先前研究已經發現透過主題文章閱讀、自由寫以及同儕回應可以幫助學生減少寫作時所面臨的困難。本研究透過興趣驅動創造者理論的概念為基礎，延伸出兩階層式創造環，設計「明日寫作」活動，並透過「明日寫作」平台所蒐集到的數據，了解學生寫作時的想法產出與寫作表現的影響。明日寫作活動透過五個步驟：閱讀與自由寫、草稿、同儕回應、改寫以及分享，增進學生寫作品質與態度。本研究從不同面向分析學生寫作特徵。將實驗對象之改寫文章，以文本可讀性的24個特徵，再使用K-mean進行集群分析。並將實驗對象分為共四個集群，並且分別探討不同集群間在不同步驟活動中的寫作品質與寫作態度變化。希望透過上述活動與分析方式，幫助教師以更多面向了解學生的寫作狀況，並提升學生寫作的品質與態度。;In previous studies, it has been found that Theme-Based Reading, free writing, and peer response can help students reduce difficulties in writing. Based on Interest-Driven Creator Theory, this study extends a two-level creation loop and designs the "Tomorrow Writing" activity. And this study develops the "Tomorrow Writing" website to understand the influence of students′ idea generation and writing performance when students writing article. This writing activity improves students′ writing quality and attitude through five steps: reading and free writing, drafts, peer response, rewriting and sharing. The purpose was to analyze student writing characteristics from more different aspects. This study used the final version articles of 21 students were analyzed with 24 features of text readability, and use K-mean was used for clustering analysis. Students were clustered into four groups, in order to explore the changes in writing quality and writing attitudes in different steps of activities between different clusters. It is expected that through the above activities and analysis methods, teachers will more understand students’ writing status and enhance the quality and attitude of students’ writing.
