학술적 글쓰기의 단계적 피드백 방향 고찰－이화여자대학교 학술 비평 과제의 피드백 사례를 중심으로

Abstract

This thesis aims to examine a phased feedback case for a term-end assignment of written academic criticism in a course 'our language and writing' in 2012 and 2013 in Ewha Women's University in an effort to explore some of the right directions for a writing course. It was assumed that the most vital element for writing class would be dynamic feedback between teacher and learner, and two different kinds of feedback were respectively added in this study before and after individual interview on research proposal based on the common curriculum. One was sample feedback that was to piece together evaluation by students and professors in class, and the other was feedback for draft, which was to be provided in writing or in person. The selected learners were taught to correct or complement their own writings in three different feedback stages : sample feedback by professor and peer learners in class, individual interview on research proposal, and written or face-to-face feedback for draft. In the stage of sample feedback, they were motivated to correct their own writings on their own by comparing their writings with the writings of peers, and this stage enabled the professor to conduct individual interviews in a more efficient manner. Moreover, that served to strengthen the relationship between the professor and the learners. The opinions of the learners were respected as much as possible in the stage of individual interview where immediate feedback could be offered, and they were helped to determine the direction for their writings in detail. In the final stage of draft correction, whether they did demonstrative writing in the form of written criticism was checked, and it's attempted to focus on what could be improved through correction instead of trying to correct their writings overall. During the feedback process for writing course, it seemed effective to mention what's good about the writings of the students first and then to point out what should be corrected. In the process of correction, comment and encouragement are both necessary, but their strength should be mentioned first. Thus, feedback should be provided in writing class in a manner to instill confidence in learners about writing and to bolster professor-learner trust.