글쓰기 교재의 자기소개서 항목 구성에 대한 연구 －거점국립대학교 글쓰기 교재의 자기소개서 항목을 중심으로－

Abstract

In this study, the reality of self-introduction education in university writing education was identified through the topic of self-introduction in the writing textbook of the hub national university. Four stages of preparation, writing, example, and exercise were divided into four sections to examine the problems of the self-introduction item. In the preparation stage, the lack of explanation for the genre and explanation for the pre-survey were cited as problems. In the preparation stage, declarative writing techniques and specific written methods were identified as problems. In the writing stage, declarative writing techniques and specific written methods were identified as problems. At the stage of the illustrative examples, some textbooks have found that examples are presented without the formal and detailed conditions of the question or self-introduction, and the diversity of examples is not ensured. In the exercise stage, the problem was pointed out as the lack of practicality and non-stepwise practice problems. It then proposed the formation of a question-integrated self-introduction item. A description of the concept and genre characteristics of the self-introduction should be systematically presented to plan during the preparation stage. Data surveys should systematically present the importance of pre-survey, the method of pre-survey, and the method of utilizing the results. The stage of writing, the stage of illustrative examples, and the stage of exercise questions form an integrated configuration. The writing stage should specifically provide an analysis of the question intention and the writing method by questions. At the stage of the illustrative examples, a variety of best examples should be experienced. And at the stage of the exercise question, practical and stepwise exercise question are experienced. Therefore, efficient self-introduction writing education should be pursued.