통합형 쓰기-읽기 학습 모델의 새로운 시도

Abstract

In this Essay, I propose a new integrated writing-reading learningmodel focused on problem solving. I also explain its characteristicsand applying processes with my own assessments on that. For that, insection two, I propose its thirteen characteristics: interest-maximizingclass, integrated model of writing-reading learning, procedural writing,summary notes, various feedbacks, blended learning, problem-basedlearning, problem solving class, learning without textbook, introductionof presentation and discussion, limitation on attainable goals, learnerleadingclass, holistic approach. In section three, I explain the classprocedures which are composed of five steps: orientation, group writing,group analysis on paper, individual writing and test. In section four,with detailed data, I show that there were signigicant progresses instudents’ assessment on the classes after the introduction of the model. I also propose five positive effects of the model: realization ofinteresting class, easy encouragement and inspiration, holistic perspectives on academic writings, enhancement of caring thinking competence anddisposition, availability of materials after semester. Finally I suggestthree possible weaknesses in this model: high pressure to students,confusion and repulsion in early stages, restrictions in time, space andfacilities.