대학생 쓰기의 연계 학습활동 방안 - 이야기 만들기를 활용한 글쓰기 수업 -

Abstract

This study set out to search for ways to give writing lessons as part of the liberal arts courses on the college campus in a more practical, more interesting, and livelier manner. The present study seeks after three major purposes: the first one is to stimulate the students' interest in writing and increase their participation in classes; the second one is to search for various expressive methods by combining a writing process with an expressive one, thus achieving a practical goal; and the final one is to help the students have a flexible perception of the world and broaden the horizon of their perceptions through the story format. This paper presents the results of planning and applying the following writing lesson model, which has two major parts: the basic process-based writing and the reconstruction of it into stories. In the early stage, the students will write critical and argumentative essays like editorial writings, going through the whole process from the selection of a topic to revision. They will get to expand the horizon of their perceptions of the world and write their essays according to the functions of writing as objectively as possible. The instructor will be able to figure out how the students will approach the current events taking place these days, what interests they have, and how they perceive the world. Then the students will select an essay and reorganize it in a story format by the groups. They will analyze the story structures, inherent elements, meanings, and narrative principles through the lectures of the instructor and the mutual cooperation among the learners. They will then move onto giving changes to the expressive methods in new ways in combination with the media after reorganizing a story. Finally they will make a presentation on their stories in a complete form and present them to the world through YouTube. Those lesson processes turned out to increase the participation of students in lessons. They were able to learn the values of cooperation and develop an attitude of reaching the goals together through mutual activities. In addition to those learning effects, they were able to recognize the usability of writing lessons through a system to combine composition with a new expressive method. They realized that writing was a very important problem-solving process as a preliminary operation for diverse expressions.