Strengthening the Self-feedback on College Writing Classes

Abstract

The purpose of this paper is to seek ways to strengthen self-feedback to develop the writing skills of university students. The goal of self-feedback is to have the ability to recognize and adjust a student’s thinking process to improve the quality of his or her writing. It is necessary to recognize previous thinking patterns through self-feedback, learn coordination strategies for qualitative improvement, and to impart to our students higher cognitive strategies that are transferable. To this end, self-feedback should be focused on elements belonging to the higher hierarchy among writing-related errors. It is necessary to construct a thinking system that leads to further improvements from what has already been completed, focusing on the relationship between higher hierarchical elements such as subject and structure. This process should be repeatedly and developmentally performed not only in the revision of the draft, but also for extended writings such as memos, diaries, mind maps, and PPTs.The actual classroom will be able to improve a learner's ability as an author in a true sense only when it provides an opportunity for them to examine their previous thoughts around the macroscopic structure and train them in the self-checking, self-assessment, and the self-design process with self-feedback.