| a Study on the Learner Oriented Instructional Method for Ethical writing - Trying to Find New Paradigms for Instruction of Ethical Writing |
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JiYeon Kim |
| 윤리적이고 주체적인 글쓰기를 위한 지도 방안 연구 |
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김지연 |
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| Abstract |
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Nowadays the majority of the university in Korea have opened writing classes as a compulsory subject and writing ethics became the essential chapter of it. But still many students made plagiarism with or Without dishonest intentions, and they seem to have difficulties to make innocent sentences when they quoted reference materials It’s because they only have been taught they must keep writing ethics, and nobody explains how to avoid it. So we should teach how to write ethically, as well as how to avoid plagiarism. This thesis give focus on the feasibility of writing ethics.
We can find 3 reasons for students’ doing dishonest behavior on writings, which are unethical intentions, careless writing, and bad manner for information on the internet. Among them, carelessness is the major reason for plagiarism. It means it could be very difficult to practice writing ethically, especially for students who are poor at writing. And we’ve known that Just learning the art of annotation and quotation isn t enough to conduct writing ethics. So the reminding writing ethics and teaching writing skill must run in parallel. In this thesis, we suggest various solutions for 3 cases.
First, unexpressive students with no sense of their theme require reading training and sentences practice together with learning quotation technique. Second, students with poor judgment need an ap propriate information retrieval in company with paraphrasing and summarization of it. Third, group activities are proved effectual for students with passive attitude toward learning, and in this case it is more important to encourage students to feel confident about it.
An incomplete understanding cannot draw to carry it into practice. So the aims to educate for writing ethics must be changed into concrete and empirical. Essence for teaching writing ethics need to shift from technique toward sensibility. We suggest Dignity and Collective Intelligence for new paradigms for instruction of ethical writing. Also it cannot be too useful to make various ethics-educational programs both inside and outside the writing class. |
| Key Words:
Writing Ethics, Plagiarism, Sensibility, Dignity, Collective Intelligence, Learner-Oriented Writing Instruction |
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