An Emperical Research On Effects Of Peer Review In Continuation Writing In Senior High School

Wang Chuming did series of researches and put forward the concept and process of continuation writing,which has become a new type of English writing in the College Entrance Examination.In order to study deeply on this research field,more and more scholars have done plenty of experiments.The main attentions are paid to teaching strategies that affect continuation writing,and how continuation writing affects writing ability.When it comes to writing process,revision which is a significant process of composition plays an important role in writing.For this aspect,this thesis combines peer review which is an efficient way of revising writing with continuation writing together.The reasons are as follows: first,compared with traditional composition,continuation writing requires students to tell story logically,that is,students should exchange their ideas with their peers to make the storyline acceptable.Secondly,few scholars consider the feasibility of combining the continuation writing with peer review together.Thirdly,the experimental subject of this study is seldom senior high school students.Due to these current studies,the purpose of this thesis is to do an experiment to know 1)What are students’ attitudes towards peer review in continuation?2)Can peer review help senior high school students improve their writing ability in continuation writing?3)How will peer review help senior high school students in continuation writing?4)Why will peer review help senior high school students?In order to make out the relationship between continuation writing and peer review,one comparative experiment was carried out.As for the process of research,one questionnaire is carried out at the beginning to know students’ attitude towards continuation writing.For the experiment,freshmen of 2019 from Class 4 and Class 6 in senior high school in Wuhan have been taken as the experimental object.Before the experiment,both Class 4 and Class 6 took the same exam as the pre-test which is mainly to know their English capabilities.Then Class4 was required to write a composition—continuation writing once a month and the students in Class 4 will revise their classmates’ writing and give feedback to their partners.In contrast,Class 6 is also required to do the same task.What makes them different is that the composition of Class 6 will be revised by the teacher and then the teacher would give feedback to each student.After the experiment which lasted for 6 months,Class 4 and Class6 need to be tested and the post-test is the final exam.The experiment is to know can peer review help students and how it will help them.And content,structure and language will be given more attention to know how peer review affects continuation writing compared with teachers’ feedback.At last,an interview will be carried out in Class 4 whose purpose is to investigate why peer review has effects on students’ continuation writing.According to the feedback,some hypotheses will be drawn.After he experiment,four conclusions are drawn: 1)most of the students’ attitude toward peer review is good if peer review can help them improve;2)peer review in continuation writing can help students to write better;3)peer review in continuation writing can help senior high students organize the content and structure of continuation writing better;4)the main reason why peer review in continuation writing can help students is that partners can exchange ideas with each other to inspire them write continuation writing;5)boys improve their writing ability and the girls can benefit little from peer review.There are also some limitations in the thesis,such as the process of experiment about peer review is not under control totally and the experimental samples are not so representative because the two classes are not a wide representation of senior high school students since they were selected based on the principle of convenience.