논증 장르로서의 대학생 학술 에세이의 특성과 지도 방안 연구 = A study of as a arrumentation genre of university student's academic essay characteristic and teaching plan

다국어 초록 (Multilingual Abstract)

The object of this study is to proponant. efficiency method of teaching and learning. For this we characteristics the suggested genre of university student's academic Essay. And we compared characteristics the suggested genre as 'model genre' of column.
Argument genre of text is useful to thinking ability develop conjugat and logical beside the other genre of text. Therefore, nothing is more important than the other text at academic discourse community as a university. Thus it is will be good reference to seek for solution to writing education for university students.
The gist of what this study is as follows.
First, from Chapter two, we analyzed characteristic example text of argumentation genre. First, we analyzed essential conditions in argumentation genre 'Data, Claim, Warrants'. In the second place, we analyzed linguistic trait of argumentation genre. At this time, we split the text of makrostruktur and microlayer. Lastly, we analyzed type of argumentation genre in the treatment of topic and structure of description. As a result, column types can be classified as 'Data-assertive', 'Data-explanation', 'Data-appreciation'. We analyzed linguistic trait of argumentation genre at microlayer as the central figure 'lexicon', 'rhetoric', 'tone'. In the argumentation genre used existing words in a new sense and word from a diversity data extracted meaning . And show conclusion extracted to the core meaning from quoted data for presentation of base. Core meaning were presented in a firm, categorically tone.
We analyzed linguistic trait of argumentation genre at microlayer as the central figure 'mark of speakers reference', 'mood system', 'type of quotation second-dicoures'. Writer of argumentation genre were tried strong fellowship with reader by using the first person pronoun 'We' was intended. And writer of argumentation genre were tried give notice beforehand redeployment to core meaning by timely using by interrogative sentence at point and conclusion. The imperative sentence and request sentence were using very few. It mean writer of argumentation genre aware their social position, but they use it carefully. When they use quote directly to second-dicourse, they tried express polyphony in a quotation front to back and when they use quote at second hand to second-dicourse, they tried secure the objectivity as 'a messenger of first-dicourse'.
Main feature of three types of argumentation genre are as in the following. 'Data-assertive' are 'Presentation of a problem by variety of information with the claim by overall interpretation'. 'Data-explanation' are 'The list and comparison of a diversity data with light claim', 'Data-appreciation' are 'A professional criticism and sentimental opinion about data of specific field'. And writer of argumentation genre flexible in control to location of each demonstration structure and number of paragraph and on each types.
Second, from Chapter three, we analyzed characteristic as argumentation genre of university student's academic essay at this time, we use analysis results of chapter two as a sample text for state the problem of as a novice writer university student's academic essay.
Characteristic of the microlayer are repetitive use particular word, use discordance pattern, an inaccurate definition, repeated structure of simple narration, claim by a reservation and an ambiguous tone.
One of the most prominent characteristic of the makrostruktur is the first person pronoun by respect form. It mean student writers are overly self-conscious to professor as a expectation reader. A mood system and type of quotation second-discourse used very limited. A mood system used only interrogative sentence. They used it for and 'ask and answer' personally or particular concept definition. Type of quotation second-discourse used only indirect quotation for explanation of the particular situation and investigation to differing perspective.
A types of academic essay's features are as in the following. 'Data-assertive' are 'a suggestion superficial about data' 'Data-explanation' are 'a loose connection between defined word proposed example' 'Data-appreciation' are 'an immediately suggestion about motive description'. Each types are omission of essential conditions in writing or mention only specific part other than main composition. And then next part on this chapter, we made a comparison analysis result of chapter two and chapter three.
Thirdly, from Chapter four, we suggested teaching plan to argumentation genre. We suggested 'suggestion of example text' and 'use to knowledge of genre' on teaching argumentation genre. And we considered phased writing of in, before, and after. And we also considered put knowledge of genre to practical use the other academic and research writings. Finally, we suggested teaching program synthetically all analysis result.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1.1. 연구의 목적 1
• 1.2. 연구 대상 및 방법 4
• 1.3. 선행 연구 7
• Ⅱ. 논증 장르의 특징과 유형별 분류 13
• 2.1. 구조적 특징 15
• 2.1.1. 사실 19
• 2.1.2. 주장 25
• 2.1.3. 근거 30
• 2.2. 언어적 특징 34
• 2.2.1. 미시적 층위 36
• 2.2.1.1. 어휘 37
• 2.2.1.2. 수사 42
• 2.2.1.3. 어조 45
• 2.2.2. 거시적 층위 52
• 2.2.2.1. 발화 주체 표지 52
• 2.2.2.2. 의향법 56
• 2.2.2.3. 이차 담화의 인용 방식 65
• 2.3. 유형별 특징 73
• 2.3.1. 사실 논평형 74
• 2.3.1.1. 의미 구조 74
• 2.3.1.2. 하위 유형 80
• 2.3.2. 사실 설명형 83
• 2.3.2.1. 의미 구조 83
• 2.2.3.2. 하위 유형 88
• 2.3.3. 사실 감상형 91
• 2.3.3.1. 의미 구조 91
• 2.3.3.2. 하위 유형 97
• Ⅲ. 대학생 학술 에세이의 특징 101
• 3.1. 언어적 특징 103
• 3.1.1. 미시적 층위 104
• 3.1.1.1. 반복 104
• 3.1.1.2. 정의 107
• 3.1.1.3. 줄거리 나열 110
• 3.1.1.4. 유보적 표현 112
• 3.1.1.5. 표현의 애매성 117
• 3.1.2. 거시적 층위 120
• 3.1.2.1. 발화 주체 표지 120
• 3.1.2.2. 의향법 127
• 3.1.2.3. 이차 담화의 인용 방식 131
• 3.2. 학술 에세이의 하위 유형 135
• 3.2.1. 사실 논평형 136
• 3.2.1.1. 의미 구조 136
• 3.2.1.2. 하위 유형 143
• 3.2.2. 사실 설명형 145
• 3.2.2.1. 의미 구조 145
• 3.2.2.2. 하위 유형 153
• 3.2.3. 사실 감상형 154
• 3.2.3.1. 의미 구조 154
• 3.2.3.2. 하위 유형 162
• 3.3. 논증 장르와의 비교 163
• 3.3.1. 언어적 특징 164
• 3.3.1.1. 미시적 층위 164
• 3.3.1.2. 거시적 층위 167
• 3.3.2. 유형별 특징 170
• Ⅳ. 논증 장르 글쓰기의 지도 방안 174
• 4.1. 학술 에세이의 문제점 175
• 4.1.1. 언어 사용 175
• 4.1.2. 유형별 문제점 180
• 4.1.2.1. 사실 논평형 180
• 4.1.2.2. 사실 설명형 182
• 4.1.2.3. 사실 감상형 184
• 4.2. 지도의 방향 186
• 4.2.1. 장르의 전형성 교육 186
• 4.2.2. 장르 지식 제공 189
• 4.3. 지도의 방법 194
• 4.3.1. 수업 모형 설계 195
• 4.3.2. 수업의 실제 197
• Ⅴ. 결론 202
• 참고문헌 205