Read Write Think Research Paper Rubric

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Summary writing is an integrated writing task, and it is understood as a reading-to-write task.Among them, one central skill relevant to summary writing is paraphrasing, which is also often used in academic writing in general.According to Hirvela and Du () investigated summary writing operations used by English as a second language (ESL) university students where the performances of high- and low-proficiency students were compared.In this study, we focus on the development of tools that can be utilized in L2 summary writing instruction in an EFL classroom context with a particular focus on the assessment of summary writing by Japanese EFL university students.Integrated writing, including summary writing, is composed of a number of different subskills such as reading and writing, depending on task types.The quantitative examination demonstrated positive results as follows: (a) adding the optional overall quality dimension improved the reliability of our rubric, (b) the overall quality dimension worked well even if it was used alone, (c) our rubric and the ETS holistic rubric overlapped moderately as L2 summary writing assessments, and (d) the two paraphrasing dimensions covered similar but different aspects of paraphrasing.However, the quantitative analysis using the generalizability theory (G theory) simulated that the reliability (generalizability coefficients) of the rubric was not high when the number of raters decreased.The examination especially focused on a newly added, optional overall quality dimension and two paraphrasing dimensions: paraphrase (quantity) and paraphrase (quality).Six teacher raters evaluated 16 summaries written by Japanese EFL university student writers using our new rubric.They demonstrated that the low-proficiency group copied information from the original text more frequently than the high-proficiency group and that students in both groups neither combined information across paragraphs nor invented topic sentences by using their own words.Similarly, Keck () examined how textual borrowing affects lexical diversity when learners borrow words from sources in integrated reading-based writing tasks.

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