An Analysis of Writing Activities in High School English Textbooks
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참고문헌
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초록
The purpose of this study is to analyze and review writing activities in high school textbooks according to the Standard of Achievement defined in the revised 7th curriculum. First, it categorizes the activities from selected textbooks, English Ⅰ(Grade 11) and Ⅱ(grade 12), under the three divisions of Raimes’ controlled-to-free approach and under the four writing tasks by Scott. Then it analyzes each activity, focusing on what ways it fulfills the relevant Standard of Achievement. All the goals of Standards of Achievement largely follow, hence can be categorized into, one of the suggested writing approach and tasks. After the analysis, it was found that there was a substantial unbalance among the number of activities intended for the controlled-to-free approach. The textbooks provide a large number of activities for guided writing, which contributes to developing written coherence and organization less effectively than free writing. Free writing, though possibly tough and confusing at first, is an inevitable practice for paragraph composition. Students are expected to learn ways to select words and build logic throughout repetitive tasks of various topics. As the ultimate goal of writing education is to enable students to write with autonomy and coherence, it is desirable to provide more free writing activities than being provided today.
Abstract
The purpose of this study is to analyze and review writing activities in high school textbooks according to the Standard of Achievement defined in the revised 7th curriculum. First, it categorizes the activities from selected textbooks, English Ⅰ(Grade 11) and Ⅱ(grade 12), under the three divisions of Raimes’ controlled-to-free approach and under the four writing tasks by Scott. Then it analyzes each activity, focusing on what ways it fulfills the relevant Standard of Achievement. All the goals of Standards of Achievement largely follow, hence can be categorized into, one of the suggested writing approach and tasks. After the analysis, it was found that there was a substantial unbalance among the number of activities intended for the controlled-to-free approach. The textbooks provide a large number of activities for guided writing, which contributes to developing written coherence and organization less effectively than free writing. Free writing, though possibly tough and confusing at first, is an inevitable practice for paragraph composition. Students are expected to learn ways to select words and build logic throughout repetitive tasks of various topics. As the ultimate goal of writing education is to enable students to write with autonomy and coherence, it is desirable to provide more free writing activities than being provided today.
참고문헌 (15)
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