읽기요약을 활용한 작문과정 연구
Modeling a Reading-based Writing Cycle Using Reading Summary
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In the context of reading-writing integration, intermediate texts L2 students produce during reading-writing practices have been recognized as a key variable influencing their writing development. This study empirically examined the role of reading-based writing cycles(i.e., reading practice-intermediate text-writing task), using ‘reading summary’ as a task bridging reading and writing. The intermediate texts produced were classified into the four categories, or ‘Copy, Near Copy, Minimal Revision, and Substantial Revision’, to analyze how students used these texts in their writing processes. The results showed that a group with high writing proficiency used intermediate texts more effectively in their writing practices than did a group with low writing proficiency. First, the high proficiency group dominated the low proficiency group in using the substantial revision category. Second, the students in the high proficiency groups engaged in two types of writing cycles; an organic writing cycle (active reading-using more intermediate texts-writing task) and a cycle skewed to reading (active reading-using less intermediate texts-writing task). Third, students producing less intermediate texts engaged in a writing cycle skewed to writing(passive reading-using less intermediate texts-writing task). This study argues that L2 practitioners should recognize the role of intermediate texts as an essential part of teaching practices; teaching how students use intermediate texts in their writing tasks.
Abstract
In the context of reading-writing integration, intermediate texts L2 students produce during reading-writing practices have been recognized as a key variable influencing their writing development. This study empirically examined the role of reading-based writing cycles(i.e., reading practice-intermediate text-writing task), using ‘reading summary’ as a task bridging reading and writing. The intermediate texts produced were classified into the four categories, or ‘Copy, Near Copy, Minimal Revision, and Substantial Revision’, to analyze how students used these texts in their writing processes. The results showed that a group with high writing proficiency used intermediate texts more effectively in their writing practices than did a group with low writing proficiency. First, the high proficiency group dominated the low proficiency group in using the substantial revision category. Second, the students in the high proficiency groups engaged in two types of writing cycles; an organic writing cycle (active reading-using more intermediate texts-writing task) and a cycle skewed to reading (active reading-using less intermediate texts-writing task). Third, students producing less intermediate texts engaged in a writing cycle skewed to writing(passive reading-using less intermediate texts-writing task). This study argues that L2 practitioners should recognize the role of intermediate texts as an essential part of teaching practices; teaching how students use intermediate texts in their writing tasks.
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