Korean J General Edu Search


Korean Journal of General Education 2012;6(2):323-348.
Published online June 30, 2012.
A Consideration on Effective Correction Guidance Method of University Writing Education
Nak-hyeon Kim
대학 글쓰기 교육의 효과적인 첨삭지도 방법에 대한 고찰
The purpose of this study is to consider on effective guidance methodology in writing, which is imminent and desperate, above all, in the university writing education. Most learners show big difference in writing between theory and practice of writing. A teacher’s effort to fill a gap in writing of theory and practice is important more than anything. Accordingly, the writer suggested one methodology of effective correction guidance based on a fact that was experienced in the actually writing education field. The most direct and realistic teaching method can be said to be correction guidance in the reality of the current university writing education. The following are the methods of correction guidance that the writer proposed. First, it is the writing education, which is phased, not result-centered, and is process-centered. Second, it is effective for a teacher to guide by fixing priority that will be corrected. Third, it is importance of proper modification and utilization in the written correction with a method for obtaining effects of face-to-face correction and peer correction. Fourth, it is the necessity of correction guidance in more than 3 times on writing in the same kind, not the one-time correction. Finally, it emphasized a point that there shouldn’t be correction guidance of centering on excessively negative contents. The above conclusions are limited to the writer’s experience, but are those that were raised as a practical problem about how the writing education will be effectively taught realistically. What is now demanded urgently can be said to be research and pursuit for diverse and effective writing guidance methods rather than discussion about theory, necessity and problem about writing.
Key Words: Writing, Correction guidance (teacher’s written feedback), Experience, Process-centered, Modification of written correction, Teaching method


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