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논문검색은 역시 페이퍼서치

> 한국작문학회 > 작문연구 > 40권 0호

작문연구검색

Research on Writing


  • - 주제 : 어문학분야 > 국어학
  • - 성격 : 학술지
  • - 간기: 계간
  • - 국내 등재 : KCI 등재
  • - 해외 등재 : -
  • - ISSN : 1738-883x
  • - 간행물명 변경 사항 :
논문제목
수록 범위 : 40권 0호 (2019)
초록보기
This study investigated the perception of university professors in syllabus of "logic and essay writing" by applying text mining and searched for the direction of contents that should be taught to pre-service Korean language arts teachers. As a result of the analysis, the contents of the argument elements were detailed in the existing syllabus, and the textbook supporting this (Williams & Colomb, 2007/2008) was structured relatively systematically; however, the content of the epistemic cycle of essay writing related to multiple document literacy (multiple document comprehension, discourse synthesis), teaching and learning and evaluation appears to form a relatively less specific or isolated network of forms, which could be seen as a further development item. Theoretical and educational implications were discussed based on results.

설득적 글쓰기에 나타난 고등학생 필자의 자료 활용 특징 분석

최영미 ( Choi Yeongmi ) , 박영민 ( Park Youngmin )
한국작문학회|작문연구  40권 0호, 2019 pp. 45-76 ( 총 32 pages)
6,700
초록보기
The purpose of this study is to investigate the differences in selecting and using the source Contents by levels on persuasive writing by high school students. In this study, we extracted key words from source text and student writing, We analyzed the selecting of the source contents through the degree centrality and the cohesiveness of the texts through the component analysis. In addition, we examined patterns of utilizing the source Text in persuasive writing through sentence transformation in the argument structure. The results of the study are as follows. First, The selecting of the source contents in the source Text varies by level. Second, The using of the source Text varies by level. Third, There are differences in the way in which the information selected from the source Text is converted into the argumentative structure of persuasive writing. This study focuses on the selecting and using of information after high school students read the source considering the context of the situation from a single source Text. This study can contribute to the study of high school students' information processing and semantics. meaning construct ability.

읽기이해 예측지표에서 나타나는 난독현상 경험 아동과 일반아동의 차이점 연구

양민화 ( Yang Minwha ) , 김보배 ( Kim Bobae )
한국작문학회|작문연구  40권 0호, 2019 pp. 77-110 ( 총 34 pages)
6,900
초록보기
The authors investigated whether a difference exists in reading comprehension predictors between students with and without reading difficulties. A series of multiple regression analyses were conducted to determine reading comprehension predictors. The results showed that vocabulary and working memory accounted for 35% of reading comprehension in students without reading difficulties, while fluency and listening comprehension were associated with 43% of reading comprehension in students with reading difficulties. The follow-up analyses further pointed to reading fluency as the foremost predictor for students with reading difficulties. The results also suggested that as the students mature and become more successful readers, they spend more cognitive resources on higher-order cognition skills such as vocabulary and working memory while less skillful readers focus on using text-oriented skills such as reading fluency during their reading comprehension.

대학 논문 작성 교육의 과정적 접근과 다면피드백 -서울대학교 <사회과학글쓰기> 수업을 중심으로-

박현희 ( Hyun-hee Park )
한국작문학회|작문연구  40권 0호, 2019 pp. 111-154 ( 총 44 pages)
8,400
초록보기
This study aims to develop effective research paper writing strategies for college students by proposing a teaching strategy that complements the existing process approach with a multi-faceted feedback (MFF) system. Based on the writing pedagogy of a ‘Social Science Writing’ course offered at Seoul National University, this study presents a process approach educational model, the roles of MFF, and its educational implications. By drawing special attention to the research aspects of research paper writing, this study developed steps in teaching how to write a research paper. The writing process is divided into the following five steps. The first step requires understanding the basics of writing a research paper and ‘finding the writing topic’ (topic selection draft form). Step two is understanding the research paper writing process and ‘study design’ (research proposal). Step three requires getting feedback on the proposal and revisiting and revising it. Step four involves revising the proposal, carrying out the research, and writing the research paper. Step five necessitates receiving feedback on the paper and making final revisions (final revised paper). By the instructor offering MFF in each step, students have a chance to experience interactivity, revisiting, and parallelism while writing a research paper, ultimately improving their research paper writing. In fact, the majority of students wrote a better research paper by integrating the feedback derived from each step. Incorporating MFF into the process approach is believed to be a highly effective method for teachers to use when instructing students in writing better quality research papers.
8,500
초록보기
The purpose of this research is to obtain basic data to support the improvement of writing education for lifelong learners. For this purpose, first, evaluation of writing ability of lifelong learners, second, awareness of writing ability of lifelong learners, analysis of lifelong learners' needs for writing education, and in - depth interviews of teachers. According to the results of the survey, lifelong learners were burdened with the task of < writing > lecture, and the minimum level of writing ability required to carry out the study at university was around 40-60%. However, when compared with the minimum level required for the detailed ability of writing, his ability was relatively low. In addition, lifelong learners were highly demanded for deepening writing education, but the teachers felt that the need for deepening writing education and writing education for strengthening basic ability were more urgent. According to the results of the diagnostic evaluation, the final achievement of the lifelong learners was 49.9% of the general learners, and the writing ability was half of the general learners. Therefore, it is considered that lifelong learners' writing education should focus on improving basic skills.

교육대학 <글쓰기>의 특이성과 교육적 접근 방향 탐구 - J대학교 사례를 중심으로 -

전제응 ( Jeon Je-eung ) , 이주섭 ( Lee Ju-seob )
한국작문학회|작문연구  40권 0호, 2019 pp. 201-223 ( 총 23 pages)
5,800
초록보기
The purpose of this study is to explore the specificity of the College of Education's Writing course, and to propose a difference-making mechanism to find an educational approach. I looked at the peculiarities of the College of Education's Writing course in three respects. First, it is a singularity that occurs in writing learners. Unlike ordinary college writing learners, an education college writing learner is both a liberal and potential writing teacher. Second, it is a peculiarity that appears in the curriculum. The content, methods, and evaluation of the liberal arts and writing curriculum are directly and indirectly linked to the curriculum of the major courses. Third, it is a peculiarity that appears in the academic community. Family similarity is a peculiarity that occurs in the academic community of education colleges. In this study, I emphasized a tough approach to the differential generation mechanism. Finally, I analyzed the plans for Professor A's Writing course and proposed a direction for improvement.

자기에게 보내는 편지를 활용한 성찰적 글쓰기

최승식 ( Choe Seungsik )
한국작문학회|작문연구  40권 0호, 2019 pp. 225-253 ( 총 29 pages)
6,400
초록보기
The objective of this study is to practice introspective writing using letters based on the characteristics of reflective writing. In the meantime, there have been several researches focusing on reflection in the writing process or reflection through sharing with others. However, this approaches were not suitable for the nature or purpose of introvertive writing. Introspective writing is an activity that has its own personality in content and form. For introspective writing, the production of writing is personal and the process of consumption is introvertive. In this regard, the study presented six premises for introspective writing. Based on these principles, I proposed < the Monthly Letter to Myself >. In addition, after conducting < the Monthly Letter to Myself > activity, the questionnaire was conducted to analyze students' perceptions of letters. In conclusion, the students conducted introspective activities through their monthly letter and hoped to continue their introspective writing.

논증 교육에서 전제의 재개념화 및 백워드 설계 기반 ‘전제 탐구’ 단원 개발

유상희 ( Ryu Sang-hee )
한국작문학회|작문연구  40권 0호, 2019 pp. 255-297 ( 총 43 pages)
8,300
초록보기
The purpose of this study was to reconceptualize ‘warrant’ for the teaching and learning of argumentation and to develop a ‘warrant unit’ using a backward design model. Based on previous discussions about warrant in argumentation, this study conceptualizes warrant as underlying assumptions that an arguer uses to draw an argument (conclusion) from evidence. In particular, this study extends the element of warrant to include not only commonly shared principles but also possibly subjective values and beliefs. Drawing on the three steps of the backward design model, this study developed the warrant unit: confirming desired results, determining assessment evidence, and planing instruction. We expect the study to have the following effects. First, it contributes to rethinking the possibility and meaning of teaching and learning of warrant in argumentation education. In Korean education, warrant is often regarded as an element that is largely shared and can be easily omitted. Although this may be true, teaching the element of warrant could help students to examine logical connections between claim and evidence and explore possible disputes between different warrants. In addition, warrant instruction could help students to examine their own underlying assumptions and those of others and to interact with people who might have different assumptions. Considering our globalized society, which is filled with conflicting assumptions, the teaching and learning of warrants are remarkably valuable.

대학생 학업 역량 지원을 위한 CTL 글쓰기 프로그램의 운영 방안

최숙기 ( Choi Sook Ki )
한국작문학회|작문연구  40권 0호, 2019 pp. 299-337 ( 총 39 pages)
7,400
초록보기
The purpose of this study was to investigate the main strategies of the CTL writing program for university students' academic ability, which is one of the core tasks of CTL (Center for Teaching and Learning). In this study, we analyzed the current status of CTL writing program to support the academic ability of undergraduate students at 8 universities including Seoul National University, and 2 universities including Seoul National University of Education. In order to improve the academic capacity and academic literacy of college students, the details of CTL writing education program are summarized as 1) a summary writing and writing to QEG-based QER as textbook learning strategy (2) teaching writing ethics guidance based on text borrowing, (3) writing proficiency assessment and teaching for foreign students who are based on sheltered instruction, and Respectively.
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