대학원 유학생의 학위논문에 나타난 각주 양상과 교육적 함의

초록

This study examines the role of effective footnote use in academic writing. A review of the literature underscores the significance of footnotes in graduate-level theses, and an analysis of theses written by international graduate students reveals that footnotes are often underused or used inappropriately where required. Based on these findings, the study identifies common patterns of ineffective footnote usage and explores their pedagogical implications for thesis instruction, while proposing guided writing journals as a strategy to enhance students' awareness and application of footnotes and suggesting ways to integrate these tools into instruction. By combining literature review with empirical analysis, this study highlights the importance of effective footnote use in academic writing and offers pedagogical approaches to improve it.

키워드