澳洲珀斯代写assignment:唯一的研究

2017-10-02 23:08

和吉尔伯特（1987年）的研究是唯一的研究；到我的知识，那examined的同伴效应的反应似乎是学生的态度toward写作。到elaborate，经济学研究的是conducted investigate是否对等的反应在一个工艺的方法可以高产率的写作环境的积极的态度对写作的过增强的fluency。。。。。。。第九级的参与者都是本地人发言的人是在美国注册的在七班的英语都是由这三taught教师。对被试的人randomly分配到实验组和控制在这样的一种方式，每个教师，有一个对照组和一组实验的教。都在控制组和实验组的双responded态度的前处理仪器。然后，两组wrote第一草案的一个人的叙事。第一个草稿的话号码是tallied和recorded作为前测的测量方法fluency在写作。治疗是一个长期的过introduced四天。第一，对实验组explicitly收到了培训在同伴的反应和他们的第二rewrote参与者根据草稿的评论suggested通过对等点在每个响应集团。对学生在对照组中的其他的手，他们的第二wrote草稿的基础上提供的援助由师生由于特异性问题的问法学生在对照组。两组，然后counted的数字，他们有他们的第二次书面的草稿和成本后的试验的测量fluency写作。finally两仪器的态度，这是管理的两群人作为pertest直辖后再次作为试验的措施。协方差分析（ANCOVA）是管理中，为了测量三路之间的互动——这都是独立变量（1）教师（三级）（2）性别的大学学生（3）的处理和空调。结果表示的增强的积极的态度对写作是利益集团的实验。然而，好的重大差异是noticed在后fluency写作测试。因此，同行评价并不影响学生的写作fluency
澳洲珀斯代写assignment:唯一的研究
However, Katstra, Tollefson, and Gilbert’s (1987) study was the only study; to my knowledge, that examined the effect of peer response on students’ attitudes toward writing. To elaborate, the study was conducted to investigate whether peer response in a process approach to writing environment could yield to positive attitudes towards writing along increased fluency. The participants were ninth grade native speakers in the USA who registered in seven English classes which were taught by three teachers. The subjects were randomly assigned to experimental and control groups in such a way that each teacher had a control group and an experimental group to teach. Both the control groups and the experimental groups responded to two attitude instruments before treatment. Then, both groups wrote the first draft of a personal narrative. The first drafts’ word number was tallied and recorded as a pretest measure for fluency in writing. The treatment was introduced over a period of four days. First, the experimental group explicitly received training in peer response and participants rewrote their second drafts according to comments suggested by the peers in each response group. The students in the control group on the other hand, wrote their second drafts based on assistance offered by the teacher due to specific questions asked by students in the control group. The two groups then counted the number of words they had written in their second drafts and this became the post-test measure of writing fluency. Finally, the two attitude instruments which were administered to both groups as pertest were administered again as post-tests measures. Analysis of covariance (ANCOVA) was administered in order to measure the three – way interaction between the independent variables which were (1) teachers (three levels) (2) gender of students (3) and treatment condition. Results indicated an increased positive attitude towards writing on behalf of the experimental group. However, no significant differences were noticed in post-test writing fluency. Therefore, peer evaluation does not affect students’ writing fluency.

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