• 디지털융복합연구
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• 제19권6호
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• pp.331-341
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• 2021

이 논문은 유튜브(YouTube) 영상에 나타나는 작가와 소설가, 글쓰기 강사 등 전문가들의 글쓰기에 관한 담론을 서사 분석 방법으로 연구했다. 분석 결과 글쓰기 담론을 구성하는 다섯 가지 핵심 주제는 첫 번째가 글쓰기를 위한 적극적 독서, 두 번째 쉼 없이 쓰고 더 많이 쓰기, 세 번째 재능보다 열 번 고쳐 쓰기, 네 번째 1인 미디어 시대, 구어체로 글쓰기, 다섯 번째가 소셜 미디어에서 피드백 나누기였다. 전문가들의 글쓰기 담론은 소셜 미디어 시대의 글쓰기의 변화를 잘 보여주고 있었다. 첫째는 읽기 중심에서 쓰기와 고쳐 쓰기 중심으로 글쓰기 문화의 중심이 이동했음을 확인할 수 있었다. 둘째, 소셜 미디어 시대의 글쓰기는 자연스럽게 말하듯 글을 쓰는 구어체가 지배적인 코드가 되었음을 알 수 있었다. 셋째, 소셜 미디어 시대 글쓰기는 공개적으로 피드백을 나누는 협력과 공유의 사회적 글쓰기인 점이 확인되었다. 이러한 결과는 향후 미디어와 글쓰기에 관한 연구에 시사하는 바가 크다.

• 영어어문교육
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• 제11권2호
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• pp.51-66
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• 2005

This study investigates the feasibility of incorporating student evaluations of peer review interactions into the course grade for an EFL writing course. The use of such evaluations offers a way to grade the process of writing more directly than using writing portfolios alone. Moreover, evaluating peer review interactions highlights the social aspect of writing, which is valuable in the current post-process climate in writing instruction. The 18 members of a semester-long EFL writing course at a Korean university were trained in peer response for one half of a semester; then performed evaluations of peer review interactions during the second half of the semester as part of their writing course. Student evaluations were examined to reveal whether any bias occurred due to relative age, gender, major, or question type. The results revealed no such biases. Therefore, it is suggested that students are capable of providing fair evaluations of peers, which means the evaluations can be factored into the course grade in order to evaluate the social aspect of the writing process.

• 웰빙융합연구
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• 제7권1호
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• pp.43-50
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• 2024

Purpose: People must express their feelings and thoughts to maintain mental health and stability. Expressing one's emotions, experiences, and thoughts in writing relieves inner feelings, promotes self-exploration, and improves individual well-being, resulting in a pleasant state on physical, mental, and social levels. This study aims to reveal the learning experiences of university students who participated in a self-expressive writing course to improve their well-being. Method: To explore the learning experiences of university students who took a self-expressive writing course, this study used qualitative research methods to analyze the students' written reflection notes. Results: Self-expressive writing was found to resolve university students' negative emotions, regulate their emotions, improve their self-reflection and self-awareness, contributing to their problem-solving skills and ability to set new goals, and strengthen their social communication. The meaning of this class experience can be summarized as healing, awareness, reflection, change, and growth. Conclusion: The results of this study provide concrete data on expressive writing classes and are valuable when designing the writing programs.

• 아동학회지
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• 제26권6호
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• pp.267-285
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• 2005

This ethnography explored, the emergent writing and literacy of two-year-old children in classroom. The specific purpose of the study focuses on toddler's text appropriation from text environment and on social interaction between teachers and toddlers. The result showed that toddlers appropriated writing signs or words from their own text-environment and used it as the instrument for social interaction and communication. Specifically, they initiated social interaction by giving messages of their appropriated signs to adults as teachers, who were easily capable of communication. This led to all toddlers' involvement in message exchange in the classroom. Toddlers' marks of scribbles were also consisted of different kinds of lines and circles. Those marks have different meaning and. symbolic systems: drawing and writing graphics. Even though drawing and writing graphics developed as different symbol systems in toddlers' marks, each system helped to extend each other.

• 공학교육연구
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• 제24권1호
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• pp.46-52
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• 2021

The purpose of this study is to clarify that critical writing can be a positive stimulus factor for the cultivation of critical thinking through actual cases of writing education targeting engineering students in universities. Critical writing education is a very important way to develop critical thinking necessary for acquiring scientific knowledge, sharing social values, creativity and cultivating new production capacity. Especially, when critical writing education is performed with materials that maintain critical view of social reality such as the movie "Bowling for Columbine", it is characterized by the fact that it is naturally combined with the dimension of engineering ethics faced by engineers from the analysis and judgment of social reality. This is an example of the fact that critical thinking education for engineering students does not necessarily meet their major areas.

• 영어어문교육
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• 제17권4호
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• pp.97-121
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• 2011

This study aims to examine how motivational constructs are interrelated with social, context-specific factors and, as a result, contribute to L2 writing achievement within the framework of self-determination theory. The data consisted of 67 Korean college students' questionnaire responses, final scores in an on-offline blended writing course, and qualitative interviews with 5 students. In the descriptive and the correlation analyses, the participants' extrinsic motivation was found higher than intrinsic motivation, with low amotivation. Among social factors, immersion environment, foreign instructor, and peer comparison marked high scores, whereas Korean instructor and online material gained low scores. Those contextual factors were interrelated with each other, such that the immersion factor correlated significantly with Korean instructor and peer comparison. Extrinsic and intrinsic motivational subscales engendered strong correlations with the high-scored social factors, i.e., immersion, foreign instructor, and peer comparison, which were also closely interrelated with L2 writing achievement. The findings illuminate intricate workings of motivation in its effects on L2 achievement and corroborate the roles of contextual factors. The effect of motivational subscales on achievement may be valid through interplay with some social factors. The dynamics of motivation is discussed for pedagogical applications.

• 수완나부미
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• 제15권2호
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• pp.245-270
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• 2023

Many publications of ecocritical research papers and translations of ecocriticism occur in Vietnam in recent years. This paper examines ecocritical scholarly writing in Vietnam, understanding how it corresponds to-reflects and attends to-contemporary Vietnamese society and politics. Specifically, this paper contextualizes Vietnamese ecocriticism in contemporary social and political concerns-embodied in journalistic and administrative documents-about the modernity-oriented postcolonial nation-building of Vietnam. In revealing critiques of political and social degenerations implied in ecocritical writings in Vietnam, this paper suggests that the emergence of ecocriticism in present-day Vietnam indicates a recent "political turn." More importantly, such emergence reflects and engages with the continuing Marxist perspective of literature as an instrument for social criticism and cultural revolution in Vietnam. Vietnamese ecocritics bear the mission of prophets of the time, public educators, and soul engineers, writing is an act of engaging with and influencing reality. Writing (literary and scholarly) still forms an idealized ideological instrument in the struggles for national homogeneity and sovereignty and social democracy in present-day Vietnam.

• 영어어문교육
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• 제17권1호
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• pp.125-146
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• 2011

Within a framework of sociocultural approaches to writing process, this study examined six ESL graduate students' writing processes in depth based on individual interviews and their narratives of writing process. The narratives and interviews were analyzed to discover salient aspects of the students' writing processes and to understand the socially situated nature of the writing processes. First, it was observed that these six students displayed multiplicity in terms of their representations of writing process, episodes, textual practices, and concerns. Several factors including the writing task, students' familiarity with genre, literacy skills, attitude toward writing, and involvement in interaction contributed to individualized trajectories of writing process. It was also revealed that writing is unavoidably a socially situated practice. Students were situated in their cultural arenas as well as their disciplinary arenas, and these contexts helped the students serve as active agents producing and sharing knowledge. The confluence of personal, cognitive, and social factors observed in their writing processes suggests that writing process should be understood from multiple perspectives.

• 영어어문교육
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• 제18권2호
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• pp.45-66
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• 2012

The purpose of this study was to investigate the impact of two different SNS-based tasks on university students' English writing performance. To address our primary research question, Me2day, microblogging and Social Networking Service, was employed. 43 university students were divided into two experimental groups depending on the task types: a comparison task group and a sharing personal experiences task group. The main findings of the study were as follows: first, two different types of SNS-based tasks, 'spot the differences' and 'writing diaries', had a positive effect on learners' writing performance. The reason for this was that the succinct messages limited to 150 characters made it easier for the students to try writing in English without burden; and they may benefit from their peers by seeing their posts and interacting with each other. Yet there were no significant differences between the two groups when it came to the degree of improvement. Second, two different types of SNS-based tasks differently fostered certain aspects of the writing performance; 'contents knowledge' was supported by the 'writing diaries' task and range was supported by the 'spot the differences' task. Third, learners in the two experimental groups mostly had positive impressions regarding usage of Me2day as a new learning tool.

• 공학교육연구
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• 제15권5호
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• pp.131-139
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• 2012

This paper emphasizes writing education for engineering students should be communication driven writing education based on KEC2005. Communication driven writing for engineering students is essentially same as Technical Writing(TW) developed on the basis of ABET. Considering the current writing capability of engineering students and social need for various types of writing, TW education should be divided into two courses: basic and advanced. This paper deals with contents of a basic TW course in Myongji University, as a model case of a basic TW course for engineering students. It underlines various methods of prewriting that should be stressed and practiced in the TW class, because the prewriting step in the writing process determines the overall direction and structure of an essay. In particular, this paper introduces Power Writing(PW) which uses the structure of a paragraph as a means for providing building-blocks for the essay, employing logic, and ordering information arrangement in a paragraph. This paper also deals with important guidelines about sentence structure and word selection and proposes various applications of TW such as resume, interview, proposal, report, and presentation as a latter part of the basic course. Finally this paper highlights the etics of writing, such as plagiarism and the basic principles of quotation.