담론공간과 대학 글쓰기 교육 내용 연구

Abstract

The purpose of this paper is to present the writing education contents for university students that make comprehensive and integrated use of the process-based writing education, the genre-centered writing education, and proofreading coaching education to become the writing education recognizing the context of discourse space. In order to achieve educational value and goal which the competency-based education and the integrated theory of writing commonly seek for in recent days, university writing education should be a practical writing education, realizing a concrete discourse space on which language activities are developed in modern societies. The educational contents of university discourse space are academic writings. As examples of practice of the genre-centered writing, subjective writing educations include cover letter writing, reports on families which one can realize subjectivity through the relationship between self and society, and writings on his or her campus lives. There are also report-writings, thesis-writings, and academic essay-writings in augmentative writing educations. The educational contents of social discourse space are topical subject writings. As examples of practice of the genre-centered writing, critical writing educations include column-writings and writings on current affairs. The communicative writing educations are writings on SNS. The educational contents of cultural discourse space are creative writings. As examples of practice of the genre-centered writing, essay-writings and critical essay-writings belong to emotional writings, and poem-writing, travel essay writing, and story-telling are included in literary writing educations. The educational contents of business discourse space are practical writings. As examples of practice of the genre-centered writing, there are project presentations, proposal documents, and product manuals, and patent application-writings.