개요 작성을 활용한 "과정 중심 글쓰기" 지도 방안 연구

김미향 ( Mi Hyang Kim ) 전북대학교 인문학연구소 2016 건지인문학 Vol.16 No.-

Outlining is the way for students to efficiently learn writing and it can reduce their burden and fear of writing. In addition, a completed outline helps students to predict the line of their writings and to correct them. Also, students can apply ‘process-based writing’ to all stages of their writings by outlining. Therefore, five steps are set in present study as follows;① identifying problems by self-diagnosis of writing, ② choosing a topic for a group or an individual by discussion, ③ outlining and instructor correction, ④ writing an argumentative essay by using data, ⑤ revising the writings and peer correction coaching. Then, students in the class carried out the ‘processbased writing’ for 9 time throughout 3 weeks. After taking the lecture < Engineering Composition and Presentation >, most of the students answered that their writings were changed during the semester thanks to the outlining. The students said that the outlining helped them to overcome their demerits which range from ‘planning’ to ‘writing’ and ‘correcting.’ Also, the students said that they could not only remove the fear of the writing itself but also gain confidence of their writings, applying the outlining to other writings such as their cover letters and various reports. Therefore, if professors make students actively and positively take part in the classes by using the ‘process-based writing’, the students will feel high satisfaction with the writing classes and will get positive effects on writings of their major fields.

대학 글쓰기 교재의 개요 작성 항목 연구

이청(Lee, Cheong) 순천향대학교 인문학연구소 2018 순천향 인문과학논총 Vol.37 No.1

이 연구는 대학 글쓰기 교재에서 다루는 개요 항목에 대해 점검하고 문제점을 확인한 후 해결 방안을 제시하는 것에 목적을 둔다. 대학 글쓰기의 여러 항목 중 개요에 주목하는 까닭은 다음과 같다. 첫째 거의 모든 대학 글쓰기 과정이 글의 개요 교육을 포함하고 있는데 그럼에도 불구하고 학생들이 개요에 대한 명확한 개념이나 작성요령을 숙지하지 못하는 경우가 많다. 둘째 글쓰기 교재의 개요 항목 설명 부분이 여러 면에서 상당한 차이를 갖고 있어 교재의 개요 항목 내용을 정리하고 짚어볼 필요가 있다. 셋째 개요 항목의 중요성을 거의 모든 글쓰기 교수자들이 인식하고 있음에도 연구 자체가 많이 이루어지지 못해 개요 작성의 효과에 대한 의견조차도 정리가 되지 못했다. 다시 말해 개요 작성이 글쓰기 과정에서 큰 효과를 갖는다와 그렇지 않다는 의견이 갈려 혼란이 있다. 이런 이유로 본고에서는 대학 글쓰기 교재에서 다루는 개요 항목의 내용 및 형식ㆍ형태를 분석해 문제 지점을 구체화하였다. 드러난 문제로는 개요를 설명하기 위해 동원되는 용어 및 형식이 제각각이어서 학생들이 개요의 ‘이미지’를 제대로 파악하지 못한다는 점과 개요 작성 후 글쓰기로 연계되지 못해 개요를 글과 동떨어진 준비 또는 연습 단계로만 인식하는 점 그리고 개요 작성 이상으로 개요 수정 과정이 중요함에도 간과된다는 점 등이 있었다. 개요 작성 방식을 표준화하는 것은 당연히 불가능하지만 글쓰기 교재에서 다루는 개요의 공통적인 항목들을 추출해 학생들이 개요 작성 방법을 좀 더 명확히 익히고 실제 글쓰기에 활용할 수 있다면 글쓰기 능력 신장에 도움이 될 것이다. 또 대학 글쓰기 연구에서 미미하게 논의되어 온 개요 작성의 효과에 대해서도 다시 한 번 점검하는 기회가 될 것이다. 마지막으로 글쓰기 개요 사례를 덧붙여 교재의 샘플링이 이뤄지는 과정도 함께 제시하였다. This paper examines the ‘how to write an outline’ sections in college writing skills textbooks and identifies relevant problems with intent to suggest alternative solutions. The focus on the ‘outline’ sections among multiple other sections in college writing skills textbooks is premised on the following aspects. First, despite almost all college writing courses offering instructions on outlines for papers or essays, quite a few students fail to define an outline or acquire how to write one. Second, the descriptions on outlines substantially vary across college writing skills textbooks. Some textbooks allot no more than a single page to the descriptions on outlines, while others apportion more than 10 pages to the descriptions and exercises relevant to writing outlines. Third, apart from the perceived importance of outlines among almost all college writing instructors, writing outlines as well as the arguments for or against its significant effects on the writing process has not been well documented. In other words, hardly has any consensus been formed on the effects of writing outlines on the writing process. Therefore, this paper analyzes the contents, styles and forms of outlines found in college writing skills textbooks to pinpoint such problems as follows. First, the heterogeneous terms and styles used in the descriptions on outlines hinder students from properly understanding the ‘image’ of an outline. Second, students often fail to associate the outlines they write with their essays or papers, but perceive outlines as a preparation or practice independent of their writings. Third, correcting an outline is often overlooked although it is as important as writing one. In that standardizing the method of writing outlines is not viable without doubt, extracting the items common to outlines from college writing skills textbooks would help students to acquire and apply the skills of writing outlines and improve their overall writing skills. Moreover, the foregoing findings will serve as some reference data conducive to considering the effects of writing outlines, which has been neglected in research on writing skills. Finally, by adding some cases of outlines as part of writing, this paper presents the process of textbook sampling.

L2 에세이 쓰기 과정에 나타난 쓰기 계획의 성격 : 브레인스토밍과 아웃라인을 중심으로

문영인 한국외국어교육학회 2019 Foreign languages education Vol.26 No.1

This study is to describe the nature of planning as a cognitive writing process in L2 writing. It aims to examine how Korean EFL learners generate ideas and organize them. It also investigates the relationship between planning and the final product. Given a worksheet for planning, 39 university students were asked to write an argumentative essay during class. Based on their planning notes, five brainstorming types were identified: using the prompt/writing the position, mini-outlining, listing, mind mapping and free writing (in the order of frequency). In addition, the dominant use of L1 was found both in the brainstorming and the outlining. It was found that there was no statistically significant correlation between the amount of brainstorming and the quantity and quality of L2 writing. Only the amount of brainstorming in L2 had a statically significant correlation with the quantity of L2 writing (but not with the quality of L2 writing). In the case of outlining, a statistically significant correlation was found between its amount and the quantity of L2 writing. However, no statistically significant correlation was found between the amount of outlining and the L2 writing quality.

Comparison between Different Types of Outlining Activities Using Nearpod for Reading Comprehension

( Areum Lee ) 한국멀티미디어언어교육학회 2024 멀티미디어 언어교육 Vol.27 No.1

While outlining activities have been extensively utilized and proven effective in writing classes, there is a significant lack of research on various types of outlining activities in university-level reading classes. Therefore, the purpose of this study is to compare the effects of student-generated or instructor-provided outlining activities using Nearpod on college students’ reading comprehension and affective aspects in reading classes. Two existing classes totaling 86 college students were selected and allocated into an instructor-provided outlining group (N = 43) and student-generated outlining group (N = 43). The former group received reading instructions using instructor-provided outlining, whilst students in the student-generated outlining group created outlining by themselves. Outlining activity sheets were provided on Nearpod during the reading stage. Midterm and final reading comprehension tests were then administered to compare the effects of different types of outlining activities on Nearpod, and a questionnaire was used to gather students’ opinions on the use of different outlining activities and on their experiences of utilizing Nearpod. As a result, this study found no statistically significant mean difference between the two groups regardless of proficiency levels. In addition, the majority of students expressed that outlining activities had helped them to understand their texts’ structures and main ideas. Most students were satisfied with using Nearpod to complete outlining sheets, especially for peer review and receiving instant feedback from the instructor. The study further suggests the potential for improving reading abilities by engaging learners with suitable outlining activities during English reading classes.

Effects of Outlining on the Genre-based Summaries : A Corpus-based Analysis

Il-sun Hyun 한국외국어교육학회 2019 Foreign languages education Vol.26 No.3

This study explored the effects of outlining on the summaries of thirty six L2 college students across three text genres and their opinions on the use of outlining in writing the summaries. Over the eight weeks, the students were divided into an outlining group (experimental group) and a keyword group (controlled group) wrote three summaries after reading articles across three genres (e.g. argumentative, expository, and narrative) at two weeks intervals. Additionally, a follow-up questionnaire on the use of outlining in writing summaries was conducted. Data were analyzed by the Syntactic Complexity Analyzer (Lu, 2010) under 14 indices, and the responses to the questionnaire were analyzed by percentages. The results found a statistically significant difference appearing only in the aspect of CT (i.e. clause per T-unit). In addition, a majority of students utilizing outlining for summary writing believed that they were helped not only to understand the contents and the structure of the articles, but to write summaries with their own words. These results have a pedagogical meaning in that outlining can be more efficient for specific reading genres when teaching summarization in L2 classes.

대학 글쓰기교육에서 ‘개요’ 작성 지도가 갖는 의미와 효과

이부순 한국 리터러시 학회 2023 리터러시 연구 Vol.14 No.5

개요작성은 글쓰기 과정의 탐구적 본질과 역동이 집약되어 있을 뿐만 아니라 글쓰기 역량 강화를 위한 교육적 훈련에 최적화된 활동이다.이러한 인식에 따라 이 연구는 개요작성 지도의 실천적이고 효과적인 전략을 모색하는 데 목적을 두고 있다. 학습자들이 개요작성에서 범하는 주요 오류는 좋은 글의 요건,글쓰기의 핵심 역량과 밀접하게 연관되어 있다.따라서 필자는 학습자의 글쓰기 능력 신장을 목표로 하는글쓰기 교육에서 개요작성 지도가 갖는 전략적 중요성에 부응하여 개요작성 강화 방안을 제안하고 실제 사례로써 그 효과를 입증했다. 개요작성 능력 강화 방안은 두 원칙에 따라 설계되었다.하나는 다단계 과정을 통한 개요작성과 수정이고,다른 하나는 단계별로 차별화된 피드백 제공이다.이는 글쓰기 초보자가 글쓰기 과정의 상호텍스트적 본질을 내재화하고 사고 구성의 역학을 체득할 뿐만 아니라,그 과정을 거치면서 발전적 변화를 경험할 수 있도록 하는 데 효과적이기 때문이다. Outlining is an educational training activity to strengthen writing capabilities that focuses on the exploratory nature and dynamics of the writing process. Based on this understanding, this study aims to explore practical and effective strategies for outlining teaching. The main errors learners make in outlining are closely related to the requirements of good writing and the core competencies of writing. Therefore, in response to the strategic importance of outlining guidance in writing education aimed at improving learners' writing ability, I proposed a method to strengthen outlining and confirmed its effectiveness. The strategy to strengthen outlining ability was designed according to two principles: creating and revising an outline through a multi-step process and providing differentiated feedback for each step. This strategy is effective in helping beginners in writing not only internalize the intertextual nature of the writing process and learn the dynamics of thought composition but also experience developmental changes through the process.

대학의 학술적 글쓰기에서 개요 작성 지도 방법론과 개선 방안

박춘희 ( Park Choon-hee ) 국제어문학회 ( 구 국제어문학연구회 ) 2019 국제어문 Vol.0 No.81

이 논문에서는 대학의 학술적 글쓰기 교육에서 개요 작성 지도 방법의 문제를 살펴보고 개선 방안을 제시하였다. 기존의 연구들이 규범적이고 예시적인 차원에 머물러 강의실 현장에서 적용할 수 있는 절차적인 방법론과 지침을 제공하고 있지 못하다는 문제의식에 따라 강의실 현장에서 개요 작성 수업 방법론 및 과제 부여 방법을 연구자의 사례를 통해 살펴보고 학생들이 실제로 작성한 개요의 오류 유형분석 결과와 하버드대학교 글쓰기센터의 방법론을 통해 개요 작성 교육의 개선 방안을 도출하였다. 학생들이 작성한 개요 작성의 오류는 주제문 작성의 오류, 범주화와 논리적 층위 설정 오류, 논리적 뒷받침 오류 등으로 나타났으며, 하버드대학교 글쓰기 센터의 방법론은 ‘자료 확보와 배열 → 일반화 → 순서 정하기 → 결합하기’의 4단계를 통한 구체적이고 절차적인 지침으로 이루어져 있다. 이 논문에서는 이러한 고찰과 분석을 바탕으로 주제문 작성 단계와 개요 작성 단계를 구분한 개선 방안을 제시하였으며 그 특징은 다음과 같다. 첫째, 개요 작성 과제를 부과하기 전에 주제문에 대한 연습문제 부과와 개별피드백이 추가됨으로써 개요 작성에 적합한 주제문을 준비할 수 있을 것이다. 둘째, 개요 작성 절차에서 논리적 뒷받침, 즉 근거가 주장을 정당화하는 과정을 구현하게 될 것으로 기대된다. 셋째, 개요 작성 절차에서 범주화와 논리적 층위를 적절하게 설정할 수 있을 것으로 기대된다. This paper investigated the problems experienced in outlining in university academic writing education, and proposed plans for its improvement. It is based on the problem that preceding studies were too abstract or normative, and could not provide practical methodologies and guidelines that would be applicable in classrooms. As such, this study thoroughly analyzed the teaching methodology, assignments, students’ fallacy types, and feedback from the instructor. The students’ fallacy types were thesis composition, categorization, hierarchization, and logical support. This study also identified the concrete and procedural methodology of outlining by the Harvard College Writing Center as an applicable guideline comprised of four steps: collecting and rearranging raw materials, generalizing, ordering, and putting it all together. Based on these analyses and considerations, this paper proposed an improved methodology, dividing the thesis composition steps from the outline writing steps. The proposal can be characterized as follows: Firstly, it would be possible to prepare the thesis appropriate for the outline by adding the assignment of thesis composition and individual feedback prior to the assignment of outline writings. Secondly, it is expected that the grounds will be able to justify the claim in the outline writing procedure. Thirdly, it is expected that the categories and the logical hierarchies can be appropriately configured in the outline writing procedure.

대학생의 글쓰기 클리닉 사례를 통해 본 ‘개요 작성’ 지도 모형

지현배 한국교양교육학회 2013 교양교육연구 Vol.7 No.2

The purpose of this study is to propose a 'outlining' teaching model in instruction of writing of college students. Writing Clinic results performed in 2012 at the University D as the basic material was studied. The areas of Clinic could be classified into four types by analysis of students' outlining cases. The types derived by considering that the outline plays the role of blueprint of writing are 'Did it reflect the entire article?', 'Did it represent contents?', 'Did it contain all components?', 'Was sentence describing technique consistent?'. Researcher suggest the correction teaching model by providing the cause of the error in students' manuscripts, its solution and writing examples of improved manuscript for each types of students. Through the writing classes and non-textbook program, correction teaching is being made in various ways of face-to-face or written correction in both online and offline. The reality is that the process depend on the instructor's expertise subjective and empirical perspective. The results of this study can be utilized as a case of diagnosis and instruction of standardized writing training. 이 연구의 목적은 대학생의 글쓰기 지도에서 ‘개요 작성’의 지도 모형을 제안하기 위함이다. D대학교에서 2012년에 시행한 글쓰기 클리닉 결과를 기본 자료로 삼아 연구를 진행하였다. 클리닉 영역 중에서 학생들의 개요 작성 사례를 분석한 결과 4개의 유형으로 분류할 수 있었다. 개요가 글의 설계도 역할을 한다는 점을 감안하여 도출한 유형은 ‘전체를 반영하였는가?’, ‘내용을 대표하였는가?’, ‘구성 요소를 갖추었는가?’, ‘문장 기술 방식이 일정한가?’였다. 연구자는 각 유형별로 학생들의 원고에 나타난 오류의 원인과 그것의 해결책을 제시하고, 개선된 원고의 예시를 제공함으로써 첨삭 지도의 모형을 제안하였다. 글쓰기 수업이나 비교과 프로그램을 통해서 첨삭 지도가 온라인 오프라인에서 대면 첨삭, 서면 첨삭 등의 방식으로 다양하게 이루어지고 있다. 그 과정이 교수자의 전문가적 주관과 경험적 안목에 의존하는 것이 현실이다. 이 연구의 결과가 표준화된 글쓰기 교육의 진단 과 지도의 사례로 활용될 수 있을 것으로 본다.

그래픽 조직자와 개요작성이 성인 영어 학습자의 쓰기 능력과 정의적 영역에 미치는 영향

전보람(Jeon, Bo-Ram),이은주(Lee, Eun-Joo) 한국외국어교육학회 2013 Foreign languages education Vol.20 No.3

The study investigates the effects of graphic organizers and outlining on adult English learners' writing ability and affective domain. The subjects of the study were thirty nine adult learners, divided into three groups-a control group and two experimental groups. The experimental groups, i.e., graphic organizer and outlining group, worked on pre-writing activities, and the control group wrote a text without a pre-writing stage. The results of the study found that the graphic organizer group and the outlining group showed significant enhancement in the post-evaluation scores. The graphic organizer group had statistically significant changes in the domains of content and composition in the post-evaluation rather than the pre-evaluation, and the outlining group showed increased scores in the domains of content, composition, and technique. Further, there was significant change in the affective domain. In particular, statistically significant enhancement was observed in the confidence domain. The learners seemed to understand the way of generating rich ideas and organizing writing through the stage of pre-writing as planning, and they acquired the ability to write smoothly and gained confidence and interest about writing naturally.

과정 중심적 글쓰기 교육과 상호텍스트성

송명진 한국교양교육학회 2011 교양교육연구 Vol.5 No.2

The purpose of this study is to examine the relation of Process-Based Writing Education and Intertextuality. Emphasizing intertextuality in writing education should wipe out learner’s prejudice about writing. Also writing education based on intertextuality should be writing education method emphasizing Process-Based Writing Education. The Learners tend to think an inborn talent in writing commonly. However not the inborn talent but the effort composed a piece of writing. In other words, a piece of writing was built by intertextual effort communicating with others. The Process-Based Writing Education in a university education showed this. This study proposed feedback in the outlining for actualizing the Process-Based Writing Education. The outlining was connected with the whole process of writing. Therefore the feedback in the outlining has on effect on aiming for the Process-Based Writing Education based on intertextuality. This study has a signification in the sense that it emphasized intertextual effort communicating with others in writing and proposed the feedback in the outlining for actualizing the Process-Based Writing Education. 본고는 대학 글쓰기 교육에서 상호텍스트성의 중요성을 강조함으로써 학습자가 글쓰기에 대해 갖고 있는 재능과 관련된 편견을 불식시키고 또한 학습자가 상호텍스트성에 기초한 과정 중심적 글쓰기를 충실하게 이행할 수 있는 교육 방법으로 개요쓰기 단계의 피드백을 제안했다. 학습자들은 한 편의 글이 타고난 재능에 의해서 이루어진다는 편견을 가지고 있다. 낭만주의에서부터 비롯된 작가의 천재성이 문학에서의 표현론, 글쓰기에서의 표현주의를 거치면서 글과 재능을 직접적으로 연결하려는 인식을 강화하였다. 그러나 한 편의 글은 재능 못지않게 자료로 구체화된 타자와의 끊임없는 상호텍스트적인 노력에 의해서 구성된다. 이는 현재 대학 글쓰기 교재가 상호텍스트성에 기초한 과정 중심적 글쓰기를 지향하고 있다는 사실에서 확인할 수 있음을 밝혔다. 둘째, 대학의 글쓰기 교재에서 지향하고 있는 과정 중심적 글쓰기 교육을 현실화하는 방법으로 개요쓰기 단계에서의 피드백을 제안했다. 글쓰기의 전체 과정과 긴밀한 관련성을 갖고 있는 개요에 대한 피드백을 통해 학습자들이 상호텍스트성에 기초한 과정 중심적 글쓰기를 지향하게 하는 교육적 효과가 있음을 실증적으로 밝혔다. 이상의 논의는 학습자들에게 글쓰기 과정에서 필요한 상호텍스트적 노력의 중요성을 강조하는 동시에 학습자로 하여금 상호텍스트성에 기초한 과정 중심적 글쓰기를 지향하게 하는 실제적인 교수 방법으로써 개요에 대한 피드백을 제안했다는 의의를 지닌다.