대학 글쓰기 교재의 구성에 관한 일고찰

Abstract

This study examined essential areas or elements for the organization of a teaching material for college writing, reviewed its components that should be distinguished from writing education in the secondary curriculum based on the characteristics of major college teaching materials in terms of organizational system, and discussed the organizational principles and concerned matters of a teaching material for college writing. The organizational system of a teaching material should flexibly design the required/core areas and elective/enrichment areas according to the educational ideologies and objectives of each college. Essential to that is the development of enrichment and connection courses related to writing in the college system of liberal education. The core of the organizational principles of a writing teaching material is integrated writing. A teaching material should actually be close to a reading teaching material or help to overcome text-based writing. It is time to contemplate integrated writing to actively consider "social and cultural contexts," "readers' environments," and "discourse community characteristics" beyond the limitations of teaching materials in which the connection principles between reading and writing are vague or embodied incompletely. It was in that context that the study discussed the issue of evaluation and the diversification and sophistication of reading materials. The current high school reading and composition textbooks should be reorganized in their content systems realistically as they contain an excess of theories and types. It is also required to achieve connection and enrichment among the narration, composition, reading, and grammar domains. Considering that writing and learning activities usually take place in the forms of group performance and role division in high school, individual writing should be reinforced in college. Since high schools cannot help offering only partial and fragmentary reading, colleges should be oriented towards long-breath reading, reading the entire texts, and integrated writing in an academic discourse community based on connections between reading and writing.