‘주제－주제문’의 의미 관계를 통해 본 대학글쓰기 교육의 과제

Abstract

In college writing class, the major lesson objective is to make students create the valuable theme with in-depth thinking and diversity. For this, learners need to realize the importance of creating a thesis statement. However, it is rare for students to realize that they have difficulty in making a thesis statement. The learners implicitly tend to consider that a thesis statement is already given, and they cannot realize the necessity of the efforts to make a thesis statement on their own. In order to solve this problem, this article investigates the prior college curriculum related to the thesis statement and the textbook of ‘speech communication and written composition’. Based on the analysis result, this article observes how the implication of theme and thesis statement affect the learners；and proves that the implication of the curriculum isn’t connected to students’ learning on theme and thesis statement. That is, in curriculum, by only exposing the theme, not reflecting the thesis statement, it is suggested that learners are likely to learn that thesis statement as well as theme is given like situational context. In order to ensure that the college writing education has “the depth of the theme”, it is necessary to reflect the process of modifying and expanding the result of the previous learning at the level of the professor - learner in the class. It is also important to consider the characteristics of college writing that you read base writing. In particular, it is important to provide opportunities for learners to experience the process of detailedization of the theme to be done in relation to ‘theme – thesis statement’.