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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-06-08编辑:lgg点击率:3473
论文字数:36700论文编号:org201406071250063054语种:英语 English地区:中国价格:$ 66
摘要:A literature review that includes the theoreticalbackground for the thesis and the relevant researches on peer review are presented inchapter two. In chapter three, the research design is described in detail.
Chapter 4 Data collection and data analysis
4.1 Data from the pre-test and the post-test
Before the implementation of the peer review activity, students had a pre-test,writing a composition about my school life. They were gjvai thirty minutes to write、 and revise by themselves. They couldn't ask their classmates or teachers for help.Thirty minutes later, 36 compositions were collected and they were graded by twoteachers.After four-month practices, students faced a post-test, to write anothercomposition. The topic was my best friend/ teacher, which was related to students'daily life as well, the difficulty is similar with the topic "my school life". At the end,36 compositions were handed in and they were graded and analyzed in the same wayas in the pre-t For the pre-test and the post-test, the topics of the writing were closely related tostudents' text book and daily life so that they had ideas about what to say and how totalk about. So their scores were mainly decided by their proficiency of usinglanguages. For the pre-test score, the average score of this class (composed of the 36participants) was 6.82 compared with the average score of 8.03 in the post-test. Fromthe score, we could see after a period of peer review activities, students'self-correction of language have improved and ttiey made less grammatical mistakes.To analyze in which aspect they have reduced their errors, the author made a survey.
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Conclusion
This study proves that students can locate most of language errors in theirpeers' writings and give useful suggestions. As Ng(1994) mentions "One tended to bebiased towards one's work and could not so easily see one's own mistakes". Thefindings from the students' first and second drafts presents that students can point outa large percentage of errors appeared on students' drafts, especially on spelling, wordcollocation, verb tense and subject-agreem^t. And they handed in tiieir final draftsmih fewer mistakes. But as for the word choice errors, it is still a serious question.What's more, the data of the interview shows that students are able to incorporate intheir revisions peer comments that give concrete suggestions for improvement.Students respond to what is written and provide feedback on whether the points arerelevant or whether they need elaboration. However, tiiey can not suggest a betterorganization.
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Reference (omitted)