| This case study narrative explores how encouraging the cognitive function of self-evaluation affects weak writers in a small, high school writing class. The review of literature explores issues in evaluation, in assessment of writing abilities, and self-evaluation in the writing classroom.;The study provides anecdotal evidence of how students' attitudes toward their own writing changed dramatically during the semester and analyzes the teacher's responses. New behaviors, such as setting purposes for writing, setting goals for improvement, noting strengths and weaknesses in others' writing, and enjoying and discussing the writing process, resulted in stronger writing abilities. Portfolio self-evaluations increased the teacher's ability to coach the students and provided her a more appropriate assessment tool for writing. |
