I am Song Qin. Are you with me? Yes? Welcome again!

We are entering into the third stage of the project now. We have 4 things to do: (1) to formulate our project objective, (2) to formulate our project hypothesis, (3) spell out our project rationale, and (4) design classroom teaching tasks. We have a lot of things to do, don't we? There is no time to lose.

Through the problem analysis in Unit 2, I came to know that the problem that my students tend to make the same errors I corrected before is mainly due to my ineffective error-correction technique. I have made up my mind to start a project to solve the problem. Hence

My project objective is: .

My project hypothesis is: .

I call my project .

Similar to Wing Ling, I consulted some relevant literature and found that Unit 6 Focus on Writing in English Language Teaching Methodology 2 is very useful. The following is the rationale on which my project will be based.

Importance given to errors in writing


The role of pre-writing activities

The role of peer check

Teacher check after correction needed

Remedial work necessary

To summarize, in my project, I decide to improve my error-correction technique in three ways: I would first make more detailed and insightful corrections of students' errors, and then ask them to rewrite their work, incorporating the corrections; next I would ask students to check their work in pairs or groups; and lastly, I would pick up some typical errors from the students' writing work, carry out an error-analysis and design relevant remedial exercises.

Like Wing Ling, I also set up control and target groups. The implementation of the project takes three weeks. In each week both groups are required to write a composition in accordance with the requirements of the book. However for the target group, the above three suggested error-correction techniques will be employed in turns to assess their compositions, while everything remains the same with the control group. After that, both groups are asked to do a writing task again and I then compare the students' performance. The results obtained from the comparison should show whether the students in the target group make fewer errors than the control group. This will show whether the students' errors in writing can be reduced by varied error-correction techniques.

Week 1 Writing Task 1 ( 90 minutes)

Write about .

Procedures:
.

The class ends

Follow up ( in class, 45 minutes)
.

Week 2 Writing Task 2 ( 90 minutes)

Write about .

Procedures:
.

The class ends

Follow-up
.

Week 3 Writing Task 3 ( 90 minutes)

Write about .

Procedures:
.

Error correction (outside class)
.

Follow up ( in class, 45 minutes)
.

Error Analyses
.

Remedial Work
.

Post-project Writing Task
.