초등학생의 독후 논설문 쓰기 양상 연구

Abstract

This study aims at establishing the direction and approach for teaching the literature skills by investigating the argumentative writing modalities of elementary students after reading a book or an article. Hence, integration teaching program of reading and writing is developed for elementary students of fifth grade. Then, the stepwise modality of the development of argumentative writing after reading a book is examined so as to identify the change in the text of the literature discourse written by them after the introduction of the proposed teaching program. The research was conducted between March to May 2008. The result of the research is summarized as follows. Firstly, the discourse teaching program on the ‘selection of the theme’ did not affect the area of ‘selecting the theme related to pre－selected literature theme’ but had a great improvement in the area of ‘expression of the sentence fit for the theme of discourse writing after the reading.’ Overall, it had a very positive effect on student's writing ability to express his/her thesis. Secondly, the teaching program for literature discourse writing made it possible for the students who did not know or had difficulty in how to write to write systematically and step by step. The result was very positive as evidenced by the text of the student's writing. Especially, such problems as writing of unclear thesis, incapability of suggesting the rational and logical basis for the student's thesis, and incapability of selecting the title appropriate for the content of the student's writing were noted from the first draft writing prior to the implementation of the teaching program for discourse writing. However, after its implementation, the level of writing skills in the areas of clarity of the theme, appropriateness of the logical structure of the writing, appropriateness of the title, appropriate sentence expression was greatly improved.