Effects of Process Writing on University Students` Writing Abilities

Jong Oh Ahn(안종오) 언어과학회 2002 언어과학연구 Vol.21 No.-

Writing is not a linear, but recursive process. Writing processes do not have a complete model, and level differences are very big according to their training degree. So I present some process approach models and teaching guides. Process approach focuses more on the various classroom activities which are believed to promote the development of skilled language use. When students use these models, they can continue to use quick writing and speed writing. Quick writing aids invention by separating the process of creating from the process of editing. Using speed writing, they increase their speed in writing and decrease errors due to faulty translation. Thus speed writing helps them to write more fluently. The subjects in this experiment were 100 in Taegu University. Taegu University students were all freshmen. I have examined developmental experiment from March in 2001 to November in 2001. And then, I analyzed writing types(expository, descriptive, narrative, technical), and incorrect sentences in their writings. They are divided into 4 types, expository writing, descriptive writing, narrative writing, technical writing. Especially expository writing is used for improving students` writing abilities. So I analyzed expository writing according to four clauses, transitive, intransitive, equational, passive, and errors in students` writing types. The number of writings are 20 questions for each writing type. The results(%/N) are transitive (expository 50/10, descriptive 15/3, narrative 20/4, technical 10/2), intransitive(expository 25/5, descriptive 30/6, narrative 40/8, technical 5/1), equational(expository 15/3, descriptive 45/9, narrative 30/6, technical 20/4), passives (expository 10/2, descriptive 10/2, narrative 10/2, technical 65/13). In sum, EFL student`s creative writing can be explained as composition of various clauses. I want to emphasize expository writing to improve students` writing abilities. Then, teacher can use other writing types to compare to this type. Also he can analyze these writing types according to transitive, intransitive, equational, passive clauses in extended categories.

Effects of writing genre on EFL learners' English writing performance

윤경옥(Yoon, Kyeong-Ok),이정원(Lee, Jeong-Won) 한국영어교과교육학회 2014 영어교과교육 Vol.13 No.2

The purpose of the current study is to investigate the effects of writing genre on EFL learners' English writing performance. In this study, 113 college students participated, and were divided into three groups according to their pre-writing test scores. Samples of the participants' descriptive and narrative writing were collected. Their writing samples were scored by one native English speaker and one of the authors of this study. It was found that there existed a meaningful relationship between writing genres and students' English writing performance. The test score of the narrative writing was significantly higher than that of the descriptive writing. This result was corroborated by the analysis of survey data in which the participants reported that they felt the narrative writing was easier than the descriptive. Furthermore, a remarkable difference of English writing performance was revealed among low-level students who, from every analytical perspective, were shown to have performed much better when writing narrative than descriptive texts. This suggests that English writing teachers need to be attentive to the relationship between genre and the purpose of writing.

일반논문 : 18세기 야담(野談)의 글쓰기 양상-야담의 구성과 글쓰기 방식을 중심으로-

이채경 ( Chae Gyeong Lee ) 한서대학교 동양고전연구소 2016 동방학 Vol.34 No.-

야담(野談)은 조선 후기 대표적인 한문학 서사 장르로, 특히 18세기에 성행하였다. 그것은 저자의 지식 소유욕을 충족하는 통유(通儒), 내재된 작가 의식을 발현하려는 기양(技양), 문학적 기량을 표출하는 가허(架虛)를 담보한 저술이다. 이는 문학 전반에 해당되는 일반 저자의 인식이자 보편적 글쓰기 과정으로, 저술 과정에서 설명하기, 비평하기, 비유하기 등 여러 글쓰기 방식으로 나타난다. 다시 말해 저자는 객관적 지식을 서술함으로써 독자에게 정보를 전달하고, 주관적 비판을 부여함으로써 독자를 설득하고, 문학적 기량을 발휘하여 감상을 표출함으로써 독자의 공감을 이끌어낸다. 야담은 민간에서 창작되어 구연을 통해 유행하였으며, 이후 식자층에 의해 기록으로 정착된 독특한 서사체이다. 또한 대부분 근원이야기를 중심으로 서사가 구성되지만, 근원이야기 전후에 사회 분위기나 후일담(後日談) 또는 평어(評語)가 부록되면서 새로운 구성 방식을 보인다. 그런데 야담에서 근원이야기 중심의 서사는 기양과 가허에 기댄 비유하기를 통해 재미와 더불어 현장감과 생동감을 더한다. 또 근원이야기 전후에 실린 사회 분위기나 후일담은 통유를 지향한 설명하기로 인해 신뢰감과 설득력을 높인다. 아울러 근원이야기 뒤에 붙여진 평어는 비평하기에 해당되는데, 이는 다양한 관점을 제시하고 논리적인 설득에 적극 동조하는 결과를 낳는다. 이처럼 18세기 야담은 저자가 세 가지 글쓰기 방식을 활용하여 흥미롭고 새롭게 작품을 구성하였다. Yadam was one of typical Chinese classic description writing genre in late Chosun, especially popular in 18th century. That was writing that encompasses Tongyu[通儒], representing possessiveness for knowledge, Giyang[技양], containing criticism, and Gaheo[架虛], expressing literary ability. However, this can be compared with features of descriptive writing way, critical writing way and metaphorical writing way in writing aspects. That conveys information to readers by author``s description of objective information, persuades readers by author``s expression of subjective criticism and gets reader``s impression and sympathy by author``s literary-ability-exhibited expression of opinion and feeling. In other words, its object accords with writing factors. Yadam shows distinctive description form which was created in the private sector, was being popular by narration process and settled after course of record by the literate stratum. In addition, while majority description centrally consists of source story, it can show a new configuration by annexing social atmosphere, behind story or comment before and after source story. However, description centrally consists of source story is applicable to metaphorical writing, social atmosphere or behind stories added before and after source story are applicable to descriptive writing, and comments added after source story are applicable to critical writing. Thus, Yadam in the 18th century was regarded application of three writing methods.

An Analysis of ESL Students' Knowledge and Use of Adjectives and Determiners in English Descriptive Writing

고성란 한국영어어문교육학회 2018 영어어문교육 Vol.24 No.2

As the number of Social Networking Service (SNS) users increases, proficient English writing skills are critical for clear expression in the global age. Accordingly, L2 learners need the confidence to present their thoughts and feelings more precisely by using a wide variety of descriptive adjectives. This paper seeks to develop the ability of Korean ESL students to use descriptive writing. To accomplish this, they will develop their correct use of adjectives and determiners in English writing. To begin this study, a pretest is given to identify the Korean ESL student subjects’ deficiencies in English descriptive writing. Then, two points are presented to the class: the difference between determiners and adjectives and the difference between cumulative adjectives and coordinate adjectives. After that, the errors they made on the pretest are edited, and they compose several descriptive writing samples. As a result of repeated practice, the L2 learners achieve a high degree of improvement. The result of this study demonstrates a notable development of the L2 learners’ descriptive writing ability. As a result, best practices suggest that L2 learners will benefit from the use of appropriate pedagogy in developing their English writing skills employing the use of determiners and adjectives with a focus on determiners and descriptive adjectives.

An Analysis of ESL Students Knowledge and Use of Adjectives and Determiners in English Descriptive Writing

Koh. Sungran 한국영어어문교육학회 2018 영어어문교육 Vol.24 No.2

As the number of Social Networking Service (SNS) users increases, proficient English writing skills are critical for clear expression in the global age. Accordingly, L2 learners need the confidence to present their thoughts and feelings more precisely by using a wide variety of descriptive adjectives. This paper seeks to develop the ability of Korean ESL students to use descriptive writing. To accomplish this, they will develop their correct use of adjectives and determiners in English writing. To begin this study, a pretest is given to identify the Korean ESL student subjects’ deficiencies in English descriptive writing. Then, two points are presented to the class: the difference between determiners and adjectives and the difference between cumulative adjectives and coordinate adjectives. After that, the errors they made on the pretest are edited, and they compose several descriptive writing samples. As a result of repeated practice, the L2 learners achieve a high degree of improvement. The result of this study demonstrates a notable development of the L2 learners’ descriptive writing ability. As a result, best practices suggest that L2 learners will benefit from the use of appropriate pedagogy in developing their English writing skills employing the use of determiners and adjectives with a focus on determiners and descriptive adjectives.

Use of Conjunctions as Cohesive Devices in Korean High School EFL Learners’ Argumentative and Descriptive Essays

Soohye Yeom 서울대학교 외국어교육연구소 2016 외국어교육연구 Vol.19 No.-

This study examined the use of conjunctions in Korean high school EFL learners’ writings in two discourse modes–description and argument. A corpus of seventy-six descriptive essays and eighty argumentative essays was developed, in which the essays were rated based on their cohesiveness and divided into three groups by their grades. Conjunctions were analyzed based on Halliday and Hasan’s (1976) framework: additive, adversative, causal, and temporal conjunctions. The results revealed different trends of using conjunctions in the two different discourse modes. The descriptive writings with high scores on cohesion tend to exhibit more conjunctions when compared to lower-quality writings, and the argumentative writings with high scores showed fewer conjunctions. The high-quality writings in descriptive mode showed highly frequent uses of additives and adversatives, while those in argumentative mode displayed a lower frequency of additives and a more frequent use of adversative however. Small numbers of causal and temporal conjunctions were used in both discourse modes, and they were particularly limited in descriptive writings regardless of the cohesiveness of writings. This implies that more explicit instructions on causal and temporal conjunctions for each mode are needed in the writing classes. In addition, the scores on cohesion were significantly lower for the descriptive essays than for the argumentative essays, and a much narrower range of conjunctions was employed in descriptive writing. These results suggest a more balanced focus on various discourse modes of writing and the introduction of conjunctions that are appropriate for each mode, since the ability to use conjunctions in one mode does not seem to be automatically transferred to another mode in high school EFL learners’ writings.

쓰기의 생태성을 고려한 실용문 쓰기 방안 연구-‘설명하기 장르’를 기초로

이은미,김혜숙 한국교양교육학회 2013 교양교육연구 Vol.7 No.1

Until now in education of composition, aspect of writing was not satisfied with situational needs that are not from practical genre that reflect ecology of learner, and tend to concentrate on study of process and strategy about writing. In this paper I surveyed appearance about genre of explaining that are expressed in the curriculum, and planned a ecological writing method. At this moment ecological writing could be designed through the detailed type of text in the curriculum. On the genre of explaining, I suggested available part of ecological writing in the curriculum using a case of usual explanation and a case of description. Then each writing of pattern was consisted through basic steps of writing from the 1st to 5th,, detailed curriculum can be concretely designed through the whole process of writing. Through suggesting ecological writing about genre of explaining can contract practical aspect that writing activity have, can get free from a sight that believe writing activity is just homework that need to simply protect mode of writing or fulfills its quantity. During these course of writing we can raise up ecological adaptability about writing -concretely a case of usual explanation and a case of description- through the training of basic steps on writing. And can recognize that writing activity is a active method of communication that can achieve in practical writing in life. It is why practical writing through genre of explaining will consistently interact, grow and evolve with other environments in practical life. 지금까지 작문 교육에서 쓰기의 양상은 학교 현장이나 실생활에서 직면하는 학습자의 생태에 대한 고민 없이 상황적 욕구를 충족시키지 못하고, 쓰기의 과정과 전략에 대한 연구에 치중해온 경향이 있다. 이 연구에서는 교육과정에 나타난 설명하기 장르의 모습을 검토하고, 그 안에서 생태적 성격을 근간으로 실용문의 쓰기 방안을 모색해 보았다. 이때 실용문 쓰기는 교육과정 안에서 구체적 텍스트 유형을 통하여 구안될 수 있다. 따라서 이 연구에서는 설명하기 장르 중 ‘일상적 설명문’ 쓰기와 ‘기사문’ 쓰기를 대상으로 교육과정의 활용 범위 안에서 실용문 쓰기의 방안을 구안하고자 한다. 그리고 각 쓰기의 유형들은 1단계에서 5단계를 거치는 기본적 쓰기 수업 구성 단계를 통하여 진행되며, 구체적 쓰기 유형 연습을 통해 쓰기의 실제 생활에서 적응력을 높일 수 있다고 보았다. 실용문 쓰기 방안을 제안함에 있어 쓰기가 가지고 있는 보다 실질적인 측면을 끌어내고 쓰기 활동이 단순히 쓰기의 양식을 지키거나 분량을 채우는 과제물로 보는 시각에서 벗어나, 실생활에서 쓰기의 생태를 고려하여 효율성을 극대화하는 의사소통의 방법임을 인지할 수 있어야 한다. 설명하기 장르 안에서 실용문 쓰기는 실제 생활이라는 쓰기의 생태계 안에서 다른 환경들과 지속적으로 상호작용하면서 성장하고 진화해 갈 것이기 때문이다.

맛집의 음식을 활용한 글쓰기 수업사례 연구

정덕현(Jeong, Duk-Hyun) 한국문화융합학회 2016 문화와 융합 Vol.38 No.1

This study introduces an example of writing classes that use the food of famous restaurants, which have recently attracted keen social attention. For college students or learners who experience difficulty in writing, we used food from famous restaurants as an instrument to arouse their interest and draw their attention to writing. There are two reasons that the subject of food at famous restaurants was employed in writing classes. First was to encourage students to find something interesting to write about. Although there has recently been more research and education concerning writing compared to the past, college students still feel that writing is either difficult or uninteresting work. Hence, further research on how to increase interest in writing is needed. In this sense, using the food of famous restaurants for writing could nurture learners’ interest. Second, the food of famous restaurants could serve as “conversational resources.” Accordingly, this study proposes that foods at famous restaurants can be utilized for writing classes and, under this premise, actual writing classes were conducted. We introduce examples of writing classes featuring the food of famous restaurants and discuss the practical applications of such cases. In addition, by analyzing personality tests conducted before writing class and used to tailor writing instruction to students’ personalities, this study analyzes the characteristics of writing results according to the personality type of learners. Eight writing class sessions were conducted. First, orientation and personality tests were performed. Then, theories of writing were introduced and descriptive writing, explanatory writing, narrative writing, and argumentative writing assignments were given. Overall, learners found argumentative writing the most challenging, and students of the “feeling” type felt that writing was much more difficult, as they are more interested in human relationships and their judgment depends more on circumstances. Still, they showed considerably positive responses to the idea of writing instruction using the food of ‘famous restaurants’, and classes were facilitated by such elements of exotic experience. During the course of instruction, students exhibited unique characteristics in their writings according to their personality types. Those of the “thinking” type demonstrated relative strength in argumentative and narrative writing, which was attributed to their habit of making logical and objective judgments based on truths and facts. On the other hand, students of the “feeling” type were more inclined toward descriptive and explanatory writings. This maybe due to their personalities that value actual experience, dependence on senses, focusing on reality, and dealing with matters with accuracy and attention to detail. 본 연구는 최근에 사회적으로 관심을 받고 있는 맛집의 음식을 활용하여 글쓰기 수업을 진행한 수업사례를 소개하는데 목적이 있다. 즉, 글쓰기에 어려움을 느끼는 대학 학습자들에게 흥미를 주고, 좀 더 관심을 가질 수 있는 소재로 맛집의 음식을 활용한 것이다. 맛집의 음식을 글쓰기 수업에 활용하게 된 것은 두 가지 이유가 있다. 첫째, 글쓰기에 대한 흥미를 올려주기 위함이다. 글쓰기 교육에 대한 연구나 교육이 예전에 비하여 활발하게 진행되고 있음에도 대학생들은 여전히 글쓰기를 어렵거나 재미없어 하는 현상이 일어나고 있다. 따라서 흥미를 키워주기 위한 연구는 지속적으로 필요하다고 생각된다. 그런 차원에서 맛집 음식을 글쓰기에 활용한다면 보다 더 학습자의 흥미를 높여줄 수 있다고 본다. 둘째, 맛집의 음식은 대화의 화제가 되는 대화적 자원 이기 때문이다. 이런 이유로 본 연구는 맛집의 음식이 글쓰기 수업에 활용 가능하다고 전제하였고, 실제로 이를 이용하여 글쓰기 수업을 진행하였다. 본 연구에서는 맛집의 음식을 활용한 실제 수업사례를 소개하면서, 그 활용 가능성에 대해 논의했다. 또한 학습자의 정의적인 부분을 감안한 글쓰기 지도를 목적으로 수업 전에 실시하였던 성격검사를 분석하여 성격별로 나타난 글쓰기 특징에 대해서도 소개하였다. 글쓰기 수업은 8차시에 걸쳐서 진행되었다. 먼저 오리엔테이션을 실시하고 성격 검사를 실시하였다. 그리고 글쓰기에 대한 이론수업을 실시하고 묘사적 글쓰기, 설명적 글쓰기, 서사적 글쓰기, 논증적 글쓰기 작문을 실시하였다. 그 결과 학습자는 논증적 글쓰기를 가장 어려워했으며, 특히 감정형의 경우 사람과의 관계에 주로 관심을 갖고 주변 상황을 고려해서 판단하는 성격 특성상 더욱더 글쓰기를 어려워했다. 그러나 ‘맛집’의 음식을 이용하여 글쓰기를 한다는 점에 대해서는 상당히 긍정적인 반응을 보였으며, 이색적인 경험으로 인해 수업의 분위기는 좋았다. 지도하는 과정에서 성격유형별로 글쓰기의 특징이 나타났다. 사고형은 논증적 글쓰기와 서사적 글쓰기에 강한 모습을 보여 주었다. 이는 진실과 사실에 주로 관심을 갖고 논리적이고 객관적으로 사실을 판단하는 성격의 영향이 크다. 반면 감각형은 묘사적 글쓰기, 설명적 글쓰기에 강한 모습을 보여 주었다. 이는 오감에 의존하며 실제의 경험을 중시하고 지금, 현실에 초점을 맞추어 정확하고 철저하게 일 처리하는 성격의 영향이 크다고 분석할 수 있다.

대학 글쓰기의 실제와 발전 방안 <상명대학교 글쓰기 강의를 중심으로>

김현주(Kim Hyun ju) 학습자중심교과교육학회 2018 학습자중심교과교육연구 Vol.18 No.8

최근 대학교의 교육이 공급자 중심에서 수요자 중심으로 이동하고 있다. 이 변화의 주 요인은 창의적 인재의 필요성에 대한 시대적 공감대에 기인한다. 대학의 글쓰 기는 이 변화의 중심에 서 있다. 그러나 대학생들의 인식과 글쓰기의 현실은 양극단에 놓여있다. 글을 잘 쓰고자 하는 욕망과 함께 글쓰기에 대한 막연한 두려움, 그리고 실제 글쓰기의 문제 등이 그것이다. 본고는 이러한 문제의식에서 출발한다. 대학 생들의 글쓰기에 대한 사전 평가와 글쓰기 강의를 수강한 다음의 사후평가를 통해 그들에게 필요한 글쓰기 강의안을 만들고자 한다. 사전 평가와 실제 글쓰기를 통해 판단한 대학생들의 글쓰기 능력은 이공계열과 문과계열 간의 차이가 상당했다. 이는 고등학교 시기 대학입학을 위한 논술쓰기가 문과계열에만 실시된 것에 연유한다. 따라서 이공계열과 문과계열 학생들의 눈높이에 맞는 강의를 위해서는 기본적인 글쓰기 과정에서 약간의 차이가 있는 강의가 필요하다. 즉 이공계열 학생들에게는 설명적 글쓰기가 필요한 반면에 문과계열 학생들에게는 논증적 글쓰기가 요구되었다. 또한 문과계열과 이공계열 학생들에게 공통적으로 필요한 글쓰기는 자신을 객관적으로 성찰할 수 있는 자기 성찰적 글쓰기였다. 이를 통해 글쓰기에 대한 두려움을 없애는 동시에 스스로의 미래를 개시할 수 있도록 도움을 줄 수 있다. 보다 체계적으로 접근하지 못한 아쉬움은 있었지만 자기 성찰적 글쓰기를 통해 대학생들에게 대학생 활은 물론 사회생활에까지 큰 영향을 미칠 것이다. Recently, university education has shifted from the supplier to the consumer. The main reason for this change is the shared consensus about the necessity of creative talent. University writing is at the center of this change. However, the reality of college students awareness and writing lies at the extremes. The desire to write well, the vague fear of writing, and the problem of actual writing. This article starts from this awareness. I would like to make a writing lecture for them through pre-research of writing by university students and post-research after taking a writing lecture. The ability of students to write through pre-research and actual writing was significantly different from that of science and mathematics. This is due to the fact that essay writing for college admissions in high school was conducted only in the curriculum. Also trained how to improve a variety of skills in order to enrich the content of the writings. The writings’ content of students becomes rich. Therefore, the professors who actively mend their posts several times in order to reach the goal of this lecture. In addition, university should be active support to improve students writing skills.

대학 글쓰기 교육에서 ‘글의 진술방식’ 고찰 - 대학 신입생 대상 글쓰기 교재를 중심으로 -

조경덕 ( Cho Kyoung-duk ) 우리어문학회 2018 우리어문연구 Vol.61 No.-

이 글은 대학 신입생 글쓰기 교재에 편성된 ‘글의 진술방식’에 대해 검토했다. 글쓰기 교과 영역 중 개념을 익히고 그것을 적용하여 비교적 정해진 테두리안에서 글을 쓰는 연습을 할 수 있는 영역이, ‘글의 진술방식’ 영역이다. 간섭주의, 성숙주의, 상호작용주의 등이 글쓰기 수업에서 취할 수 있는 교수 관점이라고 한다면 ‘글의 진술방식’ 영역의 교육은 간섭주의 관점에서 실시하기에 용이하다고 보았다. 상대적으로 교수자가 개념을 가르칠 수 있는 수업을 할 수 있기 때문이다. 글쓰기 교과에서 ‘글의 진술방식’ 영역의 교수(敎授)는 영어권 작문 교육에서 시작되었다. 그것을 메이지(明治) 시기에 일본이 받아들였고, 70년대 대학 교육에서 우리나라가 받아들였다. 70년대는 작문 수업이 본격적으로 시작한 시기이다. 작문 수업이 시작되는 것과 동시에 글쓰기 교재에 ‘글의 진술방식’이 편성된 것이다. 그렇게 본다면 ‘글의 진술방식’은 글쓰기 교과 내용에서 중요한 비중을 차지한다고 할 수 있다. 그런데 현행 대학 글쓰기 교재는 ‘글의 진술방식’이 어떤 점에서 필요한지 명확하게 규정되어 있지 않은 채 소개되어 있다. 그래서 이 글에서는 70년대 우리나라 대학 글쓰기 교재와 영어권과 일어권의 글쓰기 교재에서 ‘글의 진술방식’ 항목을 어떻게 서술하고 있는지 살펴보았다. This paper deals with 'patterns of development' in the writing textbook for the college students. ‘Patterns of development in writing’ is important part of writing education for beginners. For studying the patterns of development, students learn the concept and practice within the defined the frame. If, in the writing class, as perspective of writing education, there are interventionism, maturationism and interventionism, among them, interventionism is associated with teaching patterns of development, which is the reasons that professor can teach the concept easily. It wasn't until the 1970s that the writing textbook for college students was composed and educated. The patterns of development is an important part of the writing curriculum. The current college textbook, however, does not clearly state why the patterns of development is required. So they deal with how English and Japanese textbooks described the topic of the patterns of development that is to exposition, narrative, description, and argument. In the writing textbook, ‘patterns of development in writing’ has started from English writing education and japan accept it in Meiji period and Korea accepted it in the 1970s. About 'patterns of development in writing', I proposed as follows. First, the patterns of development are the way to identify and think about the subject. Second, it is better to focus on the description than to introduce the one of four forms. Third, narrative, description, and argument are put in the subsection of the exposition. Finally, it is good to place patterns of development in writing in the writing process.