Teaching Writing in English Teaching Writing in English at a Tertiary EFL Class in at a Tertiary EFL Class in ChinaChinaContentsnOverview (A practitioners perspective)qGeneral practice in classroomqResearch: themes and approachesqA summary of achievements and problems in the past 10 yearsnA role of formative assessment in the teaching of Writing in English General practice in classroomnWhat to teach?nInput: qwriting grammarqmodel compositionsqsample analysisstudents samples vs. model piecesoutputproduct-based，criteria-drivenaccuracy orientedFrom word to sentence to paragraph to essaynTeacher beliefBehaviorist philosophy: stimulus-responseGrammar-translation methodologyTeacher role: imparting knowledge, judging success of learningqA trend for change: more emphasis on fluencynFrom ideas to discourses: write to expressn王初明 Writing longernCommunicative method of teachingGeneral practice in classroomnAssessmentqFeedback on students writing nMore emphasis on language form (organization, variety, coherence, accuracy, etc.)qModel/sample analysisqError correctionqTest strategiesqteacher assessment (mainly)nWeaknessesqWriting is not authenticnpurpose: fulfilling a composition tasknaudience: teacher onlyqWriting-phobia: nfear of failure (teacher satisfaction, peer pressure, a low mark)nfear of language errorsnA feel of having little to sayWhats behind the practice?nThe traditional: Writing to pass tests?qWrite according to criteria set for testsnThe call for change: Writing to learn?qWrite to express, to communicate, to argue, etc.nTo prepare students for effective writing at workqReading makes a full man; conference a ready man; and writing an exact man.n读书使人充实 ，讨论使人机敏， 而写作使人严谨 F. BaconqWriting is a way of learningA summary of achievementsnTeacherqProfessionalqResearch-basedqTeaching focus changing from product to processqStudent-centeredqAssessment: from summative to formativenE-rating tools: more frequent, more responsive, larger scale of rating (Criterion; Roadmap)nStudentsqWriting more frequentlyqWriting longerqCollaborative learning: peer exchange/reviewn3 peer reviews 1 teacher review (Rf. )E-rating toolsnCriterionSM（英语文豪）系统 （ETS）q又称“在线英语写作培训系统”，是基于网络的英语 写作练习、测评和分析系统。该系统提供的作文题 目均由美国著名的大学教授及写作专家设计制定， 其中包括TOEFL考试作文试题以及其他不同级别的 英文写作题目。CriterionSM（英语文豪）系统模拟 人工评阅过程，通过该系统，学生在线提交作文后 ，30秒之内即可获得评分结果及详尽的分析意见。 这些分析结果可以作为教师指导学生英文写作的参 考，帮助教师提高工作效率。目前，该系统已在美 国的大中小学应用。Other e-rating toolsnWriting RoadmapTM2.0q线上英语写作测评系统q麦格劳-希尔（McGraw-Hill Education）n“易格”作文自动评分系统 q2006年度“国家精品课程” q杨永林n在研项目q梁茂成：基于学习者语料库的英语作文训练与评估 系统Some problemsnTeacherqTeaching large student body /large classesqLong working hoursqTest pressureqPeer pressureqStudent evaluation pressureqLanguage capacity: Non-native sense of English LanguagenStudents qLanguage proficiencyqIsolated skill-training methodqNegative mother-tongue transfer; thinking mode not flexibleqPoor learning habit: rote learning, teacher-dependent, lack of incentive for creativity, not enthusiastic in team workResearch: themes and approachesn11 外语类核心期刊搜索题名/关键词=英语语写作* 年=2000-2009 qSearch results: 84 itemsn外语教学与研究 5n国外外语教学 8n四川外语学院学报 5n山东外语教学 7n外语学刊 2n外语界 14n外语与外语教学 12n外语教学 13n外语研究 3n现代外语 4-2 （2篇研讨会通知/纪要）n中小学外语教学 13Research: themes and approachesn综述类q陈立平 、李志雪 1999; 王文字、王立非 2004；李志雪 、李 绍 山 2003；姚 兰、 程骊妮 2005；孔彩芳 2006n写作教学法q体裁教学法 （方琰 ，方艳华 2002；韩金龙，秦秀白 2000；王水莲 2001）q成品法和过程法的比较研究 （余 苏，连燕华 2006；张莹2006；贾爱武 1998）q任务教学法 （汪 东萍 2005；覃修桂 ，齐振海 2004；岳 守国 2002）q过程体裁教学法 q范文教学法q交际教学法q影响外语写作的因素n认知能力；技 巧知识 ；语言知识；母语；写作特长；外语精通程度(王 哲 2005)n反馈与评价q曹荣平、张文霞、周燕2004 （形成性评估）q邓智勇 2002 （文章修改互 动）q杨柳群 、方 程 2009 （peer feedback）q郭映红 方红梅 罗佳妮 2009 （peer feedback，基础英语教育 ）Research: themes and approachesLimitations:n说明性文章多，实证研究较少n重复研究的现象比较严重n理论：大多引进国外，缺乏创新A role of formative assessment in the teaching of Writing in EnglishqTheory: a cybernetic approach qA case: BJFU qAn extended view: Writing across curriculum to learn betterWhat is formative assessment?n根据2001年教育部新制订的英语课程标准（全日 制义务教育, 普通高级中学版），形成性评价（ formative assessment）是“对学生日常学习过程中的 表现、所取得的成绩以及所反映出的情感、态度、策 略等方面的发展”做出的评价，是基于对学生学习(写 作)全过程的持续观察、记录、反思而作出的发展性 评价。其目的是“激励学生学习，帮助学生有效调控 自己的学习过程，使学生获得成就感，增强自信心， 培养合作精神”。形成性评价使学生“从被动接受评价 转变成为评价的主体和积极参与者”。n传统的终结性评价方法用于决定一个项目是否 “成功”（无论“成功”如何定义）， 但不能评价 为什么或怎样成功的，也不能指示下一步应做 什么。n而形成性评价通常是项目评价者用来成功实施 该项目的手段 (曹荣平等，2004)。n国际上形成性评价的概念并没有统一的定义， 主要是相对于终结性评价（SA：summative assessment）来定义形成性评价，随着人们 认识的加深，对形成性评价的理解也一直在调 整。 n最早Scriven (1967) 在课程评价（curriculum evaluation）领域提出“formative”的概念q主要为了区分评价的终结性评判功能/角色（role） 和评价对课程发展（curriculum development）的 形成性功能q这个概念里还没有凸显评价对学习 者和教师的个人 发展的贡献n同时期，许多在测试领域卓有成就的学者，如B. Bloom, L. Cronbach, J. Bruner, W. Cook, E. Eisner 等等逐渐认识到终结性评价对教学的负面反 蚀（backwash）作用 qEisner, E. W. 1967. Educational objectives: help or hindrance. The School Review, 75: 250 - 260.n提出了教育测量可能对改进教学（instruction）有用qTyler, R. W. 1951. The function of measurement in improving instruction. In E. F. Lindquist (Ed.), Educational measurement. Washington, D. C.: American Council on Education. pp.