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、写作课堂评价的重要意义和作用
写作课堂评价是写作教学的一种手段，是促进教学的一种策略。虽然评价活动由教师设计，却由学生来完成，也就是说，写作评价很大程度上是教师监控下的学生自我评价。评价对学生有以下意义和作用：
1、能监测到学生对写作课堂教学掌握的情况及对于写作策略的运用情况。
2、使学生能清楚自己的长处和不足，有助于纠正学生的一些错误观念。
3、为学生调整自己的学习方案提供反馈，帮助学生重新调整学习策略。
4、使学生能真正对自己的学习负责，增强自主意识。
四、课堂评估在写作教学中的应用
1、自我评价
    如果学生在学习过程中是积极的学习者，他们就必须构建自己的学习目标，设计自己的学习路线，并随时检查自己的进步。这样会为自己的学习进度和学习方向负责，从而逐步成为一个自主和独立的学习者，为终身学习打下基础。（罗少茜，2003）学生写作的课堂评价可分为：写前评价和过程评价和写后评价。
写前评价   包括写作前是否思考，选题方式（ 题目大小）是否正确，是否会写开头和结尾等。目的在于让学生写前培养良好的写前思维习惯。这样，学生对自己的各项能力有一个基本认识，知道自己的优点，弱点，有力于奠定写作的基础。写前教师必须要和学生一起具体制定各项评估标准，展示优秀的写作要素，教师对每一项都要提供范例，让学生知道优秀作品是什么样，进而对自己的作品进行评价。下面为优秀作品写作要素构成的范例：

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)

过程评价    对写作来说，结果评价多于过程评价。但对于作为过程的写作教学，过程评价尤为重要。过程评价一般在写作过程中进行，可由学生自评或有教师进行评价，也可由同伴由讨论的方式进行。在这个过程中，教师可以给学生提供可参考的问题：
（1）写草稿时
    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）学生修改时
  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?

写后评价   写作后可以根据老师制定发放的细则标准来对文章进行详细的评估， 找出自己的优点和弱点。下面是自我评估的一个范例：

   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

(选自美国Saugus High School的自评表)

2、同伴评价
沟通技能和合作技能在同伴评价中十分重要。同学之间彼此信任和真诚的互相评价需要长时间来培养。在写作完成后，可把学生分成二人或四人组交换进行评价，但有效评价需要建立在相互信任、负责的基础之上。通过自评和互评，学生有机会检查自己和他人的写作成果，对自己的目标有一个更明确的概念。学生互评的成功和自评的成功一样，需要教师提供榜样，展示优秀的互评范例。通过评议使学生充分理解评价的标准。同时让他们学会信任、诚实、公正对自己和别人（Darling—Hammond1995）。互评中最主要的一点是要了解学生的情况，让学生意识到“同伴文化”的力量以及友好气氛在学习过程中的重要性。互评鼓励学生合作和向他人学习，对自己的目标也产生激励。互评也可采用笔者在自评中提供的表格。
3、教师评价
学生的自评和互评都必须与教师的评价结合。在评价的过程中，教师的作用是多层面的。要示范写作学习方法，评价方法，帮助学生自评，管理学生互评，和学生一起反思，确立今后的目标。
教师给学生的作品的评语应简洁、具体并具有针对性。研究发现，有建设性的，鼓励性的反馈，加之写作内容和写作过程的评价而非仅仅是写作惯例的检测有助于学生写作水平的提高， 有助于培养学生对写作的正确态度。表扬比纠错更重要，过分的纠错有伤学生的自尊。（王笃勤，2004）
下面的一些评语也许会给教师以启发和参考：
（1） 开头和结束
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) 文章结构组织
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) 句法结构
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.

结束语
在课堂写作评估中，教师和学生共同面对学生的成长。各种评价方式结果不仅给学生也给教师提供了教与学的信息。学生得到个人反馈，明确努力方向，教师得到学生的反馈以便改进写作的教学方法，给学生提供更有意义和有用的指导。
参考文献
罗少茜 ，2003 英语课堂形成性评价研究
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.
     王笃勤，2004    英语教学策略论