Korean writing education theory
 |
Description
Book Introduction
This book is intended to provide an introductory introduction to Korean writing education for foreigners.
The book's content is organized around questions that must be considered for systematic writing education, such as what is writing, what does it mean to write well, what perspective should we have on teaching Korean writing, how should we design the curriculum and syllabus when teaching writing, what teaching methods and writing activities can be used when teaching writing, how can we give feedback on the writing produced by learners, and how should writing be evaluated.
As the scope of online communication expands, the importance of writing skills as a means of expression is increasing more than ever before.
Considering that Korean writing skills are difficult to achieve without gradual, long-term development, I believe it is more important than ever to systematically consider Korean writing education.
I hope this book can contribute, even if only slightly, to resolving such concerns.
The book's content is organized around questions that must be considered for systematic writing education, such as what is writing, what does it mean to write well, what perspective should we have on teaching Korean writing, how should we design the curriculum and syllabus when teaching writing, what teaching methods and writing activities can be used when teaching writing, how can we give feedback on the writing produced by learners, and how should writing be evaluated.
As the scope of online communication expands, the importance of writing skills as a means of expression is increasing more than ever before.
Considering that Korean writing skills are difficult to achieve without gradual, long-term development, I believe it is more important than ever to systematically consider Korean writing education.
I hope this book can contribute, even if only slightly, to resolving such concerns.
index
introduction
Chapter 1.
Concepts of writing and writing knowledge
1.
The concept and scope of writing
1.1.
The concept of writing
1.2.
Scope of writing
1.3.
Types of writing
2.
The nature and importance of writing
2.1.
Characteristics of writing
2.2.
The Importance of Writing Education
3.
Writing and writing knowledge
3.1.
Content knowledge
3.2.
contextual knowledge
3.3.
Knowledge of language structure
3.4.
Knowledge of the writing process
Chapter 2.
Writing Theory and Approaches to Writing Education
1.
Writing theory
1.1.
Formalist Composition Theory
1.2.
Cognitive Constructivist Writing Theory
1.3.
Social Constructivist Writing Theory
2.
Approaches to Teaching Writing
2.1.
Form-centered approach
2.2.
Process-centered approach
2.3.
Strategy-centered approach
2.4.
collaborative approach
2.5.
Genre-centric approach
2.6.
Content-centered approach
Chapter 3.
Writing Curriculum and Syllabus
1.
Grade-based goals for writing instruction
2.
Writing curriculum
2.1.
Components of a Writing Curriculum
2.2.
Operating procedures for the writing curriculum
3.
Types of Writing Syllabuses
3.1.
Subject-based syllabus
3.2.
Function-centered syllabus
3.3.
Genre-based syllabus
3.4.
Assignment-based syllabus
3.5.
Procedure-oriented syllabus
3.6.
Hybrid syllabus
Chapter 4.
Principles of Writing Education and Writing Class Models
1.
Principles of Writing Education
1.1.
Writing education as communication with readers
1.2.
Writing education at the discourse level
1.3.
Realistic writing education
1.4.
Process- and strategy-centered writing instruction
1.5.
Education on the writing practices of the Korean-speaking community
1.6.
Collaborative writing education
1.7.
Integrated writing instruction with other language skills
2.
Writing class model
2.1.
Process-Centered Writing Instructional Model
2.2.
A modified process-centered writing instructional model
2.3.
Genre-Based Writing Instruction Model
2.4.
Discourse-integrated writing instructional model
Chapter 5.
Writing activities and feedback
1.
Types of Writing Activities
1.1.
controlled writing activities
1.2.
Guided writing activities
1.3.
Practical writing activities
2.
Types of Writing Feedback
2.1.
Types by subject of feedback
2.2.
Types based on how feedback is presented
2.3.
Types according to feedback path and method
2.4.
Types based on the content of the feedback
2.5.
Types by stage of feedback
Chapter 6.
Writing Assessment
1.
Recruitment for writing assessment
1.1.
Aspects of content knowledge
1.2.
Aspects of contextual knowledge
1.3.
Aspects of language structure knowledge
1.4.
Aspects of knowledge in the writing process
2.
Types of Writing Assessments
2.1.
Direct evaluation
2.2.
Indirect evaluation
2.3.
Alternative evaluation
3.
Procedure for conducting writing assessments
3.1.
Evaluation plan
3.2.
Development of assessment
3.3.
Evaluation implementation and feedback
References
Chapter 1.
Concepts of writing and writing knowledge
1.
The concept and scope of writing
1.1.
The concept of writing
1.2.
Scope of writing
1.3.
Types of writing
2.
The nature and importance of writing
2.1.
Characteristics of writing
2.2.
The Importance of Writing Education
3.
Writing and writing knowledge
3.1.
Content knowledge
3.2.
contextual knowledge
3.3.
Knowledge of language structure
3.4.
Knowledge of the writing process
Chapter 2.
Writing Theory and Approaches to Writing Education
1.
Writing theory
1.1.
Formalist Composition Theory
1.2.
Cognitive Constructivist Writing Theory
1.3.
Social Constructivist Writing Theory
2.
Approaches to Teaching Writing
2.1.
Form-centered approach
2.2.
Process-centered approach
2.3.
Strategy-centered approach
2.4.
collaborative approach
2.5.
Genre-centric approach
2.6.
Content-centered approach
Chapter 3.
Writing Curriculum and Syllabus
1.
Grade-based goals for writing instruction
2.
Writing curriculum
2.1.
Components of a Writing Curriculum
2.2.
Operating procedures for the writing curriculum
3.
Types of Writing Syllabuses
3.1.
Subject-based syllabus
3.2.
Function-centered syllabus
3.3.
Genre-based syllabus
3.4.
Assignment-based syllabus
3.5.
Procedure-oriented syllabus
3.6.
Hybrid syllabus
Chapter 4.
Principles of Writing Education and Writing Class Models
1.
Principles of Writing Education
1.1.
Writing education as communication with readers
1.2.
Writing education at the discourse level
1.3.
Realistic writing education
1.4.
Process- and strategy-centered writing instruction
1.5.
Education on the writing practices of the Korean-speaking community
1.6.
Collaborative writing education
1.7.
Integrated writing instruction with other language skills
2.
Writing class model
2.1.
Process-Centered Writing Instructional Model
2.2.
A modified process-centered writing instructional model
2.3.
Genre-Based Writing Instruction Model
2.4.
Discourse-integrated writing instructional model
Chapter 5.
Writing activities and feedback
1.
Types of Writing Activities
1.1.
controlled writing activities
1.2.
Guided writing activities
1.3.
Practical writing activities
2.
Types of Writing Feedback
2.1.
Types by subject of feedback
2.2.
Types based on how feedback is presented
2.3.
Types according to feedback path and method
2.4.
Types based on the content of the feedback
2.5.
Types by stage of feedback
Chapter 6.
Writing Assessment
1.
Recruitment for writing assessment
1.1.
Aspects of content knowledge
1.2.
Aspects of contextual knowledge
1.3.
Aspects of language structure knowledge
1.4.
Aspects of knowledge in the writing process
2.
Types of Writing Assessments
2.1.
Direct evaluation
2.2.
Indirect evaluation
2.3.
Alternative evaluation
3.
Procedure for conducting writing assessments
3.1.
Evaluation plan
3.2.
Development of assessment
3.3.
Evaluation implementation and feedback
References
GOODS SPECIFICS
- Date of issue: December 30, 2019
- Page count, weight, size: 234 pages | 188*235*20mm
- ISBN13: 9791190154406
- ISBN10: 1190154404
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