‘고(高)-대(大) 접속’과 복합적 전이 －한국과 일본 대학의 신입생 대상 글쓰기 교육을 중심으로

Abstract

This study aims to broaden the scope of research that has been conducted mainly with regards to US universities, examine the cases of writing education for university freshmen in Japan, compare it with cases in P universities in Korea, and to seek ways to build a desirable FYC (First-Year Composition) system. Japanese universities clearly distinguish between “national language ability” and “Japanese language ability.” Furthermore, education is being conducted to develop “Japanese language skills,” including the ability to think in Japanese, so that newcomers to college can follow the “transformation of learning” that is different from the learning that takes place in high school. In addition, in order to overcome the “High School-University Disconnection,” FYC education for college freshmen is divided into two categories: 1) National Remediation Education to supplement “national language ability” and 2) Japanese Education for College Students. Concerning the former, first year education conducted by universities in Japan taught learners the Japanese knowledge required for university education in terms of the “High School-University Connection.” As for the latter, they were taught the ability to write academically in the field of their chosen major. Therefore, FYC education serves as a threshold for connecting high school graduates and university freshmen. (I’m not sure what you mean by “connecting freshmen and freshmen”) FYC, by linking the pre-and post-universities of college students, serves as a threshold chronotope that leads in the field of “integrated transfer” so that learners entering college can grow from taking individual subjects to social subjects, in addition to teaching the skills necessary for writing. In other words, FYC education provides the opportunity for learners to reflect on their lives and to find their “social-self,” serving as a bifurcation in which individual subjects seek their voices as social subjects with collective identities. From this point of view, FYC education conducted by P universities and the writing curriculum linked to FYC are combined with online tutoring, the Nasum Personality Certification, and nonsubject activities in order to help students find their own language while sharing with others in the community. This will find its significance in that it contains an attempt to provide a threshold beyond the boundary that promotes integrated transition. Writing is a journey of growth that lifts the curtain of dominant ideology that fragments individuals, while at the same time it advocates rationality and universality and establishes the writer’s collective identity as a social-self. If there are 100 students, they should aim for becoming writing that practices one hundred students' writing.