학술적 글쓰기 교육 사례 연구 - 통번역학 박사과정 수업 경험을 중심으로
A Case Study of Translation Studies Doctoral Students’ Academic Writing Training Based on a Collaborative Writing Workshop Model
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Translation Studies doctoral students at graduate schools of translation and interpretation generally lack research experience prior to undertaking doctoral studies because the general focus of their master’s degree in Translation Studies was toward developing practical translation and interpreting skills. As a result, they are often required to develop and train key research competencies concurrently to their doctoral coursework. One such research competence is in academic writing, essential to presenting a doctoral dissertation and disseminating their research findings. Such a key research competence is deserving of academic support and training to develop. This paper presents a case study of a specially designed doctoral course that aimed to develop academic writing ability based on a collaborative writing class model. The workshop style course led students through the process of preparation, drafting, and revision through peer feedback and teacher feedback. This paper discusses the training experiences in a reflective manner and argues that such collaborative writing process can effectively raise students’ awareness about effective academic writing and enhance their academic writing abilities.
Abstract
Translation Studies doctoral students at graduate schools of translation and interpretation generally lack research experience prior to undertaking doctoral studies because the general focus of their master’s degree in Translation Studies was toward developing practical translation and interpreting skills. As a result, they are often required to develop and train key research competencies concurrently to their doctoral coursework. One such research competence is in academic writing, essential to presenting a doctoral dissertation and disseminating their research findings. Such a key research competence is deserving of academic support and training to develop. This paper presents a case study of a specially designed doctoral course that aimed to develop academic writing ability based on a collaborative writing class model. The workshop style course led students through the process of preparation, drafting, and revision through peer feedback and teacher feedback. This paper discusses the training experiences in a reflective manner and argues that such collaborative writing process can effectively raise students’ awareness about effective academic writing and enhance their academic writing abilities.
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