APPENDIXES Appendix A
II. 寫作經驗
4. 在上這堂課之前，你有任何的英文寫作經驗嗎？
有 沒有
若有，請描述一下是在何時以及何種情況下寫的(如：高中英文課)：
5. 你之前的寫作經驗是否會先擬草稿、和同學評論寫作的問題以及修訂寫作的過程？
有 沒有
若有，請描述一下你對於這樣的寫作經驗感覺如何：
6. 你之前的寫作經驗中是否參與同儕互評？
有 沒有
若有，請描述一下你對於這樣的寫作經驗感覺如何：
7. 在上這堂課之前，你曾經在E3, Blackboard或是其他網路系統(如：MSN, e-mail)用英
文寫作嗎？
有 沒有 其他：________________
若有，請描述一下是在何時(如：英文課)以及用何種系統寫的(如：MSN)：
非常感謝您寶貴的意見！
Appendix C
10.
你在線上同步同儕互評時，曾遇到哪些問題？
MSN所提供的功能不容易使用______
和對方很難配合時間______
網路連線太慢______
與同儕間互動不良，溝通沒有效率______
同儕給的回饋沒有幫助______
打字速度太慢______
11. 進行線上同步同儕互評的時候，為什麼一開始都要先打招呼或是自我介紹呢？是
基於禮貌，還是有其他的功用嗎？打完招呼後，您通常會用什麼方式來開始進行 線上同步同儕互評呢？
12. 進行線上同步同儕互評的時候，如果沒有打招呼的話，而直接進行互評的原因是
什麼？是為了節省時間嗎？還是因為不熟的緣故嗎？
13. 為什麼在線上同步同儕互評結束時，您會問一些有關存檔或是是否寄信給老師的
問題來結束線上同步同儕互評呢？是因為不知道怎麼結束話題嗎？
14. 在進行線上同步同儕互評的過程中，您會提及過去英文學習的經驗或是笑話嗎？
為什麼？
15. 在進行線上同步同儕互評的過程中，您會使用表情符號的目的或是它們的功能是
什麼？
16. 您覺得如果少了這些打招呼，開玩笑，正面的回饋(謝謝)或是表情符號，在進行 線上同步同儕互評的過程中，會不會造成溝通上的困擾呢？
17. 您覺得上述的那些情況(打招呼，開玩笑，正面的回饋(謝謝)或是表情符號)在進 行線上同步同儕互評的過程中，扮演很重要的角色嗎？
非常感謝您寶貴的意見！
Appendix D Peer revision checklist
Writer: ________________________
Reviewer: ______________________
Evaluation items Needs work Good Outstanding
Content and organization
1. They essay contains a topic sentence.
2. Writing is logically organized, with appropriate transition.
3. All ideas are well developed and clearly explained.
4. The report includes a concluding sentence.
Language use
1. Grammar is correct
Subject-verb agreement
Fragments
Run-ons (sentences joined incorrectly)
Verb forms and tense
Pronoun
Articles
Others, please point out directly the problems
____________________________________
____________________________________
2. Spelling is correct.
3. Word choice is appropriate.
4. Connecting words are properly used.
Mark the sentence you don’t understand.
Overall, which part of the writing you like most? Why?
Which part needs to be improved?
Appendix E
Examples and explanations of on-task episode
Except for those which were not found in the data, every on-task episode was explained with an excerpt. First, as illustrated in Excerpt 1 (line 1 through 4), global revision-oriented evaluation (GRE) meant that the students evaluated peers’ articles on the paragraphic level and offered comments concerning organization, whereas
non-revision-oriented evaluation (GNE) meant that at first the reviewer thought that he detected one problem, but agreed not to correct the “problem” after accepting the writer’s explanation, as shown in Excerpt 2 (line 1 through 8). Moreover, local revision-oriented evaluation (LRE) as shown in Excerpt 3 (line 1 through 5) and local non-revision-oriented evaluation (LNE) as shown in Excerpt 4 (line 4) only required the students to focus their attention on the sentential level, such as wordings.
Excerpt 1 (GRE) (Y7 is the reviewer and Y10 is the writer.) 1.
Y7: (Actually, you do not have to separate it into two paragraphs. Although you write a lot, it becomes that you need a conclusion in your first paragraph. However, you continue with the previous topic, which will be a little bit weird.)
GRE
5. Y10: (Hm, I have to write in one paragraph, right?)
Excerpt 2 (GNE) (Y9 is the writer and X1 is the reviewer.) refer to it in the section of concluding signal in the textbook.)
Y9: (Because the teacher says we need to write a concluding signal, thus I write it out.)
8. X1: (I see.)
Excerpt 3 (LRE) (X2 is the writer and X3 is the reviewer.) 1. lost on the street or could not find the way, they were always willing to direct us to the destination. 那個 they，好像會讓人感覺不知
X3: (In this sentence “For example, whenever we got lost on the street or could not find the way, they were always willing to direct us to the destination.” I do not know who the “they”
refers to whom.)
LRE
6. X2: (I see.)
Excerpt 4 (LNE) (X1 is the writer and Y12 is the reviewer.) 1.
2.
Y12: “We used to play around at playing ground field in a nearby school.把 around拿掉。”
Y12: (Take the “around” in the sentence “We used to play around at playing ground field in a nearby school.”)
3. X1: (“around” is not a preposition. “play around”
is a verbal phrase.)
4. Y12: (I see. I thought you want to write
“everywhere.”) LNE
Second, local revision-oriented clarification (LRC) meant that when the readers spotted the writers’ local errors such as wording and tried to offer them comments in an indirect way—asking questions, as illustrated in excerpt 5 (line 1 and 7), whereas local non-revision-oriented clarification (LNC) could be explained that when the readers did not understand the writers’ intensions and just hoped them to give the readers a suitable
justification, as illustrated in excerpt 6 (line 1 through 4).
Excerpt 5 (LRC) (X3 is the reviewer and Y11 is the writer.) 1.
X3: (Can you explain the sentence including “but”?
If I were you, I might use “and”.) LRC
3.
4.
Y11: (It means they argue over a trivial matter, but they cannot achieve agreement.)
5.
6.
X3: (If the sentence means that, it will be better to use “but.”)
7. Y11: (It is hard to judge.)
Excerpt 6 (LNC) (Y10 is the writer and Y2 is the reviewer.) 1.
Y2: (What does the phrase “came across ups and downs” mean?)
3. Y10: (It means you meet a lot of challenges.) LNC 4. Y2: (Okay, I see.)
Third, global revision-oriented suggestion (GRS) indicated that the readers spotted the writers’ global errors such as organization and content of the article and tried to offer comments which were not specifically written out, as revealed in excerpt 7 (line 1 through 5). Local revision-oriented suggestion (LRS) meant that the students only focused their attention on the sentential level such as wording, as exemplified in excerpt 8 (line 1 through 3).
Excerpt 7 (GRS) (Y8 is the writer and X5 is the reviewer.)
1. Y8: “主題句會上下文不對嗎？”
1. Y8: (Will my topic sentence be coherent with my
context?) GRS
2.
3.
X5: (I think you can simplify the sentence by combining the two sentences and mention NCTU’s library, which will be more fluent.) 4. Y8: (Okay, I will try to correct it.)
5. X5: (Okay.)
Excerpt 8 (LRS) (X2 is the writer and Y12 is the reviewer.) 1. little bit strange since there is one “now” after
the “today.” It will be okay to use one of them.) LRS
3. X2: (Okay.)
Finally, global revision-oriented alteration (GRA) signified that the reviewer detected a problem concerning the writer’s global error such as development of the article and offered a clear comment, as illustrated in excerpt 9 (line 6 through 10). Local
revision-oriented alteration (LRA) indicated that the reviewer clearly offered comments with regard to the writer’s local error such as SV agreement, as illustrated in excerpt 10 (line 1 through 6).
Excerpt 9 (GRA) (David is the writer and Y9 is the reviewer.) 1.
10. 一點。”
X4: (It seems that the first paragraph discusses what you did when you were a kid. The second paragraph discusses the description of the room and the lives in the room. The third paragraph mentions it is hard to study in the room. The fifth paragraph writes your own spiritual feelings toward the room.)
6.
7.
8.
9.
10.
Y9: (Actually, I think you can move the ideas of what you do in the room to the third paragraph and move the whole description of the room, including blue sky and fresh air, to the first paragraph. Finally, write her own spiritual meanings and then conclude the article.
Therefore, the whole structure of the article will be more complete.)
GRA
Excerpt 10 (LRA) (X3 is the writer and X5 is the reviewer.) 1. failure rather than telling lies.”
1.
2.
3.
X5: (The sentence “His teaching make me face failure rather than telling lies” lacks one ‘s.’
Word underlines the word with a green line.)
LRA 4. X3: (Where？)
5.
6.
X5: (Verb. The sentence should be changed into “His teaching makes me face failure rather than telling lies.)