應(yīng)用文寫作-關(guān)于寫作課同桌互評模式的反饋與建議講義-浙江省杭州地區(qū)(含周邊)重點中學2024-2025學年高二上學期11月期中英語試題

應(yīng)用文寫作假定你是李華，為了讓學生參與到評價過程中，外教Ryan在寫作課上要求同桌互評作文，你認為這樣的模式存在問題。請你給外教寫一封郵件，內(nèi)容包括：1.

說明問題；2.

提出建議。注意：1.

寫作詞數(shù)應(yīng)為80左右；2.

請按如下格式在答題紙的相應(yīng)位置作答。DearRyan,I’mLiHuafromClass3.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Yours,LiHua一、寫作提綱第一段：表明寫信目的禮貌地向外教Ryan提及寫作課上同桌互評作文模式，并引出存在問題這一話題。第二段：闡述存在的問題指出學生能力有限，可能無法準確評判作文質(zhì)量，如語法錯誤識別不全、對寫作思路和邏輯的評估不準確。說明可能存在主觀偏見，影響評價的公正性，比如因個人關(guān)系親疏而給出有失偏頗的分數(shù)或評價。提及可能導致學生過于關(guān)注他人評價，忽視自身寫作的提升和自我反思。第三段：提出建議建議教師先給予詳細的評價標準和示例，讓學生有章可循。提出可以采用小組互評與教師點評相結(jié)合的方式，綜合多方意見，提高評價的準確性和全面性。倡導鼓勵學生在互評后進行自我總結(jié)和反思，以促進自身寫作能力的發(fā)展。二、語言積累“I'mwritingtosharemythoughtsaboutthepeerevaluationmodelinourwritingclass.”（我寫信是想分享我對寫作課上同桌互評模式的看法。）“Oneofthemainproblemsisthatstudentsmaynothavethesufficientabilitytoassessthequalityofpositionsaccurately.”（主要問題之一是學生可能沒有足夠的能力準確評估作文質(zhì)量。）“Theymightoverlooksomegrammarmistakesorfailtounderstandthedeeperlogicandstructureofthewriting.”（他們可能會忽略一些語法錯誤或無法理解寫作更深層次的邏輯和結(jié)構(gòu)。）“Subjectivebiasesarealsolikelytooccur,whichwillaffectthefairnessoftheevaluation.”（主觀偏見也很可能出現(xiàn)，這會影響評價的公正性。）“Forexample,studentsmightgivehigherorlowerscoresduetopersonalrelationshipsratherthantheactualqualityofthewriting.”（例如，學生可能會因為個人關(guān)系而給出較高或較低的分數(shù)，而不是基于寫作的實際質(zhì)量。）“Moreover,thismodelmaycausestudentstofocustoomuchonothers'evaluationsandneglecttheirownselfreflectionandimprovement.”（此外，這種模式可能會導致學生過于關(guān)注他人的評價，而忽視自身的自我反思和提高。）“Toaddresstheseissues,itwouldbebeneficialifyoucouldprovidedetailedevaluationcriteriaandexamplesinadvance.”（為了解決這些問題，如果您能提前提供詳細的評價標準和示例，將會很有幫助。）“Abinationofgroupevaluationandteacher'sfeedbackcouldalsobeconsideredtoensureamoreprehensiveandaccurateassessment.”（也可以考慮采用小組評價和教師反饋相結(jié)合的方式，以確保更全面和準確的評估。）“Afterthepeerevaluation,studentsshouldbeencouragedtosummarizeandreflectontheirownwritingtoenhancetheirwritingskills.”（在同桌互評之后，應(yīng)該鼓勵學生總結(jié)并反思自己的寫作，以提高他們的寫作技能。）“Ihopethesesuggestionswillbehelpfulforimprovingourwritingclass.”（我希望這些建議將有助于改進我們的寫作課。）三、寫作示范第一篇DearRyan,

I’mLiHuafromClass3.I'mwritingtosharemythoughtsaboutthepeerevaluationmodelinourwritingclass.Oneofthemainproblemsisthatstudentsmaynothavethesufficientabilitytoassessthequalityofpositionsaccurately.Theymightoverlooksomegrammarmistakesorfailtounderstandthedeeperlogicandstructureofthewriting.Subjectivebiasesarealsolikelytooccur,whichwillaffectthefairnessoftheevaluation.Forexample,studentsmightgivehigherorlowerscoresduetopersonalrelationshipsratherthantheactualqualityofthewriting.Moreover,thismodelmaycausestudentstofocustoomuchonothers'evaluationsandneglecttheirownselfreflectionandimprovement.Toaddresstheseissues,itwouldbebeneficialifyoucouldprovidedetailedevaluationcriteriaandexamplesinadvance.Abinationofgroupevaluationandteacher'sfeedbackcouldalsobeconsideredtoensureamoreprehensiveandaccurateassessment.Afterthepeerevaluation,studentsshouldbeencouragedtosummarizeandreflectontheirownwritingtoenhancetheirwritingskills.Yours,

LiHua第二篇DearRyan,

I’mLiHuafromClass3.Iwouldliketoexpressmyconcernsregardingthepeerassessmentmethodinthewritingclass.Theissueisthatstudents'capabilitiesinevaluatingessaysareoftenlimited.Theymaynotbeabletodetectalltheflawsingrammarandsyntax.Also,personalpreferencesandfriendshipsmightinfluencetheirjudgments,leadingtounfairresults.Additionally,studentsmightbeeoverlydependentonothers'opinionsandlosesightoftheirownwritinggrowth.Mysuggestionsareasfollows.Firstly,youcouldofferaclearrubricandsamplewritingsforstudentstofollow.Secondly,insteadofjustpeerevaluation,amixedapproachofgroupandteacherevaluationcouldbeadopted.Finally,studentsshouldbeurgedtothinkabouttheirownwritingaftertheevaluationprocess.Yours,

LiHua第三篇DearRyan,

I’mLiHuafromClass3.I'mwritingtodiscussthepeerevaluationactivityinourwritinglessons.Thereareseveraldrawbacks.Studentsmaylacktheexpertisetoproperlyevaluatewriting.Theycouldmisjudgethecoherenceandcreativityofanessay.Biasisanotherfactor,asstudentsmightfavortheirfriends'workorbetoocriticalofothers.Thiscanalsomakestudentsmoreconcernedaboutpleasingtheirpeersratherthanimprovingtheirwriting.Toimprovethesituation,youcoulddistributeguidelinesforevaluationbeforestarting.Considerhavingsmallgroupsevaluatetogetherandthentheteacherreview.Encouragestudentstowritedowntheirownthoughtsabouttheirwritingafterthepeerreview.Yours,

LiHua【答案】DearRyan,I’mLiHuafromClass3.Wereallyappreciateyourefforttoengagestudentsintheevaluationprocess.However,I’mafraidthatpeerassessmentmightbeproblematic,forsomemaylacktheabilitytoprovideconstructivefeedback,leadingtomisunderstandingsordemotivation.Tofacilitateaneffectiv