(A) the basic principles of scoring

1. To judge the level of a composition, especially the category of basic grading, we should comprehensively measure it from the aspects of meaning, content, structure, language and style; On the whole, we can't just grasp a little, but we are not as good as the rest.

2. There is usually consistency between the "basic level" and "development level" of each composition, and between the "content level" and "expression level" in the basic level. But we can't simply depend on each other mechanically. Where the "content score" and "expression score" are not at the same level, the grade difference between them shall not exceed two levels (if the content is level one, the expression shall not be lower than three levels; And vice versa).

3. To implement the "double evaluation system", a composition must be graded independently by two people; If the score of the same composition is too large to be unified, it will be evaluated by the leader of the marking group or the quality inspection group.

(B) the understanding of "meaning"

1. Any discussion on the relationship between emotion and cognition (knowing things is affected by the closeness of emotion) or the relationship between emotion and behavior (dealing with problems is affected by the closeness of emotion) within the scope of the topic "Emotion and cognition of things" can be considered appropriate, even inconsistent with the meaning of the fable provided, as long as the concept is correct and reasonable. The difference between conformity and conformity lies in the depth and breadth of discussion. The understanding of "love" need not be limited to the kind of "love" in fables.

2. As long as the article involves one aspect of "emotion" or "cognition" without discussing the relationship between them, it can be regarded as "basically in line with the meaning of the question".

3. It has nothing to do with the fable provided, the topic set and the problem set, and the other topic is regarded as "deviating from the meaning of the topic".

4. The meaning of the question is not the only criterion to judge the basic performance. A composition that fits the meaning of the topic is not necessarily a kind of text in content, but also depends on factors such as whether the center is prominent and whether the feelings are sincere.

(C) about the grasp of expression

1. The style is not limited, but the focus of the evaluation should be different according to the stylistic characteristics selected by the candidates. The composition written in a special style (such as poetry, script, etc.). ) Be careful.

2. If the expression is desirable, even if the composition deviates from the meaning of the topic, it should not be rashly judged as Level 4.

(4) Evaluation of "development points"

There are 1. 12 scoring points, which are incomplete, and the composition is required to have "highlights" and "highlights". According to the size and wonderful degree of the "bright spot", if you can really reflect the solid basic writing skills, you can give high marks until full marks.

2. Any work copied or constructed (to be confirmed) will be judged as basic level 4, and no development score will be given.

3. If the content and expression are judged as Grade 4, and the basic writing skills are really poor, no development points will be given.

(5) Notes on "Deduction"

1. 2 points will be deducted for missing questions.

2.3 Misspelled words will be deducted 1 point, and repetition will not count.

3. If the number of words is less than 800 words, deduct 1 point every 50 words until 5 points are deducted; If the number of words is less than 400 and the structure is seriously incomplete, it has been judged as a fourth-class volume, and no points can be deducted.

(6) On several technical issues

1. Post-text scoring includes content score, expression score, development score, deduction (depending on the situation) and total score, such as "20 (content) +20 (expression) +8 (development) -2 (title) -65438+.

2. First, the first-year students grade the post, and the second-year students grade it according to their own judgment. The second-year students fill in the average score in the "score table" and the corresponding score column at the beginning of the volume.

3. Fill in the deducted total score in the "Deduction column" under the scoring table, and don't tick "-"before deducting points.

4. In the "Scoring Form" of the first test paper of each book, two people should sign their full names, and the others should sign their surnames, and the signatures should not be too sloppy.

The above are the scoring rules of the composition evaluation standard.

What are the functions of composition teaching evaluation? First, attach importance to imparting knowledge and despise the cultivation of ability.

In the past, writing teaching only focused on imparting writing knowledge, such as telling some writing theories, explaining concepts and giving an example in writing class. Teachers talk a lot in class, and students naturally listen carefully and seem to gain something. But students still can't write well. What is the reason? This is because teachers ignore the cultivation of students' comprehensive ability or despise the cultivation of students' writing ability in the whole teaching process. This kind of training includes two aspects. One is to train the language expression ability related to words, words, sentences, paragraphs and writing knowledge, that is, to cultivate the ability to make sentences, sentence by sentence and paragraph by paragraph. The second is to train the cognitive ability related to the writing process, such as the ability to observe, imagine, analyze and summarize. Only by training in the above two aspects, correcting the style of previous textbooks and correcting the procedures of teachers' lectures can composition teaching get twice the result with half the effort.

Second, pay attention to "explicit behavior" and ignore "internal cause".

Adapting to the teaching mode of imparting writing knowledge, traditional writing teaching often tells the characteristics of various styles such as practical writing first, then tells the meaning, characteristics and categories of practical writing, and then requires students to strengthen it through a lot of imitation exercises. This teaching method is actually the embodiment of behaviorism "* * *-reaction-reinforcement" method in composition teaching, aiming at forming students' ability through intensive training. But this method only trains students' ability to use language. We say that the writing process involves various psychological activities of the writing individual. The writing ability of a writing individual is not only related to his language application ability, but also related to his internal factors such as observation ability, emotional attitude, thinking quality and value orientation. Therefore, the behaviorism training method that only pays attention to external factors and emphasizes strengthening individual's "explicit behavior" while ignoring individual's "internal factors" has certain limitations. Once the conditions change, I am used to the model essay mode, that is, I am used to imitating and applying the ready-made mode. Faced with writing activities that require students' creativity, agility, flexibility and criticism, writing experience is at a loss. Therefore, we say that this kind of training method that pays attention to "explicit behavior" and ignores "internal factors" is not desirable.

Third, attach importance to "writing" and despise "speaking".

Mr. Ye Shengtao once said: "There is a word" language "in Chinese. How to listen to others and how to speak your own words better is exactly what teacher China should teach students. " Gao Huiying, an expert in primary school Chinese teaching method, also said: "Composition should include oral composition and written composition. Cultivating students' writing ability, specifically, is to teach children to express their ideas fluently in spoken and written language. "From this perspective, we should pay attention to the writing of oral composition. In fact, from the whole writing process, "listening" and "reading" are the processes of information input to the writing individual, while "speaking" and "writing" are the processes of information output to the writing individual. Writing a person, whether speaking or writing, requires a person to go through a process of thinking, that is, a process of conception. In this process, individuals should process the information, determine the expression center, and choose the appropriate way and expression order. In fact, "speaking" often puts higher demands on writing individuals than "writing". " Speaking "requires individuals to be quick-witted and quick-witted, and requires individuals to improvise, improvise and react quickly." Therefore, oral training and improving oral ability are the basis of writing a good article. Therefore, attaching importance to "writing" while ignoring "speaking" will actually affect not only the development of personal oral communication ability, but also the improvement of personal writing and expression ability. Therefore, in writing teaching, "speaking" and "writing" should be closely combined, complement each other and improve each other. The teaching method of opposing "speaking" and "writing" is wrong and does not conform to the law of writing teaching. Fourth, attach importance to "theory" and ignore "emotion".

In writing teaching, teachers often only pay attention to the teaching of writing theory and rationality, or laws and methods, while ignoring important factors such as individual feelings and thoughts. For example, teachers only teach how to choose materials and refine themes. , did not cultivate students' emotions, let them feel.

Fifth, pay attention to the interpretation of "content" and ignore "situation"

Ask experts to evaluate the narrative of the composition, in which the narrative is very important, and then use some psychological description, language description and so on

Truth can be written as tolerance to others and so on.

What should I do first to know myself in the self-evaluation of ninth grade composition? Believe in yourself, of course. I think everyone knows this truth, but what do you believe in yourself?

Believe in yourself, that is, believe in your own ability and potential, believe in your own correctness and strength, and believe that you will succeed through hard work. Self-confidence without inferiority is the first step to know yourself.

But confidence is by no means arrogance. Arrogant people can't see their own shortcomings, nor can they see the advantages of others. So, how to be a confident person?

Confident people should treat others and themselves correctly. They should not only inspire self-confidence with their own strengths, but also warn themselves not to be proud with their own shortcomings. They should learn from others' strengths and make up for their own shortcomings.

It is said that people should be confident, self-respecting, self-reliant, not inferior, and not give up on themselves. The other, people also; Here, people also. He can, but I can't.

Life is an art in a broad sense, and everyone's life history is his own work. Whatever the material is, whatever it is used for. If it is a radish, try to make a radish with more water and crispy meat; If it's Chinese cabbage, try to be a good Chinese cabbage.

Remember, you are not confident because of difficulties, but because you are not confident.

In fact, each of us should have such self-confidence: I will be able to shoulder the responsibilities that people can bear; I can take responsibility that others can't!

After reading so much now, do you believe in yourself? Believe in yourself and reply!

I found that on that day in June, the child's face changed as soon as he said it.

No, it was sunny just now, but it turned cloudy in the blink of an eye, and dark clouds surged in. Then a flash of lightning ripped through the sky, followed by several thunders. It rained cats and dogs, like drums.

The rain in summer, although it doesn't feel like the "ice" in Antarctica, it also brings a burst of coolness. Hurriedly holding up the umbrella in my hand, I found that my mother's nagging played a huge role. When she left, she said impatiently, "It is predicted that it will rain, so you should take an umbrella!" " "At that time, I looked at the rising sun and dismissed it, but under her scrutiny, I barely took an umbrella. Now that I think about it, my mother's preventive measures can come in handy.

Stepping on the splashing water from time to time, I just want to go home quickly and end my trip in the rain.

The bank by the roadside attracted my attention. For the convenience of customers, there are many blue and black checked umbrellas at the bank gate. The umbrella collector was drenched by the rain, and some people were stopped by the rain when they finished. male

All the composition topics in the first volume of the sixth grade Chinese academic evaluation Urgent! ! ! ! ! Satisfied with the story of my family, learn to say "no" to me after 20 years, my ideal, the person I admire most, an interesting childhood, and an unforgettable and complete primary school life.

Students will gradually accumulate their writing ability in writing and reflect this ability in their works. We summarize this ability as the basic quality of composition, which is divided into five dimensions: thinking, realm, creativity, temperament and personality orientation.

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