Objectives The purpose of this study is to examine what students at G and K universities recognize and make meaning of after appreciating literary works, and to show the performance results.
 Methods For this purpose, this study used students' writing assignments conducted at two universities as analysis data. As a method of statistically analyzing text data, KH-coder 3 (Folder), a corpus research method, was used to conduct K University assignments such as ‘extracted word correspondence analysis, extracted word multidimensional scaling method, hierarchical cluster analysis, network analysis, and self-organizing instruction method.’ was used to present statistical results intuitively, focusing on typical cases by type. As for the analysis method of G University's project, we presented the results of the task analysis through three methods: ‘correspondence analysis, network analysis, and hierarchical cluster analysis’, and presented some conclusions focusing on typical cases by type.
 Results First, through texts, students at K University remember their somewhat turbulent times and learn about where their foundation came from, how they lived in relationships with their family and friends. It showed that they had come. It had the effect of soothing the wounded heart of the present through the experience of writing down past memories and memories. Second, as a result of student responses at G University, there was a tendency to interpret the story as a story about an immature boy, Namu, experiencing loss, accepting the loss and growing, and also interpreting loss as the basis for growth. Additionally, students responded that they understood the two characters as complementary and aimed for a relationship of growth. Third, while watching the character's growth process, students projected their inner self and showed a journey to self-understanding. And, he said that he applied the characters' motifs of innocence, love, and memories to his own life and felt comfort. In addition, positive writing responses were shown regarding the importance of nature and life.
 Conclusions In this study, we applied literary writing teaching and learning activities that can promote self-growth and found the results to be meaningful in literary education.