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Appendix E
Revised Guideline to Self-reflection Journal October 2, 2009
Dear all,
There are several things I have to add in the self-reflection journals. You have to write it in paragraphs, not only answering these four questions. Here are things you may talk about.
In the first paragraph, please write about how brainstorming helps you in writing the draft or what you think of or what difficulties you encounter in the writing process.
For example, do you like the topic? Or what do you learn from writing it up?
In the second paragraph, give your grade and gloria's feedback and suggetions. Most of all, please write something back to Gloria concerning this topic.
In the third paragraph, tell me what you learned from your peer review sheet. Tell me specifically what your peer's comments and advice, such as topic sentences, the main idea, grammar, word usage or any other related stuff. Also don't forget to thank your peer.
In the last paragraph, tell me what you think of the topic. Do you like it or not and what you learn from writing it up? And tell me what you will do to revise your draft.
That's all for the revised self-reflection journal. I know you may think I am too
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demanding. But writing a journal is a good way to reflect on your thinking process.
Among the journals I have read so far, I have to say I like 吳孟軒's the best. Reading his journal is fun. Just don't limit your thoughts to the form. You may take it as a chance to talk to your teacher or peers.
Your teacher,
Gloria
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Appendix F
Self-evaluation Form on Portfolio & Questionnaire on the Writing Class Date: Your name: Class Number:
(Answer these questions in Chinese)
Please evaluate your writings on these topics: My personal profile, A thank-you letter, Star sign and I, What’s in my name and My best friend.
I. On content and Organization
1. Your best essay in your portfolio (topic):
The advantages:
How you feel when writing this essay?
2. Your worst essay in your portfolio?
The disadvantages:
Difficulties:
3. Compare your first draft (My personal profile) and the last draft (My best friend).
(1– poor, 2 – not bad, 3 – good, 4 – very good, 5 – excellent) 1) My personal profile 2) My best friend
Organization 12345 Organization 12345
Content 12345 Content 12345
Vocabulary 12345 Vocabulary 12345
Grammar 12345 Grammar 12345
Mechanics 12345 Mechanics 12345
4. Does your last essay (My best friend) show any improvement in content and organization?
If yes, the improvement in content:
If yes, the improvement in organization:
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II. Writing Cycles
5. How do you brainstorm before writing a draft?
6. How does the blog help you in brainstorming
7. How does the blog help you when you write a draft?
8. Which is more useful when you make revisions? Mark it with 123456 (1 – most
important, 6 the least important)
1) Teacher’s feedback on draft. ( ) Why.
2) Peer’s review sheet. ( ) Why?
3) Self-reflection journal. ( ) Why?
4) Checklist. ( ) Why?
5) Teacher’s comments on blog. ( ) Why?
6) Peer’s comments on blog. ( ) Why?
9. When you edit your essays on the blog, how do you feel about the following features? (useful, annoying, necessary …)
1) word-processing function:
2) format & label:
3) neat and clear layout of your essay:
10. Do you enjoy sharing your writings with others? Yes No.
Why?
11. Do you enjoy reading others’ essays? Yes No.
Why?
12. Do you enjoy leaving comments on others’ writing? Yes No.
Why?
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III. Challenges and teacher support
13. What’s the difference between this process writing class and your regular writing class?
14. Circle your choice: several revisions on single topic or writing on many topics
with no revision Why 15. How do you feel about writing before taking this process writing class?
16. How do you feel about writing after taking this process writing class?
17. What other things should the teacher do to help you in this process writing class?
18. How do you feel about this semester’s writing class?
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A Modified CEEC Scoring Criteria
大學聯考作文評分標準
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Appendix H
Yagelski’s Coding Schemes for Revision Analysis (1995)
I. Surface Changes a. punctuation b. spelling c. capitalization d. pluralization
e. word form corrections other than pluralizations (e.g., subject-verb agreement;
tense changes)
f. substitutations (e.g. fewer for less)
g. corrected typographical errors (e.g., the for hte) h. corrections on bibliographic format
II. Stylistic Changes
a. lexical — stylistic word substitutations (e.g., several for a few; increase for grow)
b. phrasing
1. syntactic (meaning-preserving rewording, including adding or deleting words: e.g., to avoid an awkward construction)
2. structural (meaning-preserving sentence restructuring: e.g., “When we went outside” for “Having gone outside”)
III. Structural Changes
a. organization (within paragraphs; within essay)
b. paragraphing (moving whole paragraphs; creating new paragraphs from existing ones)
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IV. Content Changes
a. addition of new material (new subject matter or ideas — as distinct from simply adding new words to tighten a phrase or sentence, as in II.b. above) to develop subject or clarify points
b. deleting material (deleting subject matter or ideas — as distinct from deleting words to make a sentence or phrase tighter; as in I.c above)
c. altering an idea, argument, etc. (e.g. changing from pro to con on an issue;
shifting focus from description to narration)
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Appendix I Interview Items Interview I:
1. How does the process writing help you on content and organization?
2. How does the blog help you in the prewriting period?
3. How does the blog help you in the drafting period?
4. When revising, how does the blog help you?
Revision 1 Revision 2 Revision 3
5. When revising, what do you pay attention more? Content, organization, word usage or grammar?
6. What do you think of using the blog to publish your essays?
7. How does the journal help you?
8. How does the peer editing sheet help you?
9. How does the self-checking list help you?
10. Which one is more useful when making revision? Teacher’s comments or peer’s comment?
11. What are the differences between the regular writing class and the blog-mediated process writing class?
12. The advantages and disadvantages of process writing.
13. What kind of teacher support is needed in this process writing class?
14. Do you have a different view about writing after taking this class?
Confidence Anxiety Usefulness
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Preference
Interview II:
1. Telll me your writing attitude after taking this class?
2. While writing, what are your habits? Pausing? Reread? Without stop? L1 L2 3. What kind of teacher support should you need in this process writing class?
4. How much time do you spend on brainstorming and gathering information respectively? How many essays on average would you read for reference?
5. How do you deal with the difficulties? For example, if you don’t know how to express it, what would you do?
6. Would your peer give you the ideas on how to give examples or details?
7. If you only correct errors in R 3, is it okay for you to repeat errors in R1 or R2?
8. We use real names to publish essays on the blog and maybe that’s why you feel embarrassed first. Is it better to use pseudo names to publish your essays? What are the benefits of using real names and pseudo names?
9. Journals don’t help sherry. Can you tell me why it doesn’t help?
10. How do you feel chatting with your classmates on the blog? How do you feel about their comments? What have you gained from reading comments on the blog?
11. Is it a waste of time to make so many revisions? If not, what do you gain from making these revisions?
12. In your opinion, what is the real purpose of writing in this claas?
13. How is your organization different?
14. If peer’s and teacher’s feedback are all about the essay? Which one will you value most?
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Appendix J
UCI (University of California, Irvine) Correction Symbols
Symbol Meaning Example
agr agreement Between you and I, each one of us needs their own job.
cs comma splice I had a question, I asked the professor.
dm dangling modifier After talking to him, the information was clear.
frag fragment If you were a scientist.
id idioms / set expressions
He was involved on the engineering projects.
mixed mixed constructions He decided to go to school is because he felt better.
num number He finished his researches; now he needs more equipments and times to do his works.
p punctuation Though odd this story is true.
red redundancy This class seems easy, so I'm going to take this class.
ref unclear pronoun reference
My essay is in my car and my keys are under the seat. Will you please bring it?
ro run-on No one knows the answer it is hard to solve each problem.
sp spelling Acheiving dreams is importent.
s-v subject-verb agreement
Everybody have traditions.
t tense I will be in class yesterday.
vb verb form He is enroll in French, and he is try to added another class. He will has to spend more time study.
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wf word form We will become independence thinkers and writers.
ww wrong word He was very tired that he left.
^ insert She will be enrolled just time.
delete He fell off of his bicycle.
¶ paragraph Researchers have found evidence of insecticides in our ocean.
-// parallelism Winning and lose is part of playing the game.
# add a space It's infront of the building.
move here The boy revised his work who was sitting next to me.
transpose She's on time usually.
rephrase He hasn't got a clue.
?? Not understandable It's like which that you need.
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Appendix K Peer Editing Sheet
Topic: ________________ Date:
Writer’s name: Peer editor’s name:
Please write down your name with class and number, such as 30112 xxx.
1. What’s good in the writing?
2. Is there a topic sentence? Yes No If yes, write down the topic sentence.
If not, please help her to think up a topic sentence.
3. Does the writing have the main idea? Yes No If yes, please write down the main ideas.
If not, what’s your suggestion for improving the main idea?
4. Do supporting sentences explain the main idea more clearly?
If yes, please write down one of the supporting sentences.
If not, point out irrelevant supporting ideas.
5. Give your suggestions for grammar mistakes (tense, verb-subject agreement)
6. Any suggestions for the usage of words and idioms?
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7. Any suggestion for spelling and punctuation?
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Appendix L
Checklist on Process Writing & Essay – revised from online resources Checklist for Process Writing
Topic: Date: Your name:
(Please write down your name this way: 30211xxx) I. Prewriting (Brainstorming)
Web (brainstorming web) has a specific main idea At least five ideas around the main idea.
II. Drafting
Rough draft handed in
Has thought about the purpose of writing Has a clear concept of audience in mind
Format is followed correctly (two-paragraph essay) Many ideas from brainstorming are present
III. Revising
Work on alone to make changes to make ideas closed related Make changes in word choice
Peer editor gave at least three comments
Makes changes to reflect peer editor’s suggestions IV. Editing
Peer editor has marked necessary changes in grammar, word choice, spelling and punctuation.
Changes have been made accordingly.
V. Publishing
Good copy posted on blog
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Checklist for Essay I. In terms of content, the essay ….
Includes main ideas (topic sentences), clearly explain “who, where, why, what and how”
Includes examples and details (supporting sentences) Information relevant to the topic
Knows the reader’s needs
Express ideas descriptively and clearly II. In terms of organization, ….
Includes introduction, body and conclusion. If not, circle those included.
Includes a topic sentence in each paragraph
Express ideas from general to specific (from ideas to examples) Use transitions properly. (“First of all,” “In contrast,” “However,”….)