본문 바로가기
  • Home
Basic Search

A Teaching/Learning Model of Writing Using Fellow Correction

  • The Journal of General Education
  • 2016, (4), pp.79~106
  • DOI : 10.24173/jge.2016.12.4.79
  • Publisher : Da Vinci Mirae Institute of General Education
  • Research Area : Social Science > Education > Field of Education > General Education
  • Published : December 30, 2016

Ko Hye-won 1

1숭실대학교

ABSTRACT

The purpose of this study was to develop a teaching/learning model of writing in universities by effectively using fellow correction. For this, a teaching/learning model of writing was established based on preceding studies, and then the author practiced it in the lecture of writing. This model of lecture focused on three factors: (1) many corrections of a same writing can be help to improve student's level of writing; (2) although fellow correction is certainly an effective means, student's enthusiasm and level can be important; and (3) it is necessary for students to have a firsthand advice for the content and structure of their writing. In order to settle these problems, the author suggested the selection of an interesting theme, professor correction, fellow correction and open correction. In this study, students were responsible to choose their theme and they were advised to select such a theme that is interesting and with which they can carry out self-reflection. By doing these, it was possible to enhance the level of manuscripts and fellow correction, and make students carry out vigorous discussion. Based on the selection of interesting themes and positive motivation of students, the quality of fellow correction was enhanced, thus making correcting students be able to give direct advice to the content and structure of writing. Based on above methods, the author's model of teaching/learning was progressed by the procedure of 'collection of writing materials through mind map and working out drafts → fellow correction and the first modification that reflected on fellow correction → instructor's correction → completion of a final manuscript.’ In the practice of writing, students corrected a piece of writing on a theme three times and improved their level of writing through fellow correction and professor correction. In assessment, subjective factors were ruled out and fairness was maintained maximally. If based on this study's model of teaching/learning of writing, students can cultivate confidence in writing and will be motivated to write.

Statistics

  • 203 Viewed
  • 1 Downloaded

Tools

Issue List

Citation status

* References for papers published after 2023 are currently being built.

Basic Search Advanced Search