| English writing is an important skill in English language learning, which is also a vital and difficult part in high school English teaching. In addition, the educational reform has put forward high standard for English writing. However, there is a gap between the reality and the standard on the part of the students. There are various errors in students’ writing. Although English writing is important, few secondary schools offer English writing courses, so the status of English in real teaching is not as that high as expected.This thesis is based on the research made in Yuhang high school in Hangzhou, with the hope that this study will help work out some of the problems existing in the teaching of English writing and achieve the purpose of effective teaching.In a period of nearly three months’ experiment, the author uses the tools such as experimental method, questionnaire and interview process. There were two parallel classes in this experiment. The experimental class uses peer evaluation in the process of writing strategy, while the control class uses the traditional teachers’marking. The experiment is divided into the pre-test and post-test, with the interval of the experimental period of eight weeks. The pre-test and post-test both have questionnaires and writing test in experimental classes and control classes. The experiment has three assumptions:Firstly, whether peer evaluation is more efficient in stimulating students’ interest than teacher evaluation;Secondly, whether peer evaluation is more effective to improve students’ scores than teacher evaluation;Thirdly, whether peer evaluation can do better to change the writing habits of students than teacher evaluation.The research results show that peer review is more suitable for high school teaching of English writing. In actual teaching, we can use peer review according to actual situations, in order to raise the students’ interest in writing, thereby enhancing the effect of the teaching of English writing. |
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