Effectiveness of using rubrics for academic writing in an EFL literature classroom

Authors

  • Ai Chun Yen National Dong Hwa University, Taiwan

Keywords:

EFL English majors, rubrics, academic writing, peer review, Taiwan

Abstract

Set against the background of numerous changes in higher education in Taiwan and increasing numbers of non-traditional entrants to English majors, this paper examines a discipline practices approach to academic writing for a literature class. It discusses the enhancement of academic writing skills in a drama class by using instructional rubrics referred to as META (Mechanics, Use of Evidence, Thesis/Claim, and Use of Analysis). Participants (N = 42) wrote and reviewed in-class writing tasks using the rubrics. Their written work was also rated by the researcher. The goal was to evaluate the usefulness of META as a tool for participants to improve their academic writing for a literature class. The performance of students was also correlated with their level of exposure to META.

Author Biography

  • Ai Chun Yen, National Dong Hwa University, Taiwan
    Dr. Ai Chun Yen is an associate professor at the National Dong Hwa University in Taiwan. Her primary research interests in recent years have been centred around content area literacy, especially analysing how readers respond to texts; and pre‐service teacher education in language arts, particularly, working with pre‐service teachers to investigate the STEAM project and the successful conditions for its implementation.
The Asian Journal of Applied Linguistics. Volume 5, Issue 1. March 2018

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Published

2018-04-05

Issue

Vol. 5 No. 1 (2018)

Section

Articles

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How to Cite

Effectiveness of using rubrics for academic writing in an EFL literature classroom. (2018). The Asian Journal of Applied Linguistics, 5(1), 70-80. https://caes.hku.hk/ajal/index.php/ajal/article/view/523