대학 글쓰기 교재 분석 연구 - 2005년, 2014년 고려대학교 글쓰기 교재를 중심으로 - = Analysis of College Writing Textbooks - Focused on the changes in the Korea University writing textbooks-

다국어 초록 (Multilingual Abstract)

In this study, I compared and analysed, 2005-revised College Writing Textbook and 2014-developed College Writing textbook. Moreover, examined how it has changed. To compare the two textbooks in the study, we have classified ‘formation constituent’ and ‘content constituent’ as the criteria for analysis. In ‘formation constituent’, I looked over the ‘title’ first. The titles are ‘The basic of the Writing’ in semester 1 year 2005 and the other is ‘The Understanding of College Writing’ in the first semester in year 2014. The textbook in year 2005, is a general Writing textbook. It put meaning by providing contents of the basic writing. Then, the ‘Quantity and Appendix’. The quantity of the two textbooks does not have much difference except for the Appendix. In the appendix, the 2005 one very muchly tend to focus on the ‘education of Chinese characters’. However, in 2014 one, it includes ‘presentation and disucssion’, ‘liguistic rules’, and ’Chengyu’. Therefore, with ‘Reading·Writing’ Education as the center, it is educating formation of ‘College Korean(Writing)’ with speaking, listening, grammar, chinese charcters. The biggest difference between the two are form the division of the books. In 2005 second semester, textbooks by department are three. In 2014, textbooks are made in singular copy of book by its own suitable department and complex subject. This features are to solve the ‘scholar integrated thinking difficulties’ that the existing textbook by the department copy has had. ‘Context’ factor is ‘Education aim·theory’ factor. In 2005, the textbook does not specify the Education aim·theory. On the other hand, it is proposed in the ‘Heading’ of the textbook. Finally, I examined ‘unit structure and development’. Both textbook had the form of ‘description-Reading material1-help’. However, in the textbook of 2014, they detailed the student activity after the ‘Help’. If examine it carefully, I could figure out that it was composed with ‘Basic assignment (Writing ·Presentation ·Discussion) - Advanced assignment (Writing ·Presentation
·Discussion) - Activity Material’. This made the learners to learn that the textbook proposed step by step, and develop a high-level of thinking and expressing ability.