창의적인 요약문 쓰기 교육

함종호 한국사고와표현학회 2013 사고와표현 Vol.6 No.2

This article is to suggest ‘creative summary writing’ as a form ofeducation of writing in a university. When considering that universityeducation is carried out on the foundation of various pieces ofinformation and knowledge, smooth understanding and learning ofthose must be a priority. In that summary writing has to be carriedout based on the understanding and analysis of given texts, it is oneof the forms that are essentially required in university education. However, if summary writing is dealt with only in the level ofsimple understanding of information and knowledge, it becomesdifficult to function as means of creation of creative knowledge. Therefore, education of writing that adds the element of developmentof creativity to summary writing is required. Education of ‘creative summary writing’ aims for ‘reading forwriting’ and ‘interaction between reading and writing.’ By remindingstudents of the fact that suggested texts are nothing but the materialsfor summary writing, you can make learners themselves able to carryout independent thinking and can make them attempt to convert arole of themselves as receivers of given information into a role ofsenders who deliver their own thought and opinion to others. Thishas something in common with cultivation of communication abilityand critical thinking ability that are the fundamental purpose ofwriting education. Actual education of ‘creative summary writing’ canbe progressed with the method of 1. Selection of example article, 2. education of desirable reading, 3 suggestion of one form of summary. Therefore this article is to illustrate how education of ‘creativesummary writing’ can be specifically achieved by suggesting mattersthat should be considered in selection of example article, systematizationof structure of contents of example article and practical example ofsummary. 본고는 대학 내 글쓰기 교육의 한 형식으로써 창의적인 요약문 쓰기를 제안하고자 한다. 대학 교육이 다양한 정보와 지식에 기반을 두고 행해지고 있다는 점을 고려할 때, 이에 대한 원활한 이해와 학습이 우선되어야 할 것이다. 요약문쓰기는 주어진 텍스트에 대한 이해와 분석을 기초로 행해질 수밖에 없다는 점에서 대학 교육에서 필수적으로 요구되는 형식 중 하나이다. 그러나 요약문 쓰기가단순히 정보와 지식에 대한 이해의 수준에서만 다루어진다면, 그것은 창조적인지식 창출의 수단으로써 기능하기 어렵게 된다. 이에 요약문 쓰기에 창의성 계발의 요소를 더한 글쓰기 교육이 요구된다. 창의적인 요약문 쓰기 교육은 ‘쓰기를 위한 읽기’와 ‘읽기와 쓰기의 상호작용’을지향한다. 제시된 텍스트는 요약문을 쓰기 위한 자료에 불과하다는 점을 상기시킴으로써 학습자 스스로가 주체적인 사고를 수행할 수 있도록 하고, 주어진 정보의 수신자에서 자신의 생각과 의견을 타인에게 전달하는 발신자로의 역할 전환을꾀할 수 있다. 이는 글쓰기 교육의 기본 목표인 의사소통 능력과 비판적 사고 능력 배양과도 상통한다. 실제 창의적인 요약문 쓰기 교육은, 1. 예시문 선정, 2. 바람직한 읽기 교육, 3. 요약의 한 형태 제시 등의 방식으로 진행될 수 있다. 이에 본고는 예시문 선정 시 고려 사항, 예시문 내용 구조 체계화, 요약의 실례 등을 제시함으로써 창의적인 요약문쓰기 교육이 실제 어떻게 구체적으로 이루어질 수 있는가를 예시하고자 하였다.

사고발화법을 이용한 한국어 요약문 쓰기 전략 분석 -한국인과 중국인 대학생의 비교를 중심으로-

이은경 국제한국어교육학회 2012 한국어 교육 Vol.23 No.3

The target of the study used the comparison of Korean students and Chinese students when it came to the way in which they compose a summary article written in Korean. The activity within the study was comprised of reading and writing where students were asked to interpret the selected key parts of a written piece into their own words. This activity itself is a fundamental part of academic writing. Existing research done on the composition of a summary is based upon the result of the writing process. However, the focal point of this study was placed upon the actual thought process occurring while reading and writing. Therefore, in the study the students were asked to first read the material given prior to interpreting the material into writing using the 'Think Aloud Protocol.'The result of the study showed that the Chinese students took approximately two times longer to compose the summary. Particularly, the Korean students showed a displacement for their spending a deal of time in the editing of their writing, while the Chinese students did not get nearly consumed in their time editing as they did in looking up vocabulary and understanding the context of the original piece. Furthermore, the strategy used in composing the summary was also observed and analyzed. In comparison to the Korean students and their understanding of vocabulary through the central meaning of the writing and its role within the contextual structure itself, Chinese students deduced the meaning of a word through its pronunciation in the case of the word being rooted in Chinese characters or English, despite the great deal of time consumed in the searching of words in a dictionary. In the process of summarizing, Korean students utilized various approaches such as selection, deletion, generalizing, and rephrasing. On the other hand, Chinese students primarily only used selection and deletion. Lastly, when it came to the editing of their writing, Korean students spent a lot of time making corrections to words and assuring the flow of the writing was logical, whereas the Chinese students spent little to no time in the editing their writing.

Reading Strategies and L2 Proficiency on the Development of L2 Learners’ Summary Writing

On Soon Lee,Min young Cho 한국영어학학회 2016 영어학연구 Vol.22 No.3

Despite an increasing interest in reading-to-write tasks as an educational practice, little attention has been given to the relationship between the development of L2 learners’ summary writing and L2 reading strategies. Therefore, this study investigates whether L2 learners’ summary writing develops through practice over a semester. It further examines the relationships between L2 reading strategies, L2 proficiency, and the development of learners’ summarizing skills. A total of 29 college students participated in a quasi-experimental study over a four-month period. All participants received instruction on reading strategies, and wrote ten summaries. At the end of the semester, participants completed a survey on their L2 reading strategy use. Three of their ten summary writings (the first, fifth, and tenth) were evaluated to assess their development. The results showed significant improvement in students’ summary writing over the semester of practice, but showed no effect of L2 reading strategies on the development of summary writing. The results also indicated that general L2 proficiency positively contributed to the development of summary writing. These findings provide pedagogical implications regarding the practice of summary writing in instructional settings of reading and writing.

Effects of L1 Summary Writing as Reading-Writing Activity on L2 Vocabulary Learning and Retention

Si Hyoung Park,Mae-Ran Park 한국언어과학회 2014 언어과학 Vol.21 No.4

This study examined the effects of L1 summary writing(SW) of L2 reading material on short-term and long-term L2 vocabulary retention along with the other two tasks: L1 translation(TR), and teacher-directed reading(TDR). It also explored a relative performance of students’ vocabulary learning and retention in relation to their vocabulary size, different task types according to their task-induced involvement load, and the performance of their summary writing. Subjects were 93 undergraduate students from various academic fields. The results showed that summary writing and translation activities were more effective in L2 vocabulary learning and retention than teacher-directed reading. It was also revealed that neither the students’ performance of L1 summary writing was related to the performance of their L2 vocabulary size nor did it influence L2 vocabulary learning and retention. Based on the results, teaching implications and limitations were drawn. (Pukyong National University)

독서-작문 통합 교육을 위한 요약문 쓰기 수업 탐색

송지언 ( Ji Eon Song ) 한국독서학회 2015 독서연구 Vol.0 No.36

이 연구는 요약문 쓰기가 독서의 결과물이자 작문의 출발점으로서의 중요성을 지닌다는 점에서 착안하여, 독서-작문 통합교육을 기조로 하는 요약문 쓰기 수업의 프로그램을 구상하고 실행해 본 결과를 보고한 것이다. 프로그램 구상의 측면에서는 요약문 쓰기의 재료가 될 만한 텍스트들을 발굴하고, 실제의 구체적인 텍스트와 그 텍스트의 장르에 부합하는 요약하기 활동을 제안하는 데 초점을 맞추었다. 수업 실행의 결과 측면에서는 다큐멘터리보고 요약문 쓰기 과제를 수행한 학습자들의 요약문을 분석하였다. 요약문 쓰기를 중심으로 독서-작문 통합 교육을 실행하면, ‘읽기를 위한 쓰기’의 차원에서 텍스트에 대한 이해를 심화할 수 있고 ‘쓰기를 위한 읽기’의 차원에서는 텍스트 구조를 파악하는 능력이 작문에서 글의 구조를 조직하는 능력으로 이어질 수 있다는 이점이 있다. 그리고 ‘읽기와 쓰기의 상호작용’ 차원은 대표적으로 감상문이나 비평문 쓰기를 지도하는 경우에 적용될 수 있으며, 이때의 독서-작문 통합 수업은 알려진 정보를 바탕으로 내용 창출의 부담을 줄이면서 동시에 내실을 기할 수 있다는 장점이 있다. This study was conducted to devise a summary text writing program for inclusive education of reading-writing and to report the result, based on the fact that summary writing is important as an outcome of reading and a starting point of writing. The program is focused on discovering texts to be used as materials for summary writing and suggesting a summarizing activity that accords with an actual specific text and a genre of the text. In order to look into the result of the lesson, summary texts of learners, who performed a summary writing task after watching a documentary, were analyzed. Summary writing -based inclusive education of reading-writing- can help in intensifying understanding of text, from the perspective of ``writing for reading`` and developing an ability to understand text structure into an ability to organize text structure in writing, from the perspective of ``reading for writing``. Moreover, the ``interaction between reading and writing`` can be applied to teaching how to write a book report or review typically and this time, inclusive education of reading-writing is helpful in reducing burden of content creation and improving quality simultaneously, based on recognized information.

테크니컬 라이팅의 이론과 실제 연구

남기택(Nam, Gi-Taek) 한국비평문학회 2013 批評文學 Vol.- No.50

본 논문의 목적은 테크니컬 라이팅의 관점에서 핵심 요약문을 작성하기 위한 전략과 절차를 마련하는 것이다. 이를 위해 먼저 요약적 글쓰기의 원리를 통해 핵심 요약문의 장르적 특성을 분석하였다. 핵심 요약문의 분량은 보통 원문의 10%를 넘지 않는다. 핵심요약문은 자립적이고 독립적인 문서로 기능한다. 이러한 측면 때문에 대부분의 핵심 요약문은 권고를 제시한다. 또한 핵심 요약문은 원본을 읽지 않은 사람을 대상으로 한다. 결국 요약문에 기초해 의사결정을 내리기 때문에 정확성이 필수적이다. 이러한 특징을 바탕으로 핵심 요약문은 실무의 상황에 의거하여 결정된다. 내용적 구성을 볼 때 핵심 요약문은 논증적 텍스트의 응집체이다. 따라서 본고에서는 논증의 유형 중에서 제안 논증의 도식을 활용해 핵심 요약문의 원리를 분석하였다. 다음으로 핵심 요약문의 구조적 특성을 수사구조이론을 활용하여 설명하였다. 실제 텍스트의 생성이라는 측면에서, 텍스트 분석 이론인 수사구조이론으로 실제 사례를 분석함으로써 생성 전략과 절차의 타당성을 검증하였다. The purpose of this paper is to explain the meaning of executive summary in writing theory and education. Technical writing is a form of technical communication. It is a style of formal writing used in fields as diverse as computer hardware and software, chemistry, the aerospace industry, robotics, finance, consumer electronics, and biotechnology. Especially, this paper is to argument the relation between executive summary and rhetorical structure theory(RST) in techincal writing. RST has been recognized to serve a method for describing text structure. There has been a handful of theoretical or historical research on writing theory, with the focus having been on the analysis and criticism of technical writing with regard to the writing skills. This paper, while conscious of relation between executive summary and rhetorical structure theory which is innate to the reading and writing, brings up the discussion on the proper status of the writing theory in the history of science writing. The writing theory which emphasizes the universal formalism is occupying a conspicuous position in writing education. There is also the trend of reflecting the practical traits. Efforts needs to be made to revitalize technical writing theory through various means. For this, voluntary efforts as well as a reading and writing, critical-minded approach on the part of the technical writing theories are essential.

Lexical Profiles of Korean EFL Summary Writing From Online Spoken Texts

유영숙 현대영어교육학회 2016 현대영어교육 Vol.17 No.3

This study explores Korean university students’ vocabulary use in summary writing from three different spoken texts. One hundred and thirty eight summary writing samples from 46 first-year university students were analyzed using VocabProfile to see whether the three spoken texts lead to different lexical profiles according to source texts and English language proficiency levels (vocabulary and reading scores on TOEIC). VocabProfile is an online program that classifies words in texts into first (K1) and second thousand (K2) levels, academic words (AWL), and the remainder or off-list words (OLW) based on word frequency lists. The data analysis revealed that students’ lexical profiles in summary writing from three source texts were significantly different from each other with respect to all words except for AWL. Especially, the lexical distribution patterns in the summary writing samples were very similar to those in the three source texts. In terms of English proficiency levels in reading and vocabulary, no significant difference in lexical profiles was found according to students’ reading scores, while students’ vocabulary scores yielded significant differences in CW and OLW of the third source text, with no differences in the other two written summaries from the rest of the source texts. These findings suggest that, in comparison to reading and vocabulary proficiency, source text has a greater influence on Korean EFL learners’ vocabulary use in summary writing. Also, vocabulary scores are more predictive of Korean EFL learners’ vocabulary use in their summary writing than reading scores.

Relationships between Three Summary Question Types, Reading Comprehension, and Writing Expression for Japanese High School Students

Atsushi Watanabe 아시아테플 2023 The Journal of Asia TEFL Vol.20 No.1

This study explores the relationships between reading a passage and writing a summary. Summary writing has two processes: (1) reading comprehension of texts and (2) writing a summary following the instructions in the question. There are three types of summary questions for Japanese learners: (1) reading an English passage and writing a summary in Japanese (EJ type), (2) reading a Japanese passage and writing a summary in English (JE type), and (3) reading an English passage and writing a summary in English (EE type). This study investigates how these summary question types affect Japanese learners in writing a summary. 51 Japanese high school students participated. First, they all took a common reading comprehension test and were then randomly divided into three groups of 17 students each (Group A, B, and C). Group A, B, C took EJ, JE, and EE type summary questions, respectively. The scoring rate of the common reading comprehension test was 89.69%, indicating all the participants’ reading comprehension was generally good. However, the results of summary questions were different. The scoring rate was 46.47%, 40.00%, and 20.00% for EJ, JE, and EE, respectively. These results revealed there was still a significant gap between reading comprehension and writing a summary.

文章構造を意識した日本語作文敎育 -國語敎師と日本語敎師の作文評價の分析から-

정윤정 ( Chong Yun-jung ) 한국일어교육학회 2017 일본어교육연구 Vol.0 No.40

テクノロジ一の發展は人?のコミュニケ一ションのあり方を變え、「書く」という表現力そのものが問われるようになった。パソコンやスマホなどが身近なものになった今日は、電話で「話す」機會より、電子メ一ルやSNSなどで表現する機會が急增している。IT時代にこそ、分かりやすく簡潔に書いて傳える能力が重要になってきているのである。「要約作文」は、エッセイなどの作文とは違って、要点を「まとめる力」を養成できるものとして、新たなコミュニケ一ション能力を養える作文敎育といえよう。 本硏究は、韓國人日本語學習者の要約作文の用例を用いて、國語敎師と日本語敎師による評價の調査結果について考察する。韓國人日本語學習者が作文を書く際に、文章構造にはどのような特徵があるのか、專門家による評價の分析觀点を明らかにし、「文章構造を意識した日本語作文」への提案を試みたい。 國語敎師と日本語敎師による評價の分析から、開始部·展開部·終了部の3段構成がバランスよくなされている要約文は、評價も高い傾向がある反面、開始部·展開部·終了部の一部あるいは全てが欠如していると、評價は低くなる傾向がある。韓國人學習者は文章構造の意識を持っていないか、あるいは、意識は持っているとしても、文章の中でどのような動きをするのかが分からないため、書く表現も不十分になってしまったといえよう。今後の課題としては、文章構造を意識した日本語作文を敎育現場で實踐できる敎育方法を開發していきたい。 Technology has changed the way people communicate. Written communication is preferred to verbal communication. As emails and instant messages are more frequently used than phone calls in this fast-paced era, it is important to write a main idea quickly in a brief and condensed version. Summary writing is a great way to develop such writing competence. This study aims to analyze (a) the summaries written by Korean students who learn Japanese as a foreign language and (b) the summary writing evaluation by teachers who teach Japanese as mother tongue and as foreign language. The evaluation was focused on overall structure of the summaries. Further, this study aims to discover how the teachers evaluated the summaries depending on the use of a three part structure (introduction, body, and conclusion) in the writing. The evaluation shows that the teachers gave a higher score to summary with a balanced three part structure than summary without any of the three parts. Among the students who received lower scores, some did not know about the three-part structure at all. Others knew but did not fully understand its function. The analysis suggests that it is important to teach structure of writing for efficient delivery of main idea. A following study will aim to develop strategies for summary writing skills using the three part structure.

Roles of Reading-writing Practices in Paraphrasing

김선영 팬코리아영어교육학회 2017 영어교육연구 Vol.29 No.4

The present study explores the role of the reading-writing practices in paraphrasing by examining whether literacy practices can be a variable to explain learner differences in paraphrasing skills. From a perspective on reading-writing connection, the students in an EFL English classroom were divided into two groups: less integrative students engaging in reading in separation of writing and more integrative students engaging in reading in connection to writing. Then, the group differences in the use of paraphrasing types (i.e., Copy, Near Copy, Minimal Revision, and Substantial Revision) were analyzed, using the students’ summary writing as base-line data. The results showed the inseparable connection between reading-writing practices and paraphrasing skills. First, the group difference in using ‘Copy’ type was found to be significant in favor of less integrative group. For less integrative group, the ‘reading-few intermediate text-writing’ pattern was closely related to the dependency on ‘Copy’ type. Second, the group differences in ‘Near Copy’ and ‘Minimal Revision’ were not immediate. Third, regarding ‘Substantial Revision’ types, the students in more integrative group dominated those in the other group, indicating higher ability to incorporate a source text into their own summary. More specifically, the ‘reading-intermediate texts-writing’ pattern helped to explain their paraphrasing skills at a higher level. The present study argues that teaching appropriate paraphrasing skills should be coupled with relevant classroom activities effectively combining reading and writing practices.