대학 신입생의 글쓰기 능력에 대한 학생 자신의 인식 분석 -한성대학교 2014년 신입생을 대상으로- = Analysis of Self-awareness of Writing Skill by College Freshmen Students -Subjected on Freshmen of Hansung University in 2014-

다국어 초록 (Multilingual Abstract)

This study is to investigate and analyze self-awareness of writing skills by college freshmen students. The subjects are attendees of <Thought and Expression> at Hansung University in 2014, and the study was conducted in March, before the lecture began. The survey was composed of total 24 questions in 5 categories such as language standard ability, composition and expansion ability, ability to compose various types of writings, ability of self-adjustment and continuous possibility, and awareness of significance of writing. The self-evaluated score for composition by students was 65.22 on average. While the response of “Very Likely” was the most frequent response from the ability of language standard, the response of “Likely” was the most frequent response from the ability of writing and expansion. Among the language standard, students felt more difficult in spacing among words and use of punctuation marks than in spelling. The 25% of students excluding those in liberal arts school showed insufficient consideration regarding purpose and readers of writings, and the response of “Likely” was the most frequent response from the ability of conducting various types of writings. The response of “Not Likely” was the most frequent from the ability of self-adjustment and writing steps. On the other hand, vague trust of performing good writing was high, while there was no active effort to write good writings. The result of this survey is to analyze self-awareness of writing skill by students. Since awareness of writing skills is not equivalent to the actual ability of writing, one shall be aware of analyzing and accepting the result of this study.