Question: How accurate are students’ evaluations of their own writing?
Answer: The authors discovered that students were quite accurate in their self-assessment of their writing, both strengths and needs. Below is a portion of this self-assessment.
Directions: Consider the many challenges in completing writing assignments. Please look at each possible challenge below and check one box to the left.
If you find it to be a consistent and big problem for you, check the “1” box If you sometimes find it to be a problem, check the middle box If you rarely or never have the problem, then check box number “3.”
1 2 3 run-on sentences (i.e. tying sentences together with lots of commas)
1 2 3 misusing apostrophes (i.e. it’s vs. its, the cat’s vs. the cats)
1 2 3 frequently confused words (their/there/they’re, accept/except, etc.)
1 2 3 sentence fragments or incomplete sentences
1 2 3 misuse of the semi-colon; and colon because I don’t really understand how to use them
1 2 3 spelling errors
1 2 3 procrastinating on getting started on a major assignment
1 2 3 researching and finding good sources for papers
1 2 3 evaluating sources for reliability, accuracy, authority, timeliness and bias
1 2 3 smoothly integrating research and other information into my paper (for example, paraphrasing chunks of information, integrating quotations, etc.)
1 2 3 making the paper flow in a logical, well-organized fashion
1 2 3 generating the first page of writing
1 2 3 editing my paper for the correct grammar and spelling
1 2 3 other writing challenge (please specify): ……………………………………………
Any comments about your writing challenges?
Comment: The authors think we should listen to our students and their assessments of their abilities in writing. The implication is that they know what they know and know what they don’t know. Interesting. RayS.
Title: “Taking the High Road to Transfer: Building Bridges Between English and Psychology.” D Fallon, et al. Teaching English in the Two-Year College (September 2009), 41-55.
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