Essay Evaluation and Essay Evaluation and CommunicationCommunication

—— —— 郭世英郭世英

IntroductionIntroduction EvaluationEvaluation CommunicationCommunication ConclusionConclusion

Introduction Introduction

ObjectivesObjectives OrganizationOrganization TasksTasks Implications: Implications:

Length of the process and students’ motivationLength of the process and students’ motivation Role of the instructorRole of the instructor

Objectives Objectives First semester: First semester: To teach the basic patterns and skills of To teach the basic patterns and skills of

exposition so that students learn to write exposition so that students learn to write logical short expository essays on topics logical short expository essays on topics centering around their own experiences and centering around their own experiences and campus life;campus life;

To reinforce the writing skills students have To reinforce the writing skills students have learned and practiced in the previous two learned and practiced in the previous two semesters so that they can those skills in semesters so that they can those skills in expository essays; expository essays;

To prepare students for writing argumentation. To prepare students for writing argumentation.

Second semester: Second semester: To teach the basic elements and skills of argumentation To teach the basic elements and skills of argumentation

so that students learn to write logical short argumentative so that students learn to write logical short argumentative essays on topics centering around their campus life and essays on topics centering around their campus life and hot topics;hot topics;

To raise students’ awareness about the importance of To raise students’ awareness about the importance of choosing appropriate words in writing so that they learn choosing appropriate words in writing so that they learn to consciously use language that suits their purpose, to consciously use language that suits their purpose, audience and tone, and that conveys their exact meaning.audience and tone, and that conveys their exact meaning.

To reinforce the writing skills students have learned and To reinforce the writing skills students have learned and practiced in the previous semester so that they can use practiced in the previous semester so that they can use the strategies of exposition in writing argumentative the strategies of exposition in writing argumentative essays; essays;

To prepare students for advanced writing.To prepare students for advanced writing.

OrganizationOrganizationFirst semester: First semester: Teaching is organized on a fortnightly basis: each unit Teaching is organized on a fortnightly basis: each unit

(except Unit Eight) consists of two parts: Tasks one an(except Unit Eight) consists of two parts: Tasks one and Task two, which is attended to in two weeks; two essd Task two, which is attended to in two weeks; two essays of ays of 200-250 words200-250 words are assigned for each unit. A typ are assigned for each unit. A typical two-hour session is divided into three segments: ical two-hour session is divided into three segments: cocommenting on the previous written work, mmenting on the previous written work, teaching anteaching and practicing the new pattern and skill(s) and d practicing the new pattern and skill(s) and brainstorbrainstormingming for the next assignment. for the next assignment.

The approach adopted is a The approach adopted is a combination of instruction combination of instruction and discussion.and discussion. Student involvement Student involvement is encouraged. is encouraged. The role of the instructor is that of The role of the instructor is that of a guide, trainer ana guide, trainer and organizer d organizer all in one. all in one.

Second semester:Second semester: Teaching is organized on a fortnightly basis: every two Teaching is organized on a fortnightly basis: every two

weeks forms a unit which centers on a hot topic. The tasks weeks forms a unit which centers on a hot topic. The tasks of each unit are 1) to introduce a basic element of of each unit are 1) to introduce a basic element of argumentation; 2) to deal with a problem in the use of argumentation; 2) to deal with a problem in the use of language; 3) to analyze readings on the topic and 4) to language; 3) to analyze readings on the topic and 4) to brainstormbrainstorm for the assignment of unit. In the first week, for the assignment of unit. In the first week, Tasks 1, 3 and 4 are to be accomplished, and the assignment Tasks 1, 3 and 4 are to be accomplished, and the assignment is to write an outline/first draft; in the second, the major task is to write an outline/first draft; in the second, the major task is to discuss representative outlines/first drafts, besides is to discuss representative outlines/first drafts, besides attending to Task 2, the assignment being writing the final attending to Task 2, the assignment being writing the final draft. draft.

The approach adopted is The approach adopted is a combination of instruction and a combination of instruction and discussion.discussion. Student involvementStudent involvement is encouraged. The role is encouraged. The role of the instructor is not that of of the instructor is not that of a guide, trainer and a guide, trainer and organizerorganizer all in one. all in one.

TasksTasks1.Writing assignment: 1.Writing assignment: First semester: First semester:

Write an essay of 200 – 250 words on one of tWrite an essay of 200 – 250 words on one of the topics given in the textbook he topics given in the textbook

Second semester: Second semester:

Write an argumentative essay, in 350 to 400 woWrite an argumentative essay, in 350 to 400 words, on any of the topics given in the textbook rds, on any of the topics given in the textbook or one that you choose yourself but is related tor one that you choose yourself but is related to the subject of the unito the subject of the unit

2. The procedure2. The procedure First semester:First semester: 1). Prewriting: choosing a topic and exploring ideas 1). Prewriting: choosing a topic and exploring ideas • • Discuss, in pairs or small groups, topics you want to Discuss, in pairs or small groups, topics you want to

explore and how much data you can accumulate. explore and how much data you can accumulate. • • Choose a topic you find interesting and have something to Choose a topic you find interesting and have something to

say about and can handle in a short essay. say about and can handle in a short essay. • • Narrow the topic to a manageable scope. Narrow the topic to a manageable scope. • • Decide the points/ facts most closely related to the thesis Decide the points/ facts most closely related to the thesis

statementstatement2). Drafting: getting your ideas on paper2). Drafting: getting your ideas on paper • • Decide how you are going to organize your essayDecide how you are going to organize your essay • • Make a plan for your essay: Topic, Thesis statement, Make a plan for your essay: Topic, Thesis statement,

Tentative title, Method of organization, Supporting details, Tentative title, Method of organization, Supporting details, ConclusionConclusion

• • Discuss the plan in pairs or groups and seek peer advice. Discuss the plan in pairs or groups and seek peer advice. • • Write the first draft Write the first draft

3). Revising: strengthening your essay3). Revising: strengthening your essay • • Read the draft carefully and objectivelyRead the draft carefully and objectively • • Check the logical order of the points/ facts in the bodyCheck the logical order of the points/ facts in the body • • Check the transition between the points / factsCheck the transition between the points / facts • • Cut out any information irrelevant to the thesis statement Cut out any information irrelevant to the thesis statement

4). Editing and proofreading: eliminating technical errors4). Editing and proofreading: eliminating technical errors • • Check your spelling and grammar. Check your spelling and grammar. • • Make sure you have used correct punctuation marks. Make sure you have used correct punctuation marks. • • Observe essay format: capitalization, indentation and Observe essay format: capitalization, indentation and

spacing.spacing. • • Make sure your essay has a title. Make sure your essay has a title.

Second semester:Second semester: 1) Prewriting: choosing a topic and exploring ideas1) Prewriting: choosing a topic and exploring ideas • • Discuss, in groups of three or four, different Discuss, in groups of three or four, different

views on the issue, or on some other issues; try to views on the issue, or on some other issues; try to find out why people disagree, and think of reasons find out why people disagree, and think of reasons and evidence that support various viewpoints. and evidence that support various viewpoints.

• • Make a tentative claim, and list reasons that Make a tentative claim, and list reasons that support the claim. Then switch sides, state an support the claim. Then switch sides, state an opposing claim, and brainstorm for reasons and opposing claim, and brainstorm for reasons and corresponding supporting evidence. corresponding supporting evidence.

• • Conduct a mock argument in the group and take Conduct a mock argument in the group and take notes on the argument, especially the reasons and notes on the argument, especially the reasons and evidence you use to support your positions. evidence you use to support your positions.

• • Make a two-column list of pros and cons about the issue,Make a two-column list of pros and cons about the issue, listing pros in one column and cons in the other. listing pros in one column and cons in the other. What is the issue? How can I define it? What is the issue? How can I define it? Is it an arguable issue? How can I narrow the issue for an Is it an arguable issue? How can I narrow the issue for an

essay-length argument?essay-length argument? What are my views on the issue? How can I state my claim?What are my views on the issue? How can I state my claim?

What evidence supports my claim? What evidence supports my claim? • • Research the issueResearch the issue Use library sources. Use library sources. Surf the Internet.Surf the Internet. If possible, talk with people who have experience concerIf possible, talk with people who have experience concer

ning the issue. ning the issue. If possible, discuss the issue with an expert and ask questIf possible, discuss the issue with an expert and ask quest

ions. ions.

2) Organizing and drafting: getting your ideas on paper2) Organizing and drafting: getting your ideas on paper

• • Develop your thesis and make a claim about the issue.Develop your thesis and make a claim about the issue.

• • Choose a line of reasoning and a method of organization.Choose a line of reasoning and a method of organization.

• • Write an effective introduction. Write an effective introduction.

Identify the issue.Identify the issue.

Provide necessary background information.Provide necessary background information.

Define terms to be used in the argument. Define terms to be used in the argument.

• • State your reasons along with your argument. Be sure to State your reasons along with your argument. Be sure to state your reasons clearly.state your reasons clearly.

Cite the sources of your evidence.Cite the sources of your evidence.

Use effective transition.Use effective transition.

Write a satisfying conclusion. Write a satisfying conclusion.

3) Analyzing and revising: strengthening your draft3) Analyzing and revising: strengthening your draft • • Put your draft essay aside for a day or two befoPut your draft essay aside for a day or two befo

re rereading and revising it. re rereading and revising it. • • Read your essay carefully and objectively. Read your essay carefully and objectively. • • Make sure your claim is specific. Make sure your claim is specific. • • Examine each reason and piece of evidence anExamine each reason and piece of evidence an

d see to it that they are convincing. d see to it that they are convincing. 4) Editing and proofreading: eliminating technical e4) Editing and proofreading: eliminating technical e

rrorsrrors • • Check your spelling and grammar. Check your spelling and grammar. • • Make sure you have used correct punctuation aMake sure you have used correct punctuation a

nd spacing. nd spacing.

3. Assessment: 3. Assessment: • • Weekly writing assignments (60%); Weekly writing assignments (60%); • • Attendance and participation in class activities Attendance and participation in class activities

(10%)(10%) • •A final in-class exam, including writing an essay, A final in-class exam, including writing an essay,

answering multiple-choice questions and editing a answering multiple-choice questions and editing a faulty passage. (30%)faulty passage. (30%)

• • In writing an essay, students are expected to pay In writing an essay, students are expected to pay attention to content, format, language, organization attention to content, format, language, organization and appropriateness. and appropriateness.

EvaluationEvaluation ContentContent Language Language OrganizationOrganization FormatFormat

Evaluation Evaluation Scores given based on content, language, organization and format; Scores given based on content, language, organization and format;

also list of items borne in mind by the students in peer evaluationalso list of items borne in mind by the students in peer evaluation Priority given to different items, according to problems found out Priority given to different items, according to problems found out

and sorted by the teacher each time after first readingand sorted by the teacher each time after first reading Procedure: Procedure:

Instructor’s first reading (without any grade or comment), collection and Instructor’s first reading (without any grade or comment), collection and sorting of problems sorting of problems

Writing of list of items on the blackboard with special emphasis on the major Writing of list of items on the blackboard with special emphasis on the major problems problems

Peer evaluation in classPeer evaluation in class Collection of essays with students’ comments on themCollection of essays with students’ comments on them Second reading of essays, grading and selection of good essays as well as Second reading of essays, grading and selection of good essays as well as

problem onesproblem ones Analysis of and comparison between the selected essays by the whole class, Analysis of and comparison between the selected essays by the whole class,

with the aim of praising the good ones and drawing lessons from the problem with the aim of praising the good ones and drawing lessons from the problem ones ones

Praising those who were committed in in-class peer evaluation Praising those who were committed in in-class peer evaluation List of items to be borne in mind in peer evaluation List of items to be borne in mind in peer evaluation : :

Content:Content:

Topic: Is the topic relevant to the task at hand? Topic: Is the topic relevant to the task at hand? Is it interesting and manageable?Is it interesting and manageable?

Title: Is the title closely related to the thesis? Title: Is the title closely related to the thesis? Points/ Facts in the body: Are the points/facts Points/ Facts in the body: Are the points/facts

in the body well chosen to illustrate the thesis in the body well chosen to illustrate the thesis statement? statement?

Language:Language:

Spelling: Are the words rightly spelt? Spelling: Are the words rightly spelt? Grammar: Are there problems with sentence Grammar: Are there problems with sentence

structure, tense agreement, reference, etc.?structure, tense agreement, reference, etc.? Punctuation marks: Are punctuation marks Punctuation marks: Are punctuation marks

correctly used?correctly used?

Organization:Organization:

Logical order of the points / facts in the Logical order of the points / facts in the body: chronological, spatial, most important body: chronological, spatial, most important to least important (or the other way round)to least important (or the other way round)

Transition: Are proper connectives used to Transition: Are proper connectives used to indicate transition from one paragraph/ point indicate transition from one paragraph/ point to the next?to the next?

Format:Format:

Are there problems with capitalization, Are there problems with capitalization, indentation and spacing? indentation and spacing?

Is the essay well-proportioned?Is the essay well-proportioned?

CommunicationCommunication

Teacher ---- Students Teacher ---- Students Students ---- Students Students ---- Students Students ---- Teacher ---- Students Students ---- Teacher ---- Students

Teacher --- studentsTeacher --- students1.Orientation week:1.Orientation week: A Memorable LessonA Memorable Lesson It was a horrible summer, because for the first time in my It was a horrible summer, because for the first time in my

life I suffered the great sorrow and grief of losing my life I suffered the great sorrow and grief of losing my beloved family member – my dearest grandpa. beloved family member – my dearest grandpa.

When I rushed into the hospital, I saw him lying between When I rushed into the hospital, I saw him lying between life and death. There were tubes all over his body. His life and death. There were tubes all over his body. His eyes were half open, and tears welled up in them. Unable eyes were half open, and tears welled up in them. Unable to bear it anymore, I found myself in floods of tears. I was to bear it anymore, I found myself in floods of tears. I was terrified and slowly dragged my feet to his side. His hand terrified and slowly dragged my feet to his side. His hand was becoming colder and colder, and so was my heart. was becoming colder and colder, and so was my heart. Millions of pictures flashed in my mind, his love and care, Millions of pictures flashed in my mind, his love and care, his words and smile, all of which were just as usual. I his words and smile, all of which were just as usual. I began to blame myself for not visiting him very often, for began to blame myself for not visiting him very often, for not cherishing his love. now I wanted to make it up, but I not cherishing his love. now I wanted to make it up, but I simply had no chance!simply had no chance!

Man always fails to cherish until they lose Man always fails to cherish until they lose something; but I don’t want to be like that something; but I don’t want to be like that anymore. I have come to realize that I musanymore. I have come to realize that I mustn’t take all the love for granted, mustn’t rtn’t take all the love for granted, mustn’t rebel against my beloved ones. I should shebel against my beloved ones. I should show my affection to them, make full use of ow my affection to them, make full use of every day and learn to appreciate nature, fevery day and learn to appreciate nature, for living is everything! or living is everything!

My First Day as a JournalistMy First Day as a Journalist The most unforgettable day during my summer vacaThe most unforgettable day during my summer vaca

tion was my first day as a journalist. The feeling of tion was my first day as a journalist. The feeling of being a journalist, the people I interviewed and the sbeing a journalist, the people I interviewed and the stories I heard still linger in my mind. tories I heard still linger in my mind.

My task that day was to interview a group of college My task that day was to interview a group of college students who were suffering from poverty. I thought students who were suffering from poverty. I thought I would be paid for talking to my peers and the feeliI would be paid for talking to my peers and the feeling of being a journalist would be exciting. But as song of being a journalist would be exciting. But as soon as I began my interview I found I was wrong. I juon as I began my interview I found I was wrong. I just felt like stepping into a different world which was st felt like stepping into a different world which was full of pain and tears. My first interviewee was a girl full of pain and tears. My first interviewee was a girl whose father died when she was in Senior Three. Tuwhose father died when she was in Senior Three. Tuition fee became a big burden to both the mother anition fee became a big burden to both the mother and the daughter. They had to live a very simple life. Td the daughter. They had to live a very simple life. The girl seldom went outhe girl seldom went out

with her friends or took part in the school activities, for they with her friends or took part in the school activities, for they cost a lot of money. Even meat became a luxury for her. But cost a lot of money. Even meat became a luxury for her. But the girl said she didn’t mind living such a hard life; what the girl said she didn’t mind living such a hard life; what bothered her most was the psychological burden. She could bothered her most was the psychological burden. She could hear her mother sigh every night and they were ashamed of hear her mother sigh every night and they were ashamed of having to borrow money, for people would often look at having to borrow money, for people would often look at them contemptuously. As she talked, her eyes filled with them contemptuously. As she talked, her eyes filled with tears. tears.

I was moved by that girl. I first got to know such a kind of I was moved by that girl. I first got to know such a kind of life. I came to realize college life is not always full of life. I came to realize college life is not always full of sunshine. There are still some students who suffer from sunshine. There are still some students who suffer from poverty and some other problems. We should try to poverty and some other problems. We should try to understand them and talk to them so that we can learn more understand them and talk to them so that we can learn more about life as well as our world. Also I understand more about life as well as our world. Also I understand more about the job as a journalist, who should go into the world about the job as a journalist, who should go into the world of their interviewees and try to feel their hearts so as to have of their interviewees and try to feel their hearts so as to have a better understanding of the event covered. a better understanding of the event covered.

2.Striking a balance by offering a different 2.Striking a balance by offering a different perspectiveperspective ：：

3.Encouraging students to think but meanw3.Encouraging students to think but meanwhile airing my own viewhile airing my own view

4.Encouraging students to think critically/ d4.Encouraging students to think critically/ differentlyifferently

5.Giving credit to creative / original students 5.Giving credit to creative / original students 刘少鹏刘少鹏 Fallen LeavesFallen Leaves The second winter in BFSU, walking on the campus, I can aThe second winter in BFSU, walking on the campus, I can a

lways see lots of fallen leaves covering the ground, thickly. lways see lots of fallen leaves covering the ground, thickly. Easily, I discover that the newly fallen leaves on the surface Easily, I discover that the newly fallen leaves on the surface

are still dry and have a beautiful golden color, but the leaves are still dry and have a beautiful golden color, but the leaves at the bottom have already become soft, wet and decomposeat the bottom have already become soft, wet and decomposed in the earth. The leaves on the surface cannot escape from d in the earth. The leaves on the surface cannot escape from this fate, and those that haven’t fallen off the trees cannot esthis fate, and those that haven’t fallen off the trees cannot escape this, either. cape this, either.

The leaves are born of the earth. When they grow up, high oThe leaves are born of the earth. When they grow up, high on the top of the trees, they never forget to protect the earth frn the top of the trees, they never forget to protect the earth from strong sunshine and rain. And when they are old, they faom strong sunshine and rain. And when they are old, they fall off and bury themselves where they were born. All througll off and bury themselves where they were born. All through their life, the leaves are firmly connected with their home. h their life, the leaves are firmly connected with their home. These fallen leaves remind me of my own situation. These fallen leaves remind me of my own situation.

Unconsciously, I’ve finished my freshman year in BFSUnconsciously, I’ve finished my freshman year in BFSU. One year isn’t short at all, I think. But I have never U. One year isn’t short at all, I think. But I have never been homesick, which is really strange. Looking back been homesick, which is really strange. Looking back on the past one year, I surprisingly find that, although hon the past one year, I surprisingly find that, although home was the most important support to me, I never tooome was the most important support to me, I never took it seriously – I never worried about my parents’ healtk it seriously – I never worried about my parents’ health, never cared whether father and mother had quarreled,h, never cared whether father and mother had quarreled, even never telephoned them frequently. What I did wa even never telephoned them frequently. What I did was just spending money and asking for more money, to ps just spending money and asking for more money, to pay for the expensive and ridiculous freedom. Now lookay for the expensive and ridiculous freedom. Now looking at these leaves, I suddenly realize that I did somethiing at these leaves, I suddenly realize that I did something terribly wrong. ng terribly wrong.

““ 树犹如此，人何以堪”—树犹如此，人何以堪”— I miss you, my sweet hoI miss you, my sweet home. me.

6.Making use of students’ ideas concerning the course to convince other 6.Making use of students’ ideas concerning the course to convince other students of the necessity to take the course seriously students of the necessity to take the course seriously 郭金郭金

7.Being friendly to the students when in conflict 7.Being friendly to the students when in conflict 叶楠，向杰叶楠，向杰 Pragmatism or HumanityPragmatism or Humanity Having been observing for long, I discover that people today deal wHaving been observing for long, I discover that people today deal w

ith their interpersonal relationships with chiefly two attitudes – pragith their interpersonal relationships with chiefly two attitudes – pragmatism and humanity. matism and humanity.

Pragmatic people handle their interpersonal relationships out of the Pragmatic people handle their interpersonal relationships out of the realistic interests they have judged, and they strive for the benefit wrealistic interests they have judged, and they strive for the benefit while the relationship is going on, involving no certain personal or grhile the relationship is going on, involving no certain personal or gracious feelings. Nothing is more likely to distract them than their seacious feelings. Nothing is more likely to distract them than their set goals which are usually changeless, and often in favor of their own t goals which are usually changeless, and often in favor of their own good even if causing others pains and unhappiness. Friendship, love good even if causing others pains and unhappiness. Friendship, love and any other ethics are just no longer bonds to them because they dand any other ethics are just no longer bonds to them because they do not consider them as significant and beneficial as others do. So tho not consider them as significant and beneficial as others do. So these people often result in fulfilling their own interests while upsettinese people often result in fulfilling their own interests while upsetting or even sacrificing others, possibly even without noticing that. g or even sacrificing others, possibly even without noticing that.

Unlike pragmatic ones, there is another kind of people who Unlike pragmatic ones, there is another kind of people who will take others’ benefit into consideration before making a will take others’ benefit into consideration before making a final decision. Although they might also have their own intefinal decision. Although they might also have their own interests, they don’t regard those as unique and unshakable. Therests, they don’t regard those as unique and unshakable. They are caring for others’ opinions and situations out of their hy are caring for others’ opinions and situations out of their human instincts – love and care, involving lots of understandiuman instincts – love and care, involving lots of understanding though they are harmed a bit. They see themselves imporng though they are harmed a bit. They see themselves important, but not the only one and beyond others. They possess tant, but not the only one and beyond others. They possess more human’s respectable morals, deriving from long long amore human’s respectable morals, deriving from long long ago and are glad and determined to carry them on. go and are glad and determined to carry them on.

Pragmatism might promise you a stay-away-from-harm intePragmatism might promise you a stay-away-from-harm interest, but that’s also the only thing it provides, whereas humarest, but that’s also the only thing it provides, whereas humanity supplies much more than that. nity supplies much more than that.

Fallen TreesFallen Trees People usually deem trees noble and selfless because they hPeople usually deem trees noble and selfless because they h

elp absorb excessive carbon dioxide and in the meantime prelp absorb excessive carbon dioxide and in the meantime provide fresh new oxygen, which contributes a lot to the surviovide fresh new oxygen, which contributes a lot to the survival of human beings, but one phenomenon leaves a stain on val of human beings, but one phenomenon leaves a stain on my consideration of them.my consideration of them.

Trees are supposed to stand and grow vertically which finallTrees are supposed to stand and grow vertically which finally guarantees them a grand straight shape with spirits. Howey guarantees them a grand straight shape with spirits. However, I often notice that there are some leaning trees around, fver, I often notice that there are some leaning trees around, falling in all directions, weak, lifeless and withered. It is the alling in all directions, weak, lifeless and withered. It is the consequence of wind. Wherever wind comes, trees follow thconsequence of wind. Wherever wind comes, trees follow the force and bend over. Day after day, year after year, they ke force and bend over. Day after day, year after year, they keep the pose of bending and eventually lose their straightneseep the pose of bending and eventually lose their straightness and fall sloping. Some trees are even forced to lean on one s and fall sloping. Some trees are even forced to lean on one side one day and on the other side the other day, just like puside one day and on the other side the other day, just like puppets. Who knows if they are going to have a third side?ppets. Who knows if they are going to have a third side?

I have observed quite a similarity in the world of ours. I have observed quite a similarity in the world of ours. Facing the authority of all kinds, some people, originally of Facing the authority of all kinds, some people, originally of integrity, justice and honesty, conceal themselves and show integrity, justice and honesty, conceal themselves and show fake smiles to gratify their fake smiles to gratify their GodGod like trees treating wind. like trees treating wind. They consider their own opinions and even interests inferior They consider their own opinions and even interests inferior and believe obedience and flattering are the right things to and believe obedience and flattering are the right things to do. Another kind of people behave like the trees which alter do. Another kind of people behave like the trees which alter their sides frequently. This herd not only keep being false in their sides frequently. This herd not only keep being false in front of their authority, but in front of everyone as well. front of their authority, but in front of everyone as well. These beasts do exist.These beasts do exist.

A usual comparison and contrast between trees and people A usual comparison and contrast between trees and people may be pleasant and warm, but mine is definitely as cold may be pleasant and warm, but mine is definitely as cold and pathetic as those people-of-tree.and pathetic as those people-of-tree.

Students --- studentsStudents --- students1. Rationale for in-class peer evaluation: 1. Rationale for in-class peer evaluation: Reduction of students’ dependence on the instructor as Reduction of students’ dependence on the instructor as

authorityauthority Implication that one is writing for one’s peers as well as Implication that one is writing for one’s peers as well as

the instructor and that one’s work will be appreciated the instructor and that one’s work will be appreciated by others by others

Comparison of essays with one’s own; learning from Comparison of essays with one’s own; learning from others’ strengths and weaknessesothers’ strengths and weaknesses

Team work; courtesyTeam work; courtesy Intelligibility and originality Intelligibility and originality Research findings by my colleagues; common mistakes Research findings by my colleagues; common mistakes

taking time to be corrected taking time to be corrected

2. Impressive comments 2. Impressive comments 1) Offering suggestions1) Offering suggestions 2) Making remarks of encouragement to writers of 2) Making remarks of encouragement to writers of

mediocre essaysmediocre essays 3) Reminding the writer to use things learned elsew3) Reminding the writer to use things learned elsew

here, e.g. intensive reading :here, e.g. intensive reading : 4) Paying the writer a compliment4) Paying the writer a compliment 5) Striking a balance between praise and criticism5) Striking a balance between praise and criticism

ConclusionConclusion