earticle

영어

This study was begun when students appealed for their trouble with writing during the class. Regardless of their writing talents, they all complain about not having any writing topic - it was the most serious difficulty they have. This research analyzed which one is the decisive factor for good writing. The subjects were 120 second grade middle school students in Korea. In the first
experiment, any information was provided to all students. And then, they were divided into four groups. One was a control group and the others were treatment group ; group 1 received a rhetoric knowledge, group 2 received a content knowledge and group 3 received rhetoric and content knowledge. The results were as follows : First, the content knowledge had a significant effect on the writing. The more familiarity they had with the subject, the higher score they obtained on writing. Second, the rhetoric knowledge had not any significant effect on the writing. The average score of the group 1 did not have a significant difference about the average score of the control group. Third, the content knowledge and the rhetoric knowledge did not have the same
effect on writing. The average score of group 3 and that of group 2 was not different significantly. The content knowledge is the more important and meaningful Factor.