비평적 에세이 쓰기를 통한 대학생 글쓰기 교육 연구

Abstract

Process-based writing, which sees writing as a serial procedure, has done its job in overcoming the shortcomings of product-based approach and in systemizing writing theory and method. But process-based writing also has its weakness not to be able to show the solution for the core problem of writing, that is, how to make the contents. This weakness is consequence of categorizing the writing process. Especially, beginners in writing have some tendency to follow model writing procedure mechanically with short-sided view using just a little available information. Therefore, a study is necessary for how to get university students to make most of their knowledge and to output productive ideas and to do assertive writings. This paper shows critical essay writing as the appropriate method for students to build up content generating strategy. Critical essay focuses on students’ emotion and experience activated by the given writing material as well as is based on reaction to and understanding of the given writing material. So, critical essay is writer-oriented writing. Students can find out their own intentionality on the given writing material and undergo hermeneutic understanding i.e. introspective recognition of one’s own experience. In critical essay writing, students can recognize inter-connection between subjective area and objective area and can extend boundary of their thoughts. Also, students can get analytical view on themselves and the world around them in order to investigate optimal solution. Those experiences and process lead students to know how to create contents of writings. This paper also reveals actual and effective methodology in critical essay writing class. Abstracting the given reading material and discussion are the core parts of class. Those core parts make it possible that students’ pre-understandings reach the investigational area where productive understanding of the given reading material is possible. Intertextuality is also a part of effective methodology. Intertextuality uses multiple texts to maximize background knowledge of students who have shallow reading experiences. Using multiple texts and discussion, students analyze their own pre-understandings with multi-angled view and carry out contents generating process in which students’ thoughts are modified, transformed and extended. Those process and method reach to accomplish the goal of critical essay writing i.e. producing independent as well as communicative contents.