寫作檢核表：同儕互評與自評在英語段落寫作教學中之施行

A Writing Checklist for Peer-/Self-Evaluation in Paragraph Writing

許多老師都會同意把學生的作文改到令人滿意的地步必須耗費相當多的時間， 因此他們往往會盡量避免給學生太多的作業，以免自討苦吃改不完。結果學生因缺 乏充分的練習以及老師的指導，難以在寫作上有顯著的進步，惡性循環於是成形。 為了因應這種困境，減少自己的工作負擔，有些老師轉向運用「同儕互評」或「自 評」的教學方式；然而這種教學法無法達到預期的成效，除非老師在實施之前先訓 練好學生並做好縝密的施行計畫。因此，本研究的目的在於向老師們展示如何訓練 學生，使他們能有效地進行同儕互評或自我評量。本研究採用的方法是設計研發一 份「寫作檢核表」，要求學生回答檢核表上的問題，透過這方式具體瞭解作品中的 優缺點，然後督促他們努力擴大優點，改善缺點。本檢核表評量的成分主要可分為 三個層面: (1)主題一致性 (2)文章連貫性 (3)文章可讀性。每個層面都會涉及一些專 有名詞的重要概念，本研究將會舉出具體事例來闡明所涉及的概念，同時也引介一 些相關的教學活動，以深化學生對這些概念的理解，進而提升其偵測寫作問題之能 力。

Most writing instructors would probably agree that correcting students’ composition to a satisfactory extent is very time-consuming. Just because this job is exhausting， they often choose not to give students many writing assignments. As a consequence， a vicious cycle is formed. Without much practice and teacher’s supervision， students are very unlikely to make significant progress in writing. In response to this predicament， teachers turn to self-evaluation or peer-evaluation， hoping to relieve their work load. However， this approach would not be fruitful unless careful planning is done and students are properly trained beforehand. This study is therefore intended to stipulate an effective writing checklist to help teachers train their students to revise their writing. Through interacting with the checklist， students will know specifically about the strengths and weaknesses in their writing. The checklist is composed of three main categories， namely unity， coherence and readability. For each category， useful activities are recommended to reinforce students’ understanding of the criteria and develop their ability to spot their own problems. Under teachers’ guidance of how to use the checklist for some time， say， one semester， students are supposed to be able to revise their writing effectively on their own.