수정과 피드백이 글쓰기에서 동인(動因)이 되는 방식을 위한 탐구

Abstract

Revision and feedback create a place to meet with the writings of the learners and communicate with their inner worlds. Revision doesn't just refer to revising a draft by rearranging phrases, correcting a mistake, or improving the vocabulary choices. It's a very "creative job" that should be connected to feedback on its extension. Thus it's critical to approach revision and feedback from the perspective of developing thinking abilities to organize meanings and to implement them throughout the entire process of thinking. Communicating with the text and the reality beyond the text, they should be able to completely reflect and create the "creative force" of writing. From the perspective that writing was the best way in writing education and that revision and feedback were the essential methods to decide the writing quality even though they didn't guarantee the best result, this study focused on the effective teaching and learning strategies with regard to revision and feedback. It pointed out that the essence of revision and feedback was not quantity but quality and that it's necessary for revision and feedback to have a minimal "manual" considering strategies, principles, and tools. It's also noted that revision and feedback were not overall, one-sided delivery of knowledge but "conversational interactions." There are two ways to more activate revision and feedback and to materialize them as the motives of writing education；the first one is to develop tools to vitalize revision and feedback and expand and reinforce programs to connect them with classes. And the other one is to set up a devoted agency of independent status to the overall aspects of writing education and study in connection to actual classes and establish a regular system for revision and feedback under the supervision of the agency.