협조적 과정으로서의 쓰기 교육
Writing teaching as a cooperative processing
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Abstract
In this article, I have analyzed what has been discussed among scholars on the Processing-Oriented Writing Education, which is a useful method of writing education. And then I have presented some practical ways to apply this method more effectively. First, I have emphasized that the whole process of writing is necessary to be executed in a classroom setting in which teacher and student can interact closely with each other. Through the interaction between teacher and student in a classroom, writing activity can be a cooperative process rather than a solitary work of a student. The comments and feedback from colleagues and teachers throughout the process of writing enable students to learn how to write. Second, I have explained that effective writing requires revision and evaluation. The written material of students can be used as the arena for checking and correcting errors in their writing. Writing education is really a place where a teacher and a student can meet together for the ideal cooperative education. Third, the difference between L1 and L2 students has been given attention. Writing education requires much time and energy from teachers and students. In general, L2 students need more help than L1 students in understanding the subject and making strategies of the writing. The writing results of L2 students need more careful revision and evaluation as well. Last, I have described the sequence and components of the Processing-Oriented Writing Education. Writing components have been divided largely into practical writing, comprehensive writing and functional writing. These components should be made up by the practical aspects. It is expected that students' writing ability will be increasing significantly if the Processing-Oriented Writing Education is adopted in the classroom with well prepared teaching materials.
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