쓰기 능력 발달 척도 개발 및 타당화

Abstract

Based on Bereiter’s (1980) theoretical model of the development of writing abilities, this study developed and validated a scale applicable to Korean high school and college students with 25 items (5 items per factor) in five factors divided into “associative, performative, communicative, unified, and epistemic writing.” In addition, the simplex assumption was checked to see if the five stages of the development of writing abilities identified by Bereiter were developmentally connected as per the original theoretical model.
 The main findings of the study are as follows: First, associative, performative, communicative, and unified writing were developmentally linked, while epistemic writing was not. Second, associative writing was either negatively correlated with other factors or its values were not statistically significant. Third, considering rhetorical context, including readers’ level, interest, response, and counterargument, was inversely related to fluency in written language production and idea generation.