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Possibility to Manage a Level-Differentiated Curriculum for College Writing - Possibility to Find the Discrimination Index by Comparing the Learning Achievements of Students in Upper and Lower Groups

Lee, Eun-ju 1

1가톨릭관동대학교

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ABSTRACT

This study began with the awareness that for college writing, a liberal art that requires the ability to think comprehensively, learners’ level needs to be considered in establishing educational objectives and constructing educational content. The reason is that using the same teaching materials and content is likely to make it difficult to arouse motivation and maintain interest of learners who display a large difference in terms of learning ability. And college English and college mathematics courses have already adopted level-differentiated instruction, and there are some cases in which its effectiveness has been proved. The subjects of the study were learners at C University, which had adopted a process-type model in writing education. And the learners’ learning achievements were analyzed according to the ability assessment index in order to assess learners’ performances with the education content and learners’ achievement of class objectives at the each stage. The analysis was intended to find differences in learning achievements between students from different levels and discover a discriminant point, thus predicting the possibility to manage a level-differentiated class. Analysis groups were classified into the upper group and the lower group; their learning achievements were analyzed by comparing the assessment results values of performance tasks at each stage of writing process such as selecting a subject, structuring, writing the introduction, and final version. The results of the comparison did not correspond with the hypothesis that a discriminant point or element would be discovered between upper and lower groups. No big difference was found between the two groups in terms of selecting a subject and structuring, and the lower group even got a higher average value in structuring. However, at a stage of writing sentences, there was an apparent different between upper and lower groups. Consequently, it confirmed that the ability to write is ultimately about writing sentences and storytelling. And these competencies can be developed only through routinized reading (books). It has remained a problem how to relate reading to the class curriculum for college writing education. And instructors need to deliberate on why they think the difficulties of managing a class originate from the difference in scholastic ability between upper and lower groups.

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