계열별 글쓰기 교육의 방향성에 대한 재고 -E여대 교재 및 수업 개편 사례를 중심으로

Abstract

This thesis aims to examine some of the right directions for writing education by academic track by investigating a case of a university that was located in Seoul and started to offer different writing education according to academic track. Meanwhile, writing courses focused on common writing competencies in this university, and the learners seemed to be dissatisfied with this type of education since the characteristics of their academic tracks were overlooked. So the university attempted to develop different textbooks by academic track and to reorganize the existing courses. In this study, the professors who were responsible for writing education were interviewed, and a survey was conducted on the learners who took writing courses. The findings of the study were as follows: Every professor who offered writing education didn't require the new students to do advanced writing related to the unique features of their majors. Instead, they asked them to strengthen basic competencies such as thinking faculty and expressiveness. According to the results of the student survey on textbook reorganization, there were no significant differences according to major. Thus, the position of the receivers wasn't much different from that of the lecturers irrespective of major. Under the circumstances, the textbook compilation committee of the university put stress on fostering basic competencies required for the development of thinking faculty and expressiveness in the first half of the textbooks, namely in the first half of instruction, and it provided opportunities to practice diverse sorts of writing in the latter half of the textbooks, namely in the latter half of instruction, in order to play up the intent of major-based differentiated instruction. However, there were marked differences according to major in their choice of themes for term paper that replaced finals. The themes chosen by the natural sciences students were a far cry from their major, and the music students mostly discussed overall popular culture instead of choosing particular themes related to their major. The themes chosen by the nursing students were fairly well linked to their major, but it's needed to consider if an emphasis of relationship with major rather might result in limiting the creativity of the students because many of the themes of the nursing students were the same as what they dealt with in their major courses, Given these findings, the characteristics of academic tracks should be taken into consideration when writing education is provided in the future, and it's required to pursue "conversational" lectures that could satisfy the needs of learners at the same time. If lecturers keep listening to the voices of learners and reflect them in class, that will make it possible to play up the intent of "specialization" and to give more satisfaction to learners.