Reconsideration of Rewriting and the Educational Plan for Rewriting in University Writing

The aim of the study was to change the perception of rewriting in the writing process and to examine the effectiveness of rewriting and educational plans from a theoretical perspective. Thus, theoretical discussions on outline writing and rewriting in the writing process were analyzed using the problem-solving model of Flower and Hayes (1981), the knowledge-telling and knowledge-transforming model of Bereiter and Scardamalia (1987), and the knowledge-constituting model of Galbraith (1999). In the domestic writing education field, the tendency is to attach importance to the planning stage based on the problem-solving model of Flower and Hayes (1981). In particular, writing an outline for planning is important in the writing process. However, when examining the knowledge-telling and knowledge-transforming model of Bereiter and Scardamalia (1987) and the knowledge-constituting model of Galbraith (1999), depending on the author, revising the text through rewriting can be a more efficient method than writing an outline. Therefore, allowing writers to try to rewrite in consideration of their propensi ty and characteristics, rather than uniformly asking them to prepare an outline, is recommended. In addition, to restore the recursiveness of the writing process, the importance of the reconsideration of rewriting and the educational plan centered on writing practice is emphasized.