맛집의 음식을 활용한 글쓰기 수업사례 연구 = A study on Writing class cases utilizing the food in the famous Restaurant

다국어 초록 (Multilingual Abstract)

This study introduces an example of writing classes that use the food of famous restaurants, which have recently attracted keen social attention. For college students or learners who experience difficulty in writing, we used food from famous restaurants as an instrument to arouse their interest and draw their attention to writing.
There are two reasons that the subject of food at famous restaurants was employed in writing classes. First was to encourage students to find something interesting to write about. Although there has recently been more research and education concerning writing compared to the past, college students still feel that writing is either difficult or uninteresting work. Hence, further research on how to increase interest in writing is needed. In this sense, using the food of famous restaurants for writing could nurture learners’ interest. Second, the food of famous restaurants could serve as “conversational resources.” Accordingly, this study proposes that foods at famous restaurants can be utilized for writing classes and, under this premise, actual writing classes were conducted. We introduce examples of writing classes featuring the food of famous restaurants and discuss the practical applications of such cases. In addition, by analyzing personality tests conducted before writing class and used to tailor writing instruction to students’ personalities, this study analyzes the characteristics of writing results according to the personality type of learners.
Eight writing class sessions were conducted. First, orientation and personality tests were performed. Then, theories of writing were introduced and descriptive writing, explanatory writing, narrative writing, and argumentative writing assignments were given. Overall, learners found argumentative writing the most challenging, and students of the “feeling” type felt that writing was much more difficult, as they are more interested in human relationships and their judgment depends more on circumstances. Still, they showed considerably positive responses to the idea of writing instruction using the food of ‘famous restaurants’, and classes were facilitated by such elements of exotic experience.
During the course of instruction, students exhibited unique characteristics in their writings according to their personality types. Those of the “thinking” type demonstrated relative strength in argumentative and narrative writing, which was attributed to their habit of making logical and objective judgments based on truths and facts. On the other hand, students of the “feeling” type were more inclined toward descriptive and explanatory writings. This maybe due to their personalities that value actual experience, dependence on senses, focusing on reality, and dealing with matters with accuracy and attention to detail.

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