Effectiveness of using rubrics for academic writing in an EFL literature classroom
The Asian Journal of Applied Linguistics. Volume 5, Issue 1. March 2018
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Keywords

EFL English majors
rubrics
academic writing
peer review
Taiwan

How to Cite

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

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.
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