• Korean Journal of Child Studies
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• v.26 no.6
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• pp.267-285
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• 2005

This ethnography explored, the emergent writing and literacy of two-year-old children in classroom. The specific purpose of the study focuses on toddler's text appropriation from text environment and on social interaction between teachers and toddlers. The result showed that toddlers appropriated writing signs or words from their own text-environment and used it as the instrument for social interaction and communication. Specifically, they initiated social interaction by giving messages of their appropriated signs to adults as teachers, who were easily capable of communication. This led to all toddlers' involvement in message exchange in the classroom. Toddlers' marks of scribbles were also consisted of different kinds of lines and circles. Those marks have different meaning and. symbolic systems: drawing and writing graphics. Even though drawing and writing graphics developed as different symbol systems in toddlers' marks, each system helped to extend each other.

• Korean Chemical Engineering Research
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• v.55 no.1
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• pp.135-140
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• 2017

This paper is on a study for discrimination on relative sequence as a most actively discussed topic in forensic document fields. This paper describes the application of the visual spectral comparator and infinite focus microscope as observation methods for overlapping region of printing and writing lines. As a result, we could categorize overlapping region images and identify the sequence of printing and writing lines by various inks.

• 대한공업교육학회지
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• v.34 no.1
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• pp.155-170
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• 2009

This study aims at examining text contents and its writing directions and analyzing their validity to develop text books of "invention and problem solving", which will be used for advanced courses of specialized high school of invention and patents. To develop text book contents and writing direction, literature research and professional association meetings were performed and to verify validity on developed text book contents and writing direction, survey research was performed. The subjects of survey research to verify validity consist of seventy five teachers who participated in the training course for invention leaders hosted by International Intellectual Property Training Institute (IIPTI) of Korean Intellectual Property Office (KIPO). To examine validity on text writing directions, each area of the text, themes, and modules, questionnaires that consist of multiple choice questions, and open questions that participants can describe their opinions were developed. Text book writing plans are included in the questionnaires to help the understanding on text book contents. The conclusions drawn from results of validity analysis are as follows: First, each theme and modules of 'invention and problem solving' were properly developed for common text books for the advance course of specialized high school of invention and patents. Second, as for the text book writing direction of 'invention and problem solving', text books emphasize research ability and creative thinking. They were developed to help increase critical thinking, logical thinking and problem solving ability.

• English Language & Literature Teaching
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• v.12 no.2
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• pp.127-152
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• 2006

For the past 20 years the process approach to writing has been popular in second language writing classrooms. However, there have been very few studies conducted in Korea with regard to the composing processes and the effects of proficiency on writers' usage. The present study attempts to begin to fill this gap. Three groups of college students with different writing proficiency participated in the study: the advanced group, the intermediate group, and the beginning group. The verbal protocol of their writing processes revealed that they approached writing tasks differently. While the advanced writers focused on generating texts and ideas and examined their writing at both global and local levels, the other two groups of students tended to focus on evaluating text at the local level and generated fewer ideas and less text. The findings from this study are then compared to those of some major studies of the composing process as conclusions are subsequently drawn about the specific needs of Korean college writers.

• Korean Journal of Cognitive Science
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• v.16 no.4
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• pp.271-285
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• 2005

An experiment was conducted to investigate the effect of three types of prior knowledge (domain related knowledge, summary-writing strategy knowledge, and neutral unrelated knowledge) and two types (analytic and wholistic) of cognitive styles on the quality of the summary writing of a descriptive text. The results showed that learning domain-related knowledge and summary-writing-strategy knowledge increased the level of understanding of the target text and the quality of the summary; the former operating mainly at the understanding phase, and the latter operating mainly during the summary planning and producing phases. The effect of the types of cognitive style was found somewhat limited but mainly operating In the process of planing the summary. Other features of time course in writing a summary were further discussed.

• Cross-Cultural Studies
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• v.37
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• pp.267-286
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• 2014

The purpose of this study is to improve the writing skills through activities to read and summarize the internet children newspaper article. The subjects of study are the college students of A2-B1 level in the French writing classes. The range of study was as follows: - As the previous activity of writing, activities of teaching and learning of vocabularies to comprehend the internet children newspaper article. - learn about the rules of summary - writing the summary The children's newspaper used in this study has the advantage that can increase the learning motivation of learners as having a topicality by itself and a level of easy language. The summary activities can be called a comprehensive activities of teaching and learning that combine the critical reading ability that can distinguish important information and secondary one with the creative writing ablility that can reconstruct one's own style from the selected content. In addition, the summary assists the understanding of a text and is a help to its memory. It is the strategy of reading comprehension and also is simultaneously the strategy of writing that can write with one's own vocabulary by newly structuring the text. The results of this study will provide a vitality for the education environment and field of study of French language that have been neglected the writing ability. Moreover it will be the motivation to propose a way of a balanced French language communication to our French language learners weighted on oral communication.

• Korean Journal of Radiology
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• v.24 no.10
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• pp.952-959
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• 2023

Large language models (LLMs) such as ChatGPT have garnered considerable interest for their potential to aid non-native English-speaking researchers. These models can function as personal, round-the-clock English tutors, akin to how Prometheus in Greek mythology bestowed fire upon humans for their advancement. LLMs can be particularly helpful for non-native researchers in writing the Introduction and Discussion sections of manuscripts, where they often encounter challenges. However, using LLMs to generate text for research manuscripts entails concerns such as hallucination, plagiarism, and privacy issues; to mitigate these risks, authors should verify the accuracy of generated content, employ text similarity detectors, and avoid inputting sensitive information into their prompts. Consequently, it may be more prudent to utilize LLMs for editing and refining text rather than generating large portions of text. Journal policies concerning the use of LLMs vary, but transparency in disclosing artificial intelligence tool usage is emphasized. This paper aims to summarize how LLMs can lower the barrier to academic writing in English, enabling researchers to concentrate on domain-specific research, provided they are used responsibly and cautiously.

• The Journal of the Korea Contents Association
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• v.18 no.7
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• pp.282-290
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• 2018

This study tried to suggest the development of a writing education model for Christian Universities based on both Hobbs' media education model and Vanhoozer's media text analysis model. This model consists of 6 steps- Christian worldview establishment, access, analysis and evaluation, creation, reflection and social action. This was developed in order to be applied for the class "reading and writing" of liberal arts. Also, this is an appropriate model for media text writing education aiming at an alternative creation activity through a critical comprehension of the complex texts consisting of sounds, images, letters and so on. Furthermore, this is designed to train the capable persons having intelligence, character, and spirituality balanced, whom the education of Chrisitian universities aims at. Finally, this model pursues the student-friendly and amalgamative text writing appropriate for a new era and has an advantage to raise the power of various forms of letter writing which all the universities should stress as well.

• The Journal of the Korea Contents Association
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• v.20 no.3
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• pp.432-439
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• 2020

This study aims at exploring features of Korean university students' written text, focusing on the written voice, rhetorical patterns, and writing practices through English letters. The data comprised examples of students' English job applications, and a 'purpose-will' model was adopted for the data analysis. The findings showed that the students used unique ways of strategies to convey their voice in a recontextualized setting. Their written voice in the job applications were various, and nobody applied the Korean convention of weather opening. Their rhetorical patterns were a transformation from convergence to divergence, showing integrated patterns of written voice. Students' writing practices revealed their internal values of writing for a task, and they do not directly learn from the teacher's syllabus. This supports the sociocultural framework that learning is a situated activity in a specific discourse community. The study concludes that writing teachers should understand that life-world and learning experience can impact on students' written voice and practices.

• English Language & Literature Teaching
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• v.11 no.2
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• pp.19-34
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• 2005

Hypertext raises question to general assumptions about our conventional conceptions of education. In this essay, three kinds of learning-models are presented by the application of "writing" hypertext literature to the English education of the elementary school. These models, which I call the "scene-centered" system, give knowledge to learners in non-linear, non-sequential structure. The term "scene" is a single concept or idea composed of a single sub-text, which is to be made by the group of students. This system is focused on the collaborative composition of students. Students, by generating sub-texts and connecting texts, perform the educational activities to expand the source text. The "scene-centered" system is, to put it into a Barte's term, a "writerly text." But in order to "write," "reading" should be accompanied. So, this system is a learning model in which writing and reading are carried on simultaneously. In all the process, students play a role of multi-user, with three access rights: read, write, and annotate. So, students making use of hypertext systems will act as reader-authors. And teachers will take the new role in collaborative writing environment. No longer the central authoritarian evaluator, they will become consultants, co-writers, coaches of their students.