학술적 글쓰기에서 주제 선정 지도 방안에 대한 연구

Abstract

This article is in looking at the characteristics of academic writing and the subjects set by learners, and based on it, in finding ways to teach the selection of subjects when making academic writing. In writing education, subjects were treated only to the selection and concretization of subjects. For academic writing, it is necessary to provide specific process to learners from the moment they set the subject. Academic writing is written on the premise of reading data, whether in essay format or in report format. The learner should read the reading data related to the subject and carry out a process of justification to demonstrate his or her views and opinions. However, the subjects first chosen by the learners was influenced by many other writings, beyond the level of learners, and their views and opinions were ambiguous. This makes it difficult for learners to carry out the justification process, so the pseudo-subject must be specified in order for learners to carry out the justification process. The sub-items of the subject should be identified as the real subject by reducing the scope to the maximum extent possible. Then, we have to go through the finalization process of a thesis statement that changes the true subject into a declarative sentence. The process will allow learners to seek out what and how to prove themselves. The lecturer should ask the learners to compile a list of data once the topic sentence has been finalized. By doing so, the lecturer should encourage learners to read material to understand and explore the subject. This process provides the basis for writing education that is built on reading, and writing education that performs the work that the learners themselves justify.