There is no such thing as a bad piece of writing, there is only an unpolished piece of writing!!
Discover the power of "thinking skills" gleaned from the field of writing education, a "warm gaze" toward children, and training to develop the "muscles of thinking"!

"This is how children in Daechi-dong write" is a writing guide and a growth essay.
Chapters 1 and 3 are composed of 'Mother's Words', Chapters 2 and 4 are 'Child's Words', and Chapter 5 is 'Teacher's Words', and they explore the reality of 'the work called writing' from each perspective.
This five-chapter structure clearly shows how writing and text have different meanings for children, parents, and teachers.
In addition, it does not neglect practicality by suggesting training methods that can be followed right away at home, such as ‘calendar vocabulary list’, ‘writing Jenga’, and ‘copying’, while guiding the way to develop both ‘thinking skills and emotions’.
Chapter 2, "The Second Rule of Writing: Summary → Comparison → Interpretation → Opinion," and Chapter 5, "How to Develop CSAT Literacy: Free Interpretation Reading + Active Reading," will provide helpful essay writing guidelines for parents of children preparing for the CSAT.


This book stands out from other writing guides in that the author, a critic and writing teacher, has a remarkable sense of language that binds the entire book together tightly.
An analytical perspective and a warm writing style coexist, treating each child's sentence as a 'little literature'.
This is probably because the author defines writing as “a skill and an art that expresses the heart.”
Therefore, this book should be viewed not as a simple writing technique book, but as a comprehensive guide that fosters children's thinking and expressive abilities.
Chapter 3, “1970s Novels Great for Reading with Children,” and the appendix, “Book Recommendations for Improving Literacy,” also offer practical tips for both parents and teachers.
I recommend this book to parents whose children sigh, saying, "I can't write a single word," teachers struggling with how to teach writing, and everyone who wants to move beyond the age of emotion and into the age of reason.

Literacy is not easily destroyed once it is built, but the problem is that it takes a huge amount of time to build it.
It can be devastating to discover that your child has limited literacy skills when they graduate from middle school or enter high school.
But that doesn't mean we can give up.
There is still one more way left.
It's about becoming a speaker.
Literacy can be improved through writing.
You don't have to repeat it multiple times.
After just a couple of practices, you'll quickly understand the mind of a non-literary speaker.
Who would have a better understanding of the American atmosphere: someone who's read ten books about America or someone who's visited the country once? We already know the answer.
Experience has great power.
Likewise, children who have experienced being speakers easily become competent readers.
Anyone who has thought about how to convey their thoughts to others can naturally embody the structure of writing.
It is ingrained in my mind that if I place the topic at the beginning and end of the text, readers can easily learn the topic, and that I can refresh the text with an appropriate connecting word and then proceed with the important explanation.
Anyone who has ever been a speaker learns implicitly that other speakers write just like them.
This is why there are no children who are good at writing but are bad at reading.
There is no need to raise children as passive 'readers'.
If you raise your children to be 'speakers' who can speak on their own, 'reading skills' will follow naturally.

--- From "You must become a speaker to become a reader"

The contents of the diaries of children seen at academies are generally similar.
Most of the diaries are short descriptions of emotions, such as stories of having a delicious dinner with parents, fighting with friends, and crying at the desk because they didn't want to go to school.
There is only one thing I ask of children who write their first diary.
I will write more specifically.
And show them a newspaper article that is easy for them to read and that suits their tastes.
The article contains the results of numerous observations.
The incident is clearly organized according to the six principles (who, when, where, what, how, and why).
Expressing only 'feelings' in a diary is low-level writing.
In order for emotions to be properly conveyed to the reader, I must write everything I see with my own eyes.
(…) Let’s write a diary using the ‘eyes of an observer’ so that the six principles can be clearly revealed, and then read the diary again.
And if you project the situation in your diary onto others with your ‘heart’, ‘your own perspective’ will be revealed.
A point of view is a word that indicates 'the attitude, direction, or position of a person observing an object or phenomenon.'
The process of thinking about what to say to someone in the same situation as me develops perspective.
Practicing how to create a point of view will be of great help when writing an essay later on.
Reading the given text carefully and writing the correct answer is a perfect essay.
However, if you interpret the given text well and then add your own perspective, you can create a perfect essay.
Interpreting the given text and finding the topic is closer to the 'reading' area, so you can improve in a short period of time by reading multiple texts and practicing finding the topic.
However, finding and writing down a point of view is the realm of 'writing' and the work of the 'heart'.
Therefore, it cannot be completed in a short period of time.

--- From "Writing a Diary with 'Eyes' and 'Heart'"

The criteria for selecting any book, whether a workbook, literature, or non-literature, should always be as follows.
You should choose a book that is easier than your child's level, but not one that you already know 100% about.
You might wonder what kind of growth there is from reading easy books, but humans are forgetful creatures.
Even if it is something you have already learned or known, you will forget it as time goes by.
Even if you memorize information after learning it perfectly, at some point you will scream, “Oh! I forgot!” This is the human memory.
Choosing books that are slightly easier than your child's level will make reading less burdensome.
If the book is a workbook, it won't be difficult to solve.
Not being burdensome means you keep reaching for it.
Books are ultimately objects that must be handled by human hands.
Just because I display it at home and pile it up doesn't mean it becomes mine.
The more you touch and interact with something, the more your knowledge increases.
As you progress towards reading the book, you will inevitably encounter things you don't know.
No matter how easy a book you read, it is not easy to learn all the information contained in one book.
Sometimes, when I come across information I don't know, I look into that part more, and as I read through difficult content, my layer of indirect experience becomes stronger.
Likewise, if it is a workbook, you can get one more question correct on the test by learning something you didn't know before.

--- From "Daechi-dong Pyo's Recommended Books: 'What Should I Read?'"

Tell your friends who love erasers the story of Lee Jung-seop's gum paper paintings.
After hearing the sad story of the genius artist who had no choice but to draw on gum wrappers, children ask questions like, “Couldn’t it be possible because he was a genius?”
Of course, Lee Jung-seob is a genius painter.
Of course, he would have drawn a picture with a single stroke without any mistakes compared to other people.
But Lee Jung-seob is also human.
It is impossible to assume that there were no mistakes at all.
Without an eraser or correction tape, how did Lee Jung-seob recover from his mistakes while drawing on gum-paper? Rather than accepting his mistakes as "mistakes," he likely used the misdrawn lines as an opportunity to create new, different paintings.
(…) I often tell children not to use erasers.
If you make a mistake while solving a problem, you can write a new answer under the original answer. If you make a mistake while writing, you can start a new paragraph or write the text exactly as the mistake occurred.
Other people may see the wrong answers and the textbook may not be written neatly, so how can that be possible? This raises the question.
As with everything in life, writing in particular cannot be perfect on the first try.
Only after going through several revisions does a true piece of writing emerge.
The foundation of a manuscript is a draft.
Therefore, it is important to include as many thoughts as possible in the first draft.
Even if it seems useless or wrong, if you keep it well, it will be useful when you are revising it.
But if you erase those important pieces with an eraser, you can never get them back.
Even if it seems like a wrong answer now, in the future that wrong answer could become a 'gem'.
The saying that a first draft written as one pleases is an important key to finding the right answer is a story that is always included in the autobiographies of many famous writers.

--- From "Can I Write Without an Eraser?"

Just because you cherish a book doesn't mean its contents will stay in your head.
Keeping out-of-print books doesn't increase the value of the book to the reader who owns it.
Even if a book is so precious that it is a shame to read it, it reveals its value when it is 'polluted'.
(…) It is necessary to go through the process of writing down your impressions, interpretations, and minor questions about a book, making it a ‘source of knowledge’ and ‘your own notebook.’
If we misunderstand the idea that it's okay to write comments and questions about a book, we might end up with the wrong answer: "Does that mean I can interpret a book as I please?"
This is because writing directly in the margins creates the illusion of having a conversation with the author or making a direct comment to the author.
It is okay to interpret the contents of a book 'freely', but it is difficult to interpret it 'arbitrarily'.
Although the two may seem similar, there is a big difference in the depth of their thoughts.
‘Freedom’ is a thought based on evidence, while ‘as one pleases’ is closer to a misunderstanding that misses the context.
In order to interpret 'freely', the author's thoughts must first be well organized.
It takes time to consider what wisdom and insight the author is trying to convey, and what the central theme is.
Let's record the stories we learn during that process of thinking in a book.
The book contains the author's thoughts.
And the margins of the book should contain my thoughts.
After I fully understand the book and add my own free appreciation, the book is no longer just 'one book'.
It becomes a tool for communication and a true result of study.

--- From "When reading a book, hold a pencil!"