ScholarWorks@경상국립대학교

초록

This paper aims to analyze the process in which learners derive meaning from writing. Considering the act of writing as well as the act of writing itself as the process of generating meaning field, the compositions of first-year university learners under the three questions with a similar context in Michael Sandel’s “What is justice?” are analyzed. For the detailed analysis, Difference and Deferral from Derrida is applied. Compositions are classified as; first, the same answer to all three questions, second, the same answer on the two questions, third, each of answers on the three questions. Learners showed different reasons and patterns even if they were choices with the same orientation. It could be analyzed that text in itself can not be a fixed entity, but a becoming field that changes endlessly. Based on this study, learning and teaching strategies can be established with the goal of learners as independent and active writers.

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