| A Study on the Establishment of a Book Review Education Theory |
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Ja-hwang Gu |
| 서평 교육 이론 정립을 위한 연구 |
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구자황 |
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| Abstract |
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This paper was conceived by the problematic consciousness that colleges and universities should take an active role in addressing changes to reading and writing surrounding human life today and establish a sophisticated theory for their writing education. Various criticism activities make one of major types in college writing education, and book reviews are the most representative criticism task in academic writing at college. The purposes of the paper were to examine the focus and efficacy of book review education in college writing education and search for ways to theorize book review education based on them.
The present study put an emphasis on two focuses of book review education, which were utilizing the attributes of the book review genre and overcoming the analytical reading-centric frame of reading education. The understanding and sharing of “dialogical literacy” was the concept and perspective that was ultimately emphasized in the study. Based on them, the investigator made independent proposals for the minimum principles of book review texts or the types of text organization to be included in book reviews.
The process of establishing a book review theory can increase in its effects when it is combined with specific implementation plans to support and test it. Future tasks include presenting a clear “task representation,” which will help to supplement the insufficient genre perception of tasks and make maximum use of the multi-layered nature of genres and the versatility of topics, and preparing a “rhetoric strategy” essential to writing a book review as a meta-text.
Students should be able to distinguish book reviews providing information from those which are accompanied by analysis and evaluation by learning the book review theories. A foundation should be established for the students to learn the types of book review text organization, develop an eye for good book reviews, and write a book review themselves. Book review writing education should pursue the ultimate goals of leading readers throughout their lives and helping them make writing a part of their life and internalize it. Book reviews should not be regarded as opinions about famous restaurants or experts’ brilliant and intellectual playgrounds since book reviews are the intensification of reading and further the completion of reading |
| Key Words:
task representation, dialogical literacy, book report, criticism(critique), book review, essay, controlling concept |
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