(zhǎng)處和不足，有助于糾正學(xué)生的一些錯(cuò)誤觀念。
3、為學(xué)生調(diào)整自己的學(xué)習(xí)方案提供反饋，幫助學(xué)生重新調(diào)整學(xué)習(xí)策略。
4、使學(xué)生能真正對(duì)自己的學(xué)習(xí)負(fù)責(zé)，增強(qiáng)自主意識(shí)。
四、課堂評(píng)估在寫(xiě)作教學(xué)中的應(yīng)用
1、自我評(píng)價(jià)
    如果學(xué)生在學(xué)習(xí)過(guò)程中是積極的學(xué)習(xí)者，他們就必須構(gòu)建自己的學(xué)習(xí)目標(biāo)，設(shè)計(jì)自己的學(xué)習(xí)路線，并隨時(shí)檢查自己的進(jìn)步。這樣會(huì)為自己的學(xué)習(xí)進(jìn)度和學(xué)習(xí)方向負(fù)責(zé)，從而逐步成為一個(gè)自主和獨(dú)立的學(xué)習(xí)者，為終身學(xué)習(xí)打下基礎(chǔ)。（羅少茜，2003）學(xué)生寫(xiě)作的課堂評(píng)價(jià)可分為：寫(xiě)前評(píng)價(jià)和過(guò)程評(píng)價(jià)和寫(xiě)后評(píng)價(jià)。
寫(xiě)前評(píng)價(jià)   包括寫(xiě)作前是否思考，選題方式（ 題目大?。┦欠裾_，是否會(huì)寫(xiě)開(kāi)頭和結(jié)尾等。目的在于讓學(xué)生寫(xiě)前培養(yǎng)良好的寫(xiě)前思維習(xí)慣。這樣，學(xué)生對(duì)自己的各項(xiàng)能力有一個(gè)基本認(rèn)識(shí)，知道自己的優(yōu)點(diǎn)，弱點(diǎn)，有力于奠定寫(xiě)作的基礎(chǔ)。寫(xiě)前教師必須要和學(xué)生一起具體制定各項(xiàng)評(píng)估標(biāo)準(zhǔn)，展示優(yōu)秀的寫(xiě)作要素，教師對(duì)每一項(xiàng)都要提供范例，讓學(xué)生知道優(yōu)秀作品是什么樣，進(jìn)而對(duì)自己的作品進(jìn)行評(píng)價(jià)。下面為優(yōu)秀作品寫(xiě)作要素構(gòu)成的范例：

What a good writer can do

What will the topic be?
How did you choose your topic?
What pre-drafting activities are you doing?
How are you gathering ideas for your writing?
How do you organize your writing?
What developing mode are you going to adopt?
What is your purpose of writing?
         ( adapted from O’Malley&Pierce.1996)

過(guò)程評(píng)價(jià)    對(duì)寫(xiě)作來(lái)說(shuō)，結(jié)果評(píng)價(jià)多于過(guò)程評(píng)價(jià)。但對(duì)于作為過(guò)程的寫(xiě)作教學(xué)，過(guò)程評(píng)價(jià)尤為重要。過(guò)程評(píng)價(jià)一般在寫(xiě)作過(guò)程中進(jìn)行，可由學(xué)生自評(píng)或有教師進(jìn)行評(píng)價(jià)，也可由同伴由討論的方式進(jìn)行。在這個(gè)過(guò)程中，教師可以給學(xué)生提供可參考的問(wèn)題：
（1）寫(xiě)草稿時(shí)
    How are you getting along with your writing?
    Do you have any problems?
    What are you writing about?
  Where do you want this piece to go?
    （2）學(xué)生修改時(shí)
  What kind of information are you making?
  What kind of errors have you located?
    Are you following the guide line for revising?
  Do you have any suggestion for further improvement?

寫(xiě)后評(píng)價(jià)   寫(xiě)作后可以根據(jù)老師制定發(fā)放的細(xì)則標(biāo)準(zhǔn)來(lái)對(duì)文章進(jìn)行詳細(xì)的評(píng)估， 找出自己的優(yōu)點(diǎn)和弱點(diǎn)。下面是自我評(píng)估的一個(gè)范例：

   5-Advanced-

A
  4-
Proficient-
B
  3-
Basic-
C
  2-
Below Basic-
     D  1-
Far Below
 Basic-
F
Mechanics

  No spelling
punctuation，
or
capitalization，
errors
  A few
 Spelling
punctuation，
and／or
capitalizatio
 n errors  Some
 spelling
punctuation，
and／or
capitalizatio
 n errors  Several
 spelling
punctuation，
and／or
capitalization
，errors  Abundant
 spelling
punctuation，
and／or
capitalization
，errors
 Grammar

  No sentence
 structure／
grammar
 errors
  A few
 sentence
 structure／
grammar
 errors  Some
 sentence
 structure／
grammar
 errors  Several
 sentence
 structure
 grammar
 errors  Abundant
 sentence
 structure
 grammar
 errors
 Introduction

  Has effective
 hook，
describes
 flaw，and has
 detailed thesis
  Has generic
 hook．
describes
 flaw，and
 has detailed
 thesis  Has generic
 hook．
describes
 flaw，and
 has vague
 thesis  No hook
describes
 flaw but
 thesis is out
 of place or is
 unclear  No hook
does not
 describe
 flaw，and no
 clear thesis

 Body
 Paragraphs

  Setting and
 background
 info given with
 abundant
 sensory detail，
offers precise
 details of
 event that
 create
 suspense，
provides a
 detailed
 description of
 how he／she
 feels as a
 result  Setting and
 background
 info given
 with sensory
 detail，offers
 details of
 event，
provides a
 description
 of how
 he／she feels
 as a result

  Setting and
 background
 info given，
offers some
 details of
 event，
provides a
 brief
 description
 of how
 he／she feels
 as a result

  Setting and
 background
 info given，
offers little or no details of event，
provides little
 or no
 description
 of how
 he／she feels
 as a result

  No setting or
 background
 info given，no
 details of
 event no
 description of
 how he／she
 feels as a
 result

 Conclusion

  Restates
 Thesis in an
 original way，
reviews main
 ideas, ends
 with an
 effective
“clincher’ Restates
 Thesis in an
 original way，
reviews
 main ideas，
ends with a
 generic
“clincher’ Restates
 thesis，does
 not review
 main ideas，
ends with a
 generic
“clincher，’
 Restates
 thesis, does
 not review
 main ideas，
ends with a
 generic
“clincher，’
 No summative
 conclusion，
essay ends
 abruptly

(選自美國(guó)Saugus High School的自評(píng)表)

2、同伴評(píng)價(jià)
溝通技能和合作技能在同伴評(píng)價(jià)中十分重要。同學(xué)之間彼此信任和真誠(chéng)的互相評(píng)價(jià)需要長(zhǎng)時(shí)間來(lái)培養(yǎng)。在寫(xiě)作完成后，可把學(xué)生分成二人或四人組交換進(jìn)行評(píng)價(jià)，但有效評(píng)價(jià)需要建立在相互信任、負(fù)責(zé)的基礎(chǔ)之上。通過(guò)自評(píng)和互評(píng)，學(xué)生有機(jī)會(huì)檢查自己和他人的寫(xiě)作成果，對(duì)自己的目標(biāo)有一個(gè)更明確的概念。學(xué)生互評(píng)的成功和自評(píng)的成功一樣，需要教師提供榜樣，展示優(yōu)秀的互評(píng)范例。通過(guò)評(píng)議使學(xué)生充分理解評(píng)價(jià)的標(biāo)準(zhǔn)。同時(shí)讓他們學(xué)會(huì)信任、誠(chéng)實(shí)、公正對(duì)自己和別人（Darling—Hammond1995）?；ピu(píng)中最主要的一點(diǎn)是要了解學(xué)生的情況，讓學(xué)生意識(shí)到“同伴文化”的力量以及友好氣氛在學(xué)習(xí)過(guò)程中的重要性?；ピu(píng)鼓勵(lì)學(xué)生合作和向他人學(xué)習(xí)，對(duì)自己的目標(biāo)也產(chǎn)生激勵(lì)?；ピu(píng)也可采用筆者在自評(píng)中提供的表格。
3、教師評(píng)價(jià)
學(xué)生的自評(píng)和互評(píng)都必須與教師的評(píng)價(jià)結(jié)合。在評(píng)價(jià)的過(guò)程中，教師的作用是多層面的。要示范寫(xiě)作學(xué)習(xí)方法，評(píng)價(jià)方法，幫助學(xué)生自評(píng)，管理學(xué)生互評(píng)，和學(xué)生一起反思，確立今后的目標(biāo)。
教師給學(xué)生的作品的評(píng)語(yǔ)應(yīng)簡(jiǎn)潔、具體并具有針對(duì)性。研究發(fā)現(xiàn)，有建設(shè)性的，鼓勵(lì)性的反饋，加之寫(xiě)作內(nèi)容和寫(xiě)作過(guò)程的評(píng)價(jià)而非僅僅是寫(xiě)作慣例的檢測(cè)有助于學(xué)生寫(xiě)作水平的提高， 有助于培養(yǎng)學(xué)生對(duì)寫(xiě)作的正確態(tài)度。表?yè)P(yáng)比糾錯(cuò)更重要，過(guò)分的糾錯(cuò)有傷學(xué)生的自尊。（王篤勤，2004）
下面的一些評(píng)語(yǔ)也許會(huì)給教師以啟發(fā)和參考：
（1） 開(kāi)頭和結(jié)束
A good beginning ! A perfect ending!
The first paragraph makes a good beginning.
The last paragraph makes a perfect ending.
All the points have been covered.
It’s clever of you to use a topic sentence at the beginning of a paragraph.
I’m glad to see the sentence coherence in your last paragraph.
    Strong introduction----it stimulates my desire to read
    Your ending came a bit too quickly, It seems there is something lost. 
The conclusion seems a little week.
The introduction is not strong enough to motivate the readers.
(2) 文章結(jié)構(gòu)組織
Well organized.      Easy to follow.
The focus of the paper seems not clear enough.
How is this connected with the ideas before it?
This paragraph seems a little overloaded.
Connectors are needed between different paragraphs.
(3)清晰度
It’s wonderful to use proper conjunctions between sentences.
You are good at developing a passage.
Good description.
More details are needed here.
Tell me more about this.
An example would have made this clearer.
(4) 句法結(jié)構(gòu)
It’s wonderful to use proper conjunctions between sentences.
Good word choice.
Long sentences.
Fragments.Try to use complete sentences.
You can combine these short sentences.

結(jié)束語(yǔ)
在課堂寫(xiě)作評(píng)估中，教師和學(xué)生共同面對(duì)學(xué)生的成長(zhǎng)。各種評(píng)價(jià)方式結(jié)果不僅給學(xué)生也給教師提供了教與學(xué)的信息。學(xué)生得到個(gè)人反饋，明確努力方向，教師得到學(xué)生的反饋以便改進(jìn)寫(xiě)作的教學(xué)方法，給學(xué)生提供更有意義和有用的指導(dǎo)。
參考文獻(xiàn)
羅少茜 ，2003 英語(yǔ)課堂形成性評(píng)價(jià)研究
O’Malley,J. Michael O’Malley and Michael J. O’Malley.(1996).
Authentic Assessment for English Language Learners. Addison-Wesley Pub Co.
Darling-Hummond, Linda.(1995). 
Authentic Assessment in Action Teachers College Press.
     王篤勤，2004    英語(yǔ)教學(xué)策略論