대학의 학술적 서평 쓰기 교육의 과정 중심 접근

Abstract

Learning how to write academic book reviews is useful for university students in acquiring and incorporating ‘transferability’ and ‘authorship’ into their academic writing. The positive effects of ‘transferability’ developed through writing book reviews will show most clearly in those students that struggle with comprehending scholarly literature rather than those that struggle with ordinary academic articles. This is because, by applying the process-oriented approach, students are able to refer back to their initial understanding of the literature, rearrange their knowledge, and develop a critical perspective on the matter, even from the preliminary stage of academic reading. Why this approach is so necessary is because many students suffer from the problem of misreading and thereby fail to understand correctly the meaning behind the academic literature that they are reading. An additional reason why book review writing is an effective method of learning and thereby helps develop transferability of academic writing is because it provides an opportunity for students to read many different kinds of literature and form critical views on the subject matter. A second positive effect of writing book reviews is that students are able to nurture their creative ideas and thereon form ‘authorship’ in the process. This is a direct result of the students being able to subject their ideas to the scrutiny of their fellow peers and allowing their ideas to enter a process of adjustment and modification, and this process begins from when they start reading and extends itself all the way until they are done editing what they wrote. The objective of this research is to support the claim that a process-oriented methodology that focuses on the way that meaning is formed through social interaction is effective in developing transferability and authorship in regard to book review writing. The process-oriented approach represents a way of learning that takes into account the recursive, interactive, and parallel features of writing and thereby incorporates diverse activities as well as different aspects of interpersonal communication in order to reinforce the formation of meaning in a socially interactive setting. The way that this methodology can be applied in practice is through the activation of the various aspects of learning (reading, writing, deliberation, feedback, self-correction, and editing) at its various stages. Multidimensional feedback that students receive helps supplement the way that students can become complacent to result-oriented textual learning and reinforces what is commonly considered the Achilles' heel of process-oriented approach. It is by applying the process-oriented approach that students learn to understand and comprehend the text on their own and to subsequently test that knowledge against the critique of their fellow students. Moreover, additional knowledge about various genres and their characteristics can be acquired through guidance given by lecturers having observed that sufficient deliberation has occurred among the students. In sum, the significance of this research is derived from its proposition that the process-oriented approach, as an effective method of learning book review writing at the university-level, can be used as an alternative to methods that focus on genre and form in academic writing.