대학 글쓰기 교육에 대한 비판적 접근과 맥락적 글쓰기 교육의 제안(2) - 브루스 맥코미스키(Bruce McComiskey)를 중심으로

Abstract

In this study, we attempt to examine the present situation of university writing education, deepen the process–centered approach based on cognitive constructivism, strengthen critical literacy, and propose a ‘contextual writing model' in a perspective of considering the experiential subject of college students focusing on Bruce McComiskey’s theory. The contextual writing model is a reflective learning as an experience of 'social process discovery learning,' which stimulates interaction through dialogue between author and critic, and reflects the balance of adaptation, resistance, and negotiation as a result of the interaction. <Step 1 discussion> is to share the experience and background knowledge of the learner more variously and freely than the pros and cons of the existing consultation center or evidence-based, and to drive to reach a holistic perception of oneself and the context surrounding it in that one reflects oneself to adjust one’s idea while listening to other learners' opinions. <Step 2 production> is a meaningful teaching method in that it learns how to create new values through establishing self-identity at the time when the possibility of various cultural and social changes is opened through writing today. It is expected that an effective contextual writing model applicable to the conditions of the education field will be established if we supplement the process of analysis, feedback, and revision of the recording data and the column which encompass the discussion process subsequently.