Dissertation > Excellent graduate degree dissertation topics show

The Different Impact of MD and OD on English Writing Quality

Author: WangHuiHui
Tutor: WangHaiHua
School: Dalian Maritime University
Course: Foreign Linguistics and Applied Linguistics
Keywords: one-off draft writing multiple draft writing teacher feedback process writing approach product writing approach
CLC: H319
Type: Master's thesis
Year: 2011
Downloads: 35
Quote: 0
Read: Download Dissertation

Abstract


English writing, as an important language output ability, is gaining an increasing attention. As process pedagogy has been introduced into second language writing in 1970s, many foreign teachers encourage their students to conduct multi-drafts of the same writing and provide feedback to help students revise. Therefore, there are many studies on the impact of multiple drafts writing and one-off draft writing on writing quality. However, relevant studies at home are comparatively fewer.In order to explore deeply the impact of multiple drafts writing and one-off draft writing on writing quality, a longitudinal study is performed.10 navigation major students are chosen from Dalian Maritime University as subjects. According to their own choice, they are divided into two groups:multiple-draft writing group (MG) and one-off draft writing group (OG), five students for each. And this research covers two semesters. Students write essays once a week (MG conducts three drafts writing of a single writing, one draft a week; OG conducts one-off draft of different topics, one essay a week). The researcher provides combined feedback—integration of content and form feedback, and direct and indirect feedback and then returns in the following week. MG and OG complete 12 writing tasks respectively, and 60 compositions of each group are collected. This thesis analyzes students’errors on composition form and content and takes their CET-4, CET-6 and final examination writing as evaluation standard for changes of writing quality. Three interviews are performed in the empirical study in order to further find out reasons for the changes of writing quality under multiple drafts writing and one-off draft writing background.Results demonstrate that both groups have made progress under the integration mode of content and form feedback and direct and indirect feedback compared with their performance in the first writings. MG outperforms OG in grammar, expression (word choice), simplicity of language and content/ideas. OG always does better than MG in expression (idiomatic expression). MG and OG perform similarly in coherence, organization, relevance of example and cohesion. This thesis conducts specific analysis on the reasons of these changes, and accordingly proposes suggestions for relative researches and writing teaching in future.

Related Dissertations

  1. The Effectiveness of Peer Plus Teacher Feedback on Senior Three Students’ English Writing,G633.41
  2. The Politeness of Teacher Feedback in College EFL Classes,H319
  3. Students’ Feedback on Teacher Feedback,H319
  4. Influence of Teachers’ Feedback Techniques on the Classroom Interaction,H09
  5. An Investigation Into Teachers’ Feedback on College English Writing,H319
  6. A Study of Process Approach of English Writing Teaching in Senior High,G633.41
  7. The Effects of Teacher Feedback on the Writing of Chinese EFL Learners: An Empirical Study,H319
  8. An Action Research on Applying ePortfolio to Process Approach,G633.41
  9. A Study on the Feasibility of the Process Writing Approach in EFL Classroom Teaching in Senior High Schools,G633.41
  10. The Process Writing Method in the English Writing Class in Senior High School,G633.41
  11. Teacher Classroom Feedback and EFL Learners’ Affect,H319.3
  12. Study on EFL Teacher Questioning and Its Effect on Their Students’ Oral Production in Class,H319.9
  13. A Study of the Influence of Classroom T-S Interaction on Students’ L2 Oral Production,H319
  14. Teacher Feedback in College EFL Writing:Students’ Views,H319.3
  15. A Study on the Effect of Peer and Teacher Feedback in China’s EFL Writing,H315
  16. Analysis of teacher-student interaction in teaching English language role,H319
  17. Influence of Teacher’s Class Performance On the Development of Learner’s Oral Ability,H319.3
  18. A Study on Error Analysis of Senior High School Students’ English Writing and Teacher Feedback,G633.41
  19. Effects of Teacher Feedback on the Writing of Chinese College Non-English Majors,H319
  20. Metacognitive strategies based vocational heuristic teaching English writing process,H319
  21. A Study of Chinese Non-English Majors’ Attitudes Towards Teacher Feedback in EFL Writing,H319

CLC: > Language, writing > FOREIGN > English > Language teaching
© 2012 www.DissertationTopic.Net  Mobile