저자성 중심의 학술적 글쓰기에 대한 교수-학습 사례 고찰 - 경희대학교 <주제 연구> 강의를 중심으로

Abstract

Academic writing is an essential liberal arts education in college education. University liberal arts education should enable learners to see and think from various perspectives beyond basic writing and engage in creative exploration activities based on critical and logical thinking skills. Accordingly, this paper seeks to examine the direction and necessity of author-centered academic writing through teaching-learning cases of author-centered academic writing conducted through direct lectures. In writing, authorship is conceptualized from various perspectives, and can be comprehensively explained as 'the author's identity and originality.' During the data collection process, we provide research and objective, verified data. The most commonly proposed method for securing authorship is the academic discourse community. Through interactions based on the diverse perspectives of learners with diverse majors and unique learners, original and creative problem-solving skills can be developed with a focus on authorship. The method in which learners accept, modify, and supplement the diverse opinions of other learners and create them using their own problem-solving abilities can ultimately become author-centered academic writing. Author-centered academic writing is completed when opinions from various perspectives are accepted and revised and supplemented through interaction with academics and professors. Such author-centered academic writing is also the ultimate value of university liberal arts education.