4 W. WANG
Materials and instrumentsPlease contact the author for copies of the instruments used.
A teacher-tailored rubric and its training manualAll the teachers of the same course collaboratively adapted the rubric based on the
ESL Composition Profile developed by Jacobs et al. (
1981
). The rubric, which was used in self,
peer and teacher assessment, was shared with the students in the first class of the EFL writing course.
Being the most widely used rubric for English as a second/foreign language writing (Janssen, Meier, and Trace
2015
), the profile’s five categories of evaluative criteria closely match the writing course’s curriculum goals. The teachers revised the rubric in two aspects to better align it with the curriculum goals. Firstly, the Content and Organisation categories were elucidated to denote the importance of using concrete examples to support topic sentences and develop the thesis statement. Secondly, to help students realise the equally important status
of all five aspects of writing, the same point score range was assigned to all the five categories of writing.
To help students grasp the rubric, the teachers also collaboratively designed a Chinese training manual to illustrate its application, which includes six exemplars drawn from previous students work representing differing levels of writing proficiency. Annotations and comments were provided to illustrate the practice of feedback giving.
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