| dc.contributor.advisor | 尤雪瑛 | zh_TW |
| dc.contributor.author (Authors) | 林淑惠 | zh_TW |
| dc.contributor.author (Authors) | Lin,Shu-huei | en_US |
| dc.creator (作者) | 林淑惠 | zh_TW |
| dc.creator (作者) | Lin,Shu-huei | en_US |
| dc.date (日期) | 2006 | en_US |
| dc.date.accessioned | 14-Sep-2009 12:17:54 (UTC+8) | - |
| dc.date.available | 14-Sep-2009 12:17:54 (UTC+8) | - |
| dc.date.issued (上傳時間) | 14-Sep-2009 12:17:54 (UTC+8) | - |
| dc.identifier (Other Identifiers) | G0929510103 | en_US |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/31819 | - |
| dc.description (描述) | 碩士 | zh_TW |
| dc.description (描述) | 國立政治大學 | zh_TW |
| dc.description (描述) | 英國語文學系英語教學碩士在職專班 | zh_TW |
| dc.description (描述) | 92951010 | zh_TW |
| dc.description (描述) | 95 | zh_TW |
| dc.description.abstract (摘要) | 在英語寫作教學上，長久以來對於範文的使用，有很大的爭議。有些學者認為學習者可以透過分析與模仿範文的結構學會英文的組織結構；另一方面，有些學者則認為寫作是複雜的，非直線的過程，應包含了構思、寫作、修改、重寫等活動，範文的使用會阻礙學生自主思考。因此，在此提出一套寫作教學法，融合上述兩派的優點，透過範文使學生熟悉英文的修辭結構，同時以同儕修改、重寫、教師回饋等活動來輔助寫作的過程。本研究的目的是探討以範文演示法教學對高中生寫作的成效。 研究對象是台北縣某所高中39位三年級學生。主要研究工具包括：用以評估學生寫作能力的前後測寫作、兩份問卷用以調查學生對於英文寫作之結構的認知，及最後進行訪談以了解教學成效。研究過程分為三個步驟：(1)前測---前測寫作及問卷。根據大考中心的英文寫作標準，以前測成績將學生分成中等能力組(MPG)和低能力組(LPG)，以調查寫作教學對不同程度學生的影響。問卷則是調查學生之寫作習慣，及對英文寫作之認知。(2)教學實驗---為期十週的寫作教學 ，教學主題為記敘文及因果關係的寫作。(3)後測---後測寫作問卷與訪談，透過後測寫作以檢視學生之寫作成效；問卷與訪談則是為了進一步了解學生對英文寫作教學課程之觀感。 研究結過發現，此教學實驗對學生的英文寫作有正面影響。尤其在寫作結構及整體寫作品質方面，有明顯進步。此外，低能力組的進步大於中等能力組，而學生也反映，在上完英文寫作課後，對英文寫作較有信心。 | zh_TW |
| dc.description.abstract (摘要) | In the history of English writing pedagogy, there has long been a dispute over the use of models in English writing. Some researchers propose that learners can learn English organizational structures through the analysis and imitation of organization and logical arrangement in model paragraphs or essays. On the other hand, some process-oriented researchers argue that the use of models will prevent students from thinking on their own. An integrated approach was thus proposed to incorporate the strengths of the two approaches. Models were used to familiarize students with the rhetorical organization in English written discourse. In the meantime, peer-editing, revision and teacher feedback were used to facilitate the writing process. The present study examines the effects of model-based instruction in organization on the writing of senior high school students. Thirty-nine subjects, who were senior high students in the third year, participated in this study. A pretest writing was used before the instruction to group the subjects into different proficiency levels according to the criterion set by the College Entrance Examination Center (CEEC). Two proficiency groups, namely, the middle proficiency group (M.P.G) and low proficiency group (L.P.G), were found among the subjects. A Writing Habit questionnaire was applied to investigate the subjects’ conception and habits about writing before the instruction. Then, a ten-week model-based writing instruction was conducted on all the participants in the study. Description and cause-effect writing were the two genres for instruction. After the instruction, a post-test writing was conducted to compare with the pre-test to examine whether students had made progress in their writing after the instruction. The Response Questionnaire and three in-depth interviews were conducted to further explore students’ perception and attitude toward the model-based writing. The results of the study reveal that the instruction helps to improve students’ abilities to organize ideas more effectively and logically. The significant increase in scores on overall writing quality in the posttest also show that the model-based writing instruction helps to yield higher quality in students’ overall writing. In addition, subjects in the L.P.G. seem to make more progress than those in the M.P.G. Moreover, the subjects seem to have more confidence in writing after the treatment. | en_US |
| dc.description.tableofcontents | Acknowledgement i Table of Contents ii List of Tables v Abstract vii 1 Introduction 1 Motivation 2 Purpose of the study 3 Research Questions 5 2 Literature Review 6 The product-oriented writing instruction 6 The process-oriented writing instruction 7 An integrated approach 8 Peer Revision 9 Teacher Feedback 11 Problems in EFL Writing 14 Model-based Approach 16 3 Methodology 18 Pilot Study 18 The Instruction 18 Writing and Peer Revision 19 Questionnaire and Interview 20 Suggestions from the students 20 The Model-based Writing Instruction Project 21 Subjects 21 Writing Materials 22 Procedure 22 Writing Habit Questionnaire and pretest writing. 23 Model-based writing instruction and writing assignments. 24 Post- test writing 26 Response Questionnaire and Group Interview 26 Data Analysis Method 27 Inter-rater Reliability 28 4 Model-based Writing Instruction 29 Instruction Procedure 29 Model presentation 31 Peer-editing 32 Teacher’s feedback 34 The Model-based Instruction 36 Instruction on Descriptive Paragraphs 37 Instruction on Cause-Effect Paragraphs 44 5 Results and Discussion 52 Results of the Pre- and Post- tests 52 Comparison of the Scores in Organization 53 Comparison of Overall Writing Proficiency Scores 56 Discussion of Pre- and Post-test Results 59 Qualitative Analysis of Students’ Samples 60 Pre-test Descriptive Writing Samples of L.P.G. and M.P.G. 61 Post-test Descriptive Writing Samples of L.P.G. and M.P.G. 62 Pre-test Cause-Effect Writing Samples of L.P.G. and M.P.G. 64 Post-test Cause-Effect Writing Samples of L.P.G. and M.P.G. 66 Questionnaire Data Analysis 68 Interview Data Analysis 73 6 Conclusion 79 Summary of the Study 79 Pedagogical Implications 80 Limitations of the Study 82 References 84 Appendix A: Parts of a Paragraph & Describing a Place 92 Appendix B: Lesson Plan 98 Appendix C: Describing People 101 Appendix D: Cause-Effect Development: Focus on Cause 102 Appendix E: Cause-Effect Development: Focus on Effect 105 Appendix F: Peer Editing Sheet (describing a place) 109 Appendix G: Peer Editing Sheet (describing a person) 111 Appendix H: Peer Editing Sheet (cause and effect) 112 Appendix I: Pretest Questionnaire 114 Appendix J: Post-test Questionnaire 115 Appendix K: Questions for Interview 116 Appendix L: Topics for Writing 117 Appendix M: Results of Students’ Self-Rating 118 Appendix N: Syllabus 119 Appendix O: Error Correction Code 120 Appendix P: CEEC Scoring Standard 122 Appendix Q: The Scores of the Pre- and Post- Tests 123 | zh_TW |
| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0929510103 | en_US |
| dc.subject (關鍵詞) | 英文寫作 | zh_TW |
| dc.subject (關鍵詞) | 範文演示 | zh_TW |
| dc.subject (關鍵詞) | 寫作結構 | zh_TW |
| dc.subject (關鍵詞) | English writing | en_US |
| dc.subject (關鍵詞) | model-based instruction | en_US |
| dc.subject (關鍵詞) | structure in writing | en_US |
| dc.title (題名) | 用範文演示法教授高中英文作文之成效 | zh_TW |
| dc.title (題名) | A Case Study of Model-based Writing Instruction in Senior High School English Class | en_US |
| dc.type (資料類型) | thesis | en |
| dc.relation.reference (參考文獻) | Applebee, A. N. (1986). Problems in process approaches: toward a reconceptualization of process instruction. In A. R. Petrosky, & D. Bartholomae (Eds.), The teaching of Writing (pp.148-155). Chicago: National Society for the Study of Education. | zh_TW |
| dc.relation.reference (參考文獻) | Arapoff, N. (1967). Writing: a thinking process. TESOL Quarterly 1(2), 33-37. | zh_TW |
| dc.relation.reference (參考文獻) | Arnaudet, M. L., & Barrett, M. E. (1990). Paragraph development: A guide for students of English. NY: Longman. | zh_TW |
| dc.relation.reference (參考文獻) | Ashwell, T. (2000). Patterns of teacher response to student writing in a multiple-draft composition classroom: Is content feedback followed by form feedback the best method? Journal of Second Language Writing, 9 (3), 227-257. | zh_TW |
| dc.relation.reference (參考文獻) | Badger, R., & White, G. (2000). A process genre approach to teaching writing. ELT Journal, 54 (2), 153-160. | zh_TW |
| dc.relation.reference (參考文獻) | Beach, R. (1979). The effect of between-draft teacher evaluation versus student self-evaluation on high school students’ revision of rough drafts. Research in the Teaching of English, 13 (2), 111-119. | zh_TW |
| dc.relation.reference (參考文獻) | Blanchard, K., & Root, C. (1998). Get ready to write. London: Longman. | zh_TW |
| dc.relation.reference (參考文獻) | ________ (2003). Ready to write. (3rd ed.). London: Longman. | zh_TW |
| dc.relation.reference (參考文獻) | Brown, H. D. (2001). Principles of language learning and teaching. New Jersey: Prentice Hall Regents. | zh_TW |
| dc.relation.reference (參考文獻) | Byrne, D. (1989). Teaching writing skills. London; New York: Longman. | zh_TW |
| dc.relation.reference (參考文獻) | Cai, G.. (1993, April). Beyond “Bad Writing”: Teaching English composition to Chinese ESL students. Paper presented at the Annual Meeting of the Conference on College Composition and Communication, 44th, San Diego, CA. | zh_TW |
| dc.relation.reference (參考文獻) | Leki, I. (1991). Twenty-five years of contrastive rhetoric: text analysis and writing pedagogies. TESOL Quarterly, 25(1), 123-143. | zh_TW |
| dc.relation.reference (參考文獻) | Li, H. H. (2002). A Case Study of Peer Review for University-level Undergraduate Writing Students in Taiwan. MA. Thesis, Department of English, National Kaoshiung Normal Univeristy. | zh_TW |
| dc.relation.reference (參考文獻) | Lin, T. L. (2000). Student revision from teacher feedback in a writing conference. Selected Papers from the Ninth International Symposium on English Teaching , pp. 448-459. Taipei, Taiwan: Crane | zh_TW |
| dc.relation.reference (參考文獻) | Liu, C.K. (1999). Identifying the writing process a college student has to undergo: The general model. The proceedings of the 16th Conference on English Teaching and Learning in the Republic of China. Taipei, 16, 303-312. | zh_TW |
| dc.relation.reference (參考文獻) | Macgowan-Gilhooly., A. (1991). Fluency first: Reversing the traditional ESL sequence. In Bruce Leeds (Ed.), Writing in a second language: Insights from first and second language teaching and research (pp. 10-26). White Plains, N.Y.: Longman. | zh_TW |
| dc.relation.reference (參考文獻) | Mangelsdorf, K. (1992). Peer review in the ESL composition classroom: What do the students think? ELT Journal 46, 274-284. | zh_TW |
| dc.relation.reference (參考文獻) | Mendonca, C., & Johnson, K. (1994). Peer review negotiations: Revision activities in ESL writing instruction. TESOL Quarterly, 28, 745-769. | zh_TW |
| dc.relation.reference (參考文獻) | Meyer, B. J. F. (1982). Reading research and the composition teacher: The importance of plans. College Composition and Communication, 33 (1), 37-49. | zh_TW |
| dc.relation.reference (參考文獻) | McCarthy, S. J. (1994). Opportunities and risks of writing from person experience. Language Arts, 71(3), 182-191. | zh_TW |
| dc.relation.reference (參考文獻) | Meisuo, Z. (2000). Cohesive features in the expository writing of undergraduates in two Chinese universities. RELC Journal, 31 (1), 61-95. | zh_TW |
| dc.relation.reference (參考文獻) | Paulston, C. B., & Dykstra, G. (1973). Controlled composition in English as a second language. New York: Regents Publishing Company. | zh_TW |
| dc.relation.reference (參考文獻) | Min, H. (2003). Why peer comments fail. English Teaching & Learning, 27 (3), 85-103. | zh_TW |
| dc.relation.reference (參考文獻) | Murray, D. M. (1968). A writer teaches writing. Boston: Houghton Mifflin Company. | zh_TW |
| dc.relation.reference (參考文獻) | ___________ (1978). Internal revision: A process of discovery. In C. Cooper & L. Odell (Eds), Research on composing. Urbana, Ill: National Council of Teachers of English. | zh_TW |
| dc.relation.reference (參考文獻) | Myers, M. (1986). The teaching of writing in secondary schools. In A. R. Petrosky, & D. Bartholomae (Ed.), The teaching of Writing (pp.148-155). Chicago: National Society for the Study of Education. | zh_TW |
| dc.relation.reference (參考文獻) | Neill, S. B. (1982). Teaching writing: Problems and solutions. Arlinton, VA: American Association of School Administrators. ED 219 766. | zh_TW |
| dc.relation.reference (參考文獻) | Nelson, G.., & Carson, J. (1996). Chinese students` perceptions of ESL peer response group interaction. Journal of Second Language Writing, 5, 1-19. | zh_TW |
| dc.relation.reference (參考文獻) | Nelson, G.., & Carson, J. (1998). ESL students` perceptions of effectiveness in peer response groups. Journal of Second Language Writing, 7(2), 113-131. | zh_TW |
| dc.relation.reference (參考文獻) | Nelson, G., & Murphy, J. (1993). Peer response groups: Do L2 writers use peer comments in revising their drafts? TESOL Quarterly,27, 135-142. | zh_TW |
| dc.relation.reference (參考文獻) | Paulston, C. B., & Bruder, M. N. (1976). Teaching English as a second language: Techniques and procedures. Cambridge: Winthrop Publishers. | zh_TW |
| dc.relation.reference (參考文獻) | Paulus, T. (1999). The effect of peer and teacher feedback on student writing. Journal of Second Language Writing, 8 (3).265-289. | zh_TW |
| dc.relation.reference (參考文獻) | Pennington, M, C., & So, S. (1993). Comparing writing process and product across two languages: A study of 6 Singaporean university student writers. Journal of Second Language Writing, 2 (1), 41-63. | zh_TW |
| dc.relation.reference (參考文獻) | Perl, S. (1979). The composing process of unskilled college writers. Research in the Teaching of English, 13 (4), 317-336. | zh_TW |
| dc.relation.reference (參考文獻) | Raphael, T. E., Carol S. E. & Becky W. K. (1989). Students’ metacognitive knowledge about writing. Research in the teaching of English, 23 (4), 343-379. | zh_TW |
| dc.relation.reference (參考文獻) | Raimes, A. (1983). Techniques in Teaching writing. Oxford: Oxford University Press. | zh_TW |
| dc.relation.reference (參考文獻) | Raimes, A. (1985). What unskilled ESL students do as they write: A classroom study of composing. TESOL Quarterly, 19 (2), 229-258. | zh_TW |
| dc.relation.reference (參考文獻) | Raimes, A. (1996). Out of the woods: Emerging traditions in the teaching of writing. In Bruce Leeds (Ed.), Writing in a second language: Insights from first and second language teaching and research , pp. 10-26. White Plains, N.Y.: Longman. | zh_TW |
| dc.relation.reference (參考文獻) | Reid, J. (1984). Comments on Vivian Zamel’s “The composing processes of advanced ESL students: six case studies.” TESOL Quarterly, 18(1). 149-157. | zh_TW |
| dc.relation.reference (參考文獻) | Reid, J., & Lindstrom, M. (1985). The process of paragraph writing. Englewood Cliffs, NJ: Prentice Hall. | zh_TW |
| dc.relation.reference (參考文獻) | Stanley, J. (1992). Coaching student writers to be more effective peer evaluators. Journal of Second Language Writing, 1, 217-233. | zh_TW |
| dc.relation.reference (參考文獻) | Reid, J. (1994). The Process of Paragraph Writing. New Jersey: Prentice Hall Regents. | zh_TW |
| dc.relation.reference (參考文獻) | Rollinson, Paul. (2005). Using peer feedback in the ESL writing class. ELT Journal, 59(1), 23-29. | zh_TW |
| dc.relation.reference (參考文獻) | Sasaki, M. (2000). Toward an empirical model of EFL writing processes: an exploratory study. Jouranl of Second Language Writing, 9(3), 259-291. | zh_TW |
| dc.relation.reference (參考文獻) | Sengupta, S. (1999). Rhetorical consciousness raising in the L2 reading classroom. Journal of Second Language Writing, 8(3), 291-319. | zh_TW |
| dc.relation.reference (參考文獻) | Shaghnessy, M, P. (1977). Errors and expectations. New York: Oxford University Press. | zh_TW |
| dc.relation.reference (參考文獻) | Silva, T. (1990). Second language composition instruction: Developments, issues, and directions in ESL. In Kroll, B. (Ed.) Second Language Writing: Research Insights for the Classroom (p.11-23). New York: Cambridge University Press. | zh_TW |
| dc.relation.reference (參考文獻) | Smalley, R. L., Ruetten, M, K., Kozyrev, J. R. (2001). Refining composition skills: Rhetoric and grammar. Boston: Heinle & Heinle Publishers. | zh_TW |
| dc.relation.reference (參考文獻) | ___________ (2004). Focus on writing 1: Refining composition skills through instruction and practice. Singapore: Learners Publishing. | zh_TW |
| dc.relation.reference (參考文獻) | Sommers, (1982). Responding to student writing. College Composition and Communication, 33, 148-156. | zh_TW |
| dc.relation.reference (參考文獻) | Stolarek, E. (1994). Prose modeling and metacognition: the effect of modeling on developing a metacognitive stance toward writing. Research in the Teaching of English, 28 (2), 154-174. | zh_TW |
| dc.relation.reference (參考文獻) | Stotsky, S. (1983). Research on reading/ writing relationships: A synthesis and suggested directions. Language Arts, 60, 627-642. | zh_TW |
| dc.relation.reference (參考文獻) | Straub, R. (1997). Students` reactions to teacher comments: An exploratory study. Research in the Teaching of English, 31 (1), 91-119. | zh_TW |
| dc.relation.reference (參考文獻) | Susser, Bernard. (1994). Process approach in ESL/ EFL writing instruction. Journal of Second Language Writing, 3 (1), 31-47. | zh_TW |
| dc.relation.reference (參考文獻) | Taylor, A. (1991). Shaping the Short Essay. Harper Collins. | zh_TW |
| dc.relation.reference (參考文獻) | Taylor, B. P. (1981). Content and written form: A two-way street. TESOL Quarterly, 15 (1), 5-13. | zh_TW |
| dc.relation.reference (參考文獻) | Tso, W. W. (2002). The Effectiveness of Peer Evaluation on EFL Writing. MA. Thesis, Department of English, National Kaoshiung Normal Univeristy. | zh_TW |
| dc.relation.reference (參考文獻) | Tsui, B. & Ng, M. (2000). Do secondary L2 writers benefit from peer comments? Journal of Second Language Writing, 9 (2), 147-170. | zh_TW |
| dc.relation.reference (參考文獻) | Watson, C. B. (1982). The use and abuse of models in the ESL writing class. TESOL Quarterly, 16 (1), 5-14. | zh_TW |
| dc.relation.reference (參考文獻) | Canseco, G.., & Byrd, P. (1989). Writing required in graduate courses in business administration. TESOL Quarterly 23(3), 305-316. | zh_TW |
| dc.relation.reference (參考文獻) | Williams, J. D. (1998). Preparing to teach writing: research, theory, and practice (2nd ed.). London: Lawrence Erlbaum Associates. | zh_TW |
| dc.relation.reference (參考文獻) | Wingfield, R. J. (1975). Five ways of dealing with errors in written composition. ELT Journal, 29 (4), 311-313. | zh_TW |
| dc.relation.reference (參考文獻) | Wu, Ja-jen. (2002). A case study of the effect of rhetorical analysis via expository models on Taiwanese freshmen’s English compositions. Unpublished master’s thesis, National Tsing-hwaUniversity. Taiwan, R.O.C. | zh_TW |
| dc.relation.reference (參考文獻) | Zamel, V. (1976). Teaching composition in the ESL classroom: what we can learn from research in the teaching of English. TESOL Quarterly, 10(1), 67-74. | zh_TW |
| dc.relation.reference (參考文獻) | Zamel, V. (1982). Writing: the process of discovering meaning. TESOL Quarterly, 16 (2), 195-209. | zh_TW |
| dc.relation.reference (參考文獻) | Zamel, V. (1983). The composing processes of advanced ESL students: six case studies. TESOL Quarterly, 17 (2), 165-187. | zh_TW |
| dc.relation.reference (參考文獻) | _______. (1985). Responding to student writing. TESOL Quarterly, 19 (1), 79-101. | zh_TW |
| dc.relation.reference (參考文獻) | Zemach, D. E. & Islam, C. (2005). Paragraph writing. Oxford: Macmilian. | zh_TW |
| dc.relation.reference (參考文獻) | Zhang, S (1995). Reexamining the affective advantage of peer feedback in the ESL writing class. Journal of Second Language Writing, 4, 209-222. | zh_TW |
| dc.relation.reference (參考文獻) | Carr, D. H. (1967). A second look at teaching reading and composition. TESOL Quarterly 1 (1), 30-34. | zh_TW |
| dc.relation.reference (參考文獻) | Carter , R., & McCarthy, M. (1994). Language as discourse. Longman: New York. | zh_TW |
| dc.relation.reference (參考文獻) | Chang, C.C. (1998). A case study of the effect of error correction on the grammatical structures of three Chinese university students’ EFL writing. MA. Thesis, Department of Foreign Language and Literature, National Chin-Hua University. | zh_TW |
| dc.relation.reference (參考文獻) | Chang, S. C. (2004). The effect of multi-draft writing procedure on EFL high school students` writing quality and their attitudes toward writing and revision. Unpublished master’s thesis, National Taiwan Normal University, Taipei, Taiwan, R.O.C. | zh_TW |
| dc.relation.reference (參考文獻) | Chang, Vincent, W. (1987). Paragraph structure in Chinese and English: A pilot study. Studies in English Literature and Linguistics, No. 13, 171-88. Taipei: Department of English, National Taiwan Normal University. | zh_TW |
| dc.relation.reference (參考文獻) | Chao, S, T., (2006). The role of predictive words in reading comprehension instruction. Unpublished master’s thesis, National Cheng-chi University, Taipei, Taiwan, R.O.C. | zh_TW |
| dc.relation.reference (參考文獻) | Charney, D. H., & Carlson, R. A. (1995). Learning to write in a genre: What student writers take from model texts. Research in the Teaching of English, 29 (1), 88-125. | zh_TW |
| dc.relation.reference (參考文獻) | Caulk, N. (1994). Comparing teacher and student responses to written work. TESOL Quarterly, 28 (1), 181-188. | zh_TW |
| dc.relation.reference (參考文獻) | Chaudron, C. (1984). Evaluating writing: Effects of feedback on revision. RELT Journal, 15, 1-14. | zh_TW |
| dc.relation.reference (參考文獻) | Chen, B.L. (2004). A comparative study of teacher evaluation and peer evaluation on the English writing of senior high school students. Unpublished master’s thesis, National Kaohsiung Normal University, Taipei, Taiwan, R.O.C. | zh_TW |
| dc.relation.reference (參考文獻) | Chen, F. (2003). The EFL beginning writers’ perception and metacognitive knowledge of English writing— A study on the freshman at university of science and technology. Unpublished master thesis. Taiwan: National Yunlin Univeristy of Science and Technology. | zh_TW |
| dc.relation.reference (參考文獻) | Chen, S.I. (1992). Pedagogy for discourse structure in ESL academic writing: Developmental factors and the socio-cultural background of L1. Selected papers from the 8th Conference on English Teaching and Learning in the Republic of China. Taipei: The Crane Publishing. | zh_TW |
| dc.relation.reference (參考文獻) | Chiang, M.C. (1998). The effects of model-based instruction on Chinese students’ English writing. Unpublished master’s thesis, National Taiwan Normal University, Taipei, Taiwan, R.O.C. 321-329. | zh_TW |
| dc.relation.reference (參考文獻) | Charles, M. (1990). Responding to problems in written English using a student self-monitoring technique. ELT Journal, 44 (3), 286-293. | zh_TW |
| dc.relation.reference (參考文獻) | Chou, Hsien-li.(1989). Contrastive rhetoric: Chinese and English. Papers from the 6th Conference on English Teaching and Learning in the Republic of China. Taipei: The Crane Publishing. | zh_TW |
| dc.relation.reference (參考文獻) | Clifford, J. (1981). Composing in stages: Effects of feedback on revision. Research in the Teaching of English, 15, 37-53. | zh_TW |
| dc.relation.reference (參考文獻) | Cobb, C, M. (1985). Process and pattern: Controlled composition practice for ESL students. Wadsworth Publishing Company. | zh_TW |
| dc.relation.reference (參考文獻) | Connor, U., & Asenavage, K. (1994). Peer response groups in ESL writing classes: How much impact on revision? Journal of Second Language Writing, 3(2), 257-276. | zh_TW |
| dc.relation.reference (參考文獻) | Conrad, S. & Goldstein, L. (1999). ESL student revision after teacher-written comments: Texts, contexts and individuals. Journal of Second Language Writing, 8 (2), 147-179. | zh_TW |
| dc.relation.reference (參考文獻) | Emig, J. (1967). On teaching composition: Some hypothesis as definitions. Research in the Teaching of English, 1, 127-135. | zh_TW |
| dc.relation.reference (參考文獻) | Fagan, E. R. & Cheong, P. (1987). Contrastive rhetoric: Pedagogical implications for the ESL teacher in Singapore. RELC Journal, 18 (1), 19-30. | zh_TW |
| dc.relation.reference (參考文獻) | Fathman, A. & Whalley, E. (1990) Teacher response to student writing: Focus on form versus content. In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 178-190). New York: Cambridge University Press. | zh_TW |
| dc.relation.reference (參考文獻) | Ferris, D. R. (1995a). Students reactions to teacher response in multiple-draft composition classrooms. TESOL Quarterly, 29 (1), 33-53. | zh_TW |
| dc.relation.reference (參考文獻) | Ferris, D. R. (1995b). Teaching students to self-edit. TESOL Quarterly, 4 (4), 18-22. | zh_TW |
| dc.relation.reference (參考文獻) | Ferris, D. R. (1997). The influence of teacher commentary on student revision. TESOL Quarterly, 31, (2), 315-339. | zh_TW |
| dc.relation.reference (參考文獻) | Ferris, D. (2003). Responding to writing. In B. Kroll(Ed.), Exploring the Dynamics of Second Language Writing, pp.119-136. NY: Cambridge University Press. | zh_TW |
| dc.relation.reference (參考文獻) | Flachmann, K. (1986). Literacy: The convergence of reading, writing and thinking. The Writing Instructor spring, 132-138. | zh_TW |
| dc.relation.reference (參考文獻) | Flowerdew, L. (2000). Using a genre-based framework to teach organizational structure in academic writing. ELT Journal, 54 (4), 369-375. | zh_TW |
| dc.relation.reference (參考文獻) | Folse, K. S., Vokoun, A. M., & Solomon, E. V. (2002). Great sentences for great paragraphs. NY: Houghton Mifflin Company. | zh_TW |
| dc.relation.reference (參考文獻) | _____________ (2004). Great paragraphs. NY: Houghton Mifflin Company. | zh_TW |
| dc.relation.reference (參考文獻) | Gate, J. T. (1984). The teaching of writing: Theory and Practice. In Bartholomae, D & Petrosky, A. (Eds), The teaching of writing: Eighty-fifth yearbook of the ational Society for the Study of Education (p25). Illinois: Chicago University Press. | zh_TW |
| dc.relation.reference (參考文獻) | Gorman, T. P.(1979). The teaching of composition. In M. Celce-Murcia & L. McIntosh (Eds.), Teaching English as a second or foreign language.. Rowley, MA: Newbury House, 189-202. | zh_TW |
| dc.relation.reference (參考文獻) | Grabe, W., & Kaplan, R. B. (1996). Theory and practice of writing. London: Longman. | zh_TW |
| dc.relation.reference (參考文獻) | Hamp-Lyons, L. (1986). No new lamps for old yet, please. TESOL Quarterly, 20 (4), 790-796. | zh_TW |
| dc.relation.reference (參考文獻) | Hedgcock, J., & Lefkowitz, N. (1992). Collaborative oral/ aural revision in foreign language writing instruction. Journal of Second Language Writing, 1, 255-276. | zh_TW |
| dc.relation.reference (參考文獻) | __________. (1994). Feedback on feedback: Assessing learner receptivity to teacher response in L2 composing. Journal of Second Language Writing, 3(3), 141-163. | zh_TW |
| dc.relation.reference (參考文獻) | __________. (1996). Some input on input: Two analyses of student response to expert feedback in L2 writing. The Modern Language Journal, 80(3), 287-307. | zh_TW |
| dc.relation.reference (參考文獻) | Hendrickson, J. (1978). Error correction in foreign language teaching: Recent theory, research and practice. The Modern Language Journal, 62, 387-398. | zh_TW |
| dc.relation.reference (參考文獻) | Hillcocks, G.., Jr. (1986). Research on written composition: New directions for teaching. Urbana, IL: ERIC Clearinghouse on Reading and Communication Skills. ED 265 552. | zh_TW |
| dc.relation.reference (參考文獻) | Hillcocks, G.. (1982). The interaction of instruction, teacher comment and revision in teaching the composing process. Research in the Teaching of English, 16 (1), 261-278. | zh_TW |
| dc.relation.reference (參考文獻) | Hirose, K., & Sasaki, M. (1994). Explanatory variables for Japanese students’ expository writing in English: An exploratory study. Journal of Second Language Writing, 3 (3), 203-229. | zh_TW |
| dc.relation.reference (參考文獻) | Horowitz, D. (1986). The author responds to Liebman-Kleine. TESOL Quarterly, 20 (4), 788-790. | zh_TW |
| dc.relation.reference (參考文獻) | Huang, H. H. (2004). A Study of Senior High Students’ Responses to Peer and Teacher Feedback on EFL Compositions. MA. Thesis, Department of English, National Taipei Normal Univeristy. | zh_TW |
| dc.relation.reference (參考文獻) | Hung, S.C. (1998). A Case Study of College Freshmen’s Responses to Teacher and Peer Feedback in English Compositions. MA. Thesis, Department of English, National Kaoshiung Normal Univeristy. | zh_TW |
| dc.relation.reference (參考文獻) | Huang, T. L. (1993). English composition pedagogy. Applied Linguistics and Teaching English Language, (pp. 197-205). Taipei, Taiwan: Crane. | zh_TW |
| dc.relation.reference (參考文獻) | Jacobs, G., Crutis, A., Braine, G.., & Huang, S. Y. (1998). Feedback on student writing: Taking the middle path. Journal of Second Language Learning, 7 (3), 307-317. | zh_TW |
| dc.relation.reference (參考文獻) | Kamimura, T. (2000). Integration of process and product orientations in EFL writing instruction. RELC Journal, 31(2),1-18. | zh_TW |
| dc.relation.reference (參考文獻) | Kaplan, R. B. (1966). Cultural thought patterns in inter-cultural education. Language Learning, 16, 1-20. | zh_TW |
| dc.relation.reference (參考文獻) | Kaplan, R. B. (1967). Contrastive rhetoric and the teaching of composition. TESOL Quarterly, 1 (3), 10-16. | zh_TW |
| dc.relation.reference (參考文獻) | Keh, C. (1990). Feedback in the writing process: a model and methods for implementation. ELT Journal, 44, 294-304. | zh_TW |
