This essay aims to discuss on the possibility and conditions of Creative Writing Education through the Secondary Education that we are presently running on and this essay intends to result in the following discussion topics: First, the 7th education courses recognizes creative writing teaching desirably and freshly as an important process of the literature education, but if this suggestion is reflected successfully in the education field or not is another matter though. Second, Life Literature including the epic in life and the lyric in life, as a major step of the creative education, is alienated in the present education field. It seems advisable to deal with the creative educational programs together with writing teaching area rather than only connecting to appreciation teaching of the literary works. Third, the current secondary school education program and the creative education program of the major at the University tend to have the sides of focusing on the technique training. This seems not independent of cramming method of teaching, they are not effective and such an approach is also in possession of side effects. The meaning and significance of technique training should be limited to a secondary means to appreciation teaching. Fourth, the common education and regular education do not need to carry out professional writers training. The fact could be a valuable clue to determine the contents of creative education beyond a simple block of the category. In short, usually in the education field, creative writing training will have to be processed in the context of the recalling self-examining features and essential situation such as training and expansion of humanistic recognition for life.

The aim of this study is focusing on finding a living way about self-narrative creating writing`s education in high school. Namely, What kinds of self-narrative creative writing`s education should be practiced in high school, So, How self-narrative creating writing`s education can be began actively in high school. But, To the present, The study on narrative creative writing`s education is focusing on novel creative writing`s education. But, According to the flexible genre point, Narrative essay has a essential role in self-narrative creative writing`s education. First of all, The goal of narrative creative writing`s education is to get student to be get self-education from ordinary life for his life. Self-narrative creative writing`s education is suitable for fulfilling this goal. Especially narrative essay creative writing`s education out of self-narrative creative writing`s education is useful more than novel creative writing`s education for fulfilling self-education. Of course, there are a diary, a memoir, a biography, a travel`s journal, a narrative essay, self-novel in self-narrative creative writing. But, novel creative writing out of many self-narrative creative writing is not easy for high school student to learn because of it`s much manuscript and difficult technique and so on. But narrative essay creative writing`s education related with a travel`s journal, a narrative essay is easy because of little manuscript and easy technique, and so on. Therefore many students are like writing travel`s journal and narrative essay prior to novel in high school. According to this inclination, This study have a prospect that creative writing`s education of travel`s journal and narrative essay should be practiced in first for self-narrative creative writing`s education in high school. But there are problems to solve for creative writing`s education of travel`s journal and narrative essay to be practiced prior to any kinds of self-narrative creative writing`s education in high. First, What creative writing`s education of travel`s journal and narrative essay is pursuing should not be life`s narrow world. Second, writing`s education of travel`s journal and narrative essay should be studied by intimate relation with writing`s education of self-novel. Third, Writing`s education of travel`s journal and narrative essay should not focused on life`s philosophy only. Also, Creative writing curriculum including intimate hierarchy with elementary school and middle school`s creative writing education should be lively studied with teaching-learning`s method and assessment about writing`s education of travel`s journal and narrative essay.

Poem writing eduction has to be understood in the framework of literature education, Korean Language eduction and education itself. In this framework, poem writing represents a barometer of ideology or fundamental consideration of Korean language eduction. It means poem writing eduction constitutes a starting point of a proper Korean language eduction. Education of poem writing, however, is based on the understanding of the process of poem writing, which C. D. Lewis, British poet and critic, divided into three stages. Nowadays poets suggests revised version of the stages of poem writing: source, consciousness, and configuration of poem. However, the source and consciousness of poem could be merged into a single stage, and in which we can trace three different paths of poem writing. The first path is an impulse of self-expressions, upon which a high emphasis should be placed as poem writing has to be initiated by this impulse. Self-expression, however, in itself demands an introspection, in which a poet needs to develop linkage between `being in self` and outside world. In this process introspection develops a sense of sovereign being, in which established critical mind to recognize the issues of outside world. The `discovery of poetic situation` is the result of a critical mind, and constitutes the second path of poem writing. According to Ji Woo Hwang, in this context, poem writing is a pursuit of something poetic, not a simple writing of a poem. A line of epigram or poet phrase may suddenly arises out of a long thought of his/her own self or a particular issue of the world. This `discovery of poetic dictions` comprises the third category.

This study try to understand aspects of transform, when a classic narrative changes into a novel. An old story, was the wring material for the novel writing. Aspects of transform are described as followed: First, rewritten novels configure the conceptual network of action more specifically and concretely than the sourced text. The second, novels strengthen and reconstruct narrative logics by replacement of a causal relationship or setting a different context. The third, as the most comprehensive aspect, novels changes the story creatively. The result of analysing rewriting texts can show ways to adaptation from classic narrative to novel. And that can take the role to provide a guidance in the design of creative writing programs.

Literature text of the 7th curricula makes efforts to reflect the tendency of globalization and understanding of the peculiarities and universal validities of Korean literature at the same time. One must investigate common points of similar types of texts including idiosyncracies caused by time and place, culture as well as globalization. However literature texts do not emphasize the importance of peculiarities rather than universal validities. Thus, this paper will demonstrate this matter in this paper. Literature text in high school mostly contains following two problems. First, it disregards the characteristics of Korean War and explicates the general circumstances of that war. Second, the external and internal damages of Korean War have been pushed out of its central issue and the general atmosphere of those works occupy its mode. In this context, literature text contributed to the understanding of post-war novel, but it was not satisfactory in its peculiarities of Korean post-war novel. The existing literature text makes an emphasis on the importance of background in Son Changsup`s . That explanations of the background of rain and deserted house as aspects of hypochondria, uneasiness, and periodical negativity can be effective means to make out the universal validity of post-war novel, however, it is not so helpful to explain the uniqueness of Korean War. truthfully responds to this binary world. Dongok and Donguk are literary brother and sister comforting and helping each other. However this close relationship gradually collapses into mistrust by losing cooperating relationships. Lee Bumsun`s depicts circumstances of disintegrated family members. Jang Yonghak`s induces describable objects as spatial confrontation and stylish contrast. Like this paper has demonstrated, to make better understand the universal validities and peculiarities of Korean literature, we must pay attention to the literary theory as well as peculiar circumstances.

Through this paper I attempted to analyze the history and meaning of the canon in Korean literature education. In order to do this I first explained the components of canon, including selection and prescription, competition and compromise. Then I explained the different types of canon, including work canon, author canon, interpretation canon, and pedagogy canon. I then observed the historical development of the debate on canon in England, the United States, and Korea, and explained the definition and meaning of similar canon, alternative canon, and counter canon, which play the roles of canon in Korean literature education. Lastly, I considered the history of canon in Korean literature education, and discussed alternative debates, as well as the problems and perspectives of canon in modern society, such as the role of canon as an ideology and ideological equipment of a Nation(AIE, appareils ideologiques d`Etat), and recomposing of canon in a multicultural era.

We can not emphasize too much importance of literary experience in childhood. Korean education makes it possible of student to communicate with world, to interact the idea and to grow by himself through language. It is somewhat hard to maximize the strength of literature experience in the field of current literature education. I focus on the fact that literary experience in childhood should be conducted through the meaningful transaction with text. Rosenblatt denominated this kind of transaction in reading literature `event`. I emphasize the fact that literature education for children should play an important role in activating and deepening this event. Therefore I investigate the way of deepening the literary experience in childhood mainly in the genre condition that is one of the text condition. I especially concentrated this research on the experience issue about poetry text. About narrative text, there are already some works on the literary experience of world and human. However it has been pointed out continuous as drawback that literature education has had a tendency to emphasize more the formal elements than experimental elements in poetry text. Therefore it could be concluded that poetic experience and narrative experience should be considered as significant contents in literature education to maximize the contact to the world, which is the essential value of literature, and poetic experience about narrative text and narrative experience about poetic text can be considered actively in this aspect.

The `verbal-literary giftedness` is an alternative concept for a gifted child who has excellence in language performance. It can be defined as `the ingenious and integrated thinking ability and disposition that contributes to one`s ability of producting a creative discourse based on humanistic values`. In this study I suggested a quantitative distinguishable testing tool(DTT) to diagnose the verbal-literary giftedness. This tool has four main standards(verbal thinking, use of thought device, expression, linguistic convention) each from the four element of creativity(mental-, functional-, substantial, and experiential element). In this tool these standards take concrete shape as six sub-standards. The index of the sub-standards has the plural hierarchy. I examined this testing tool on free literary responses of 580 students from Grade 3 to Grade 9, and the specialists of education for the verbally gifted verified the suitability as DTT. As a result, some interpretations as follows were obtained; -potentiality in verbal thinking and use of thought device is prominent disposition to be diagnosed in DTT. -an achieved verbal product has to be interpreted whether it was mainly begun from learning when it is valuated. -DTT has to carry out its role to discover children`s various potentiality not only in specific literary discourse but also in universal humanistic discourse.

At this article, made researches on the concept for the literature ability and laid a scheme of structuring for the literature ability based on genre of the poetry. By doing research, can find the fact that defining several ways for the literature ability by combining several elements is more productive than defining the concept of the literature ability as the one proposition. However, full inspection is necessary to actualize practically the concept and structure of the literature ability. Especially, if category of the literature ability proposed at the front sentence can be realized by detail according to the characteristics of the activity which carried out at each genre, actual sample should be suggested. By doing so, that can be possible to utilize at the actual scene like formation of the education material or valuation of the education. Some knowledge of the literature both at genre of poetry and the other genre must be detailed. This means that an attempt to clear and be detailed for the literature ability at each area of the genre must be made. After that, the whole frame of the literature ability can be established. The literature ability is individual and then it may be conflicted at th place of seeing of teacher and teacher, teacher and students, students and students. To find a contact point of ideal and reasonable education, such conflict is natural and on the contrary to find a method to solve the problem is necessary. Discussion of the literature ability is the starting point. Study for these areas is desirable the whole frame of the literature education I can completed after clearing the concept and structure of the literature ability with those discussion.