A Self-assessment Checklist for Undergraduate Students’ Argumentative Writing

• Published in: Advances in language and literary studies Vol. 5; no. 1; pp. 65 - 80
• Main Authors: Nimehchisalem, Vahid, David Yoong Soon Chye, Sheena Kaur A/P Jaswant Singh, Zainuddin, Siti Zaidah, Norouzi, Sara, Sheren Khalid
• Format: Journal Article
• Language: English
• Published: Footscray Australian International Academic Centre PTY. Ltd (AIAC) 18.03.2014; Australian International Academic Centre PTY, LTD
• Subjects: Check Lists; College students; English (Second Language); English as a second language; English as a second language instruction; Essays; Persuasive Discourse; Second Language Learning; Second language writing; Second language writing instruction; Self evaluation; Self Evaluation (Individuals); Undergraduate Students; Writing; Writing (Composition)
• DOI: 10.7575/aiac.alls.v.5n.1p.65
• ISSN: 2203-4714

With a growing emphasis on students’ ability to assess their own written works in teaching English as a Second Language (ESL) writing courses, self-assessment checklists are today regarded as useful tools. These checklists can help learners diagnose their own weaknesses and improve their writing performance. This necessitates development of checklists that guide the learners in assessing their own writing. In this study, a self-assessment checklist was developed for undergraduate students in an ESL context to help them with their argumentative essays. This paper presents the related literature and theories, based on which the checklist was developed. The checklist is described and its potential theoretical and practical implications in ESL writing classes are discussed. Further research is necessary to refine the checklist through focus group studies with lecturers and students.