The study asked first and second-year students enrolled in a liberal arts course at A University to write in a Friendly and Emotional Expression Writing course. It then analyzed the feedback patterns between their peers, and examined the results of evaluating their feedback factors. Finally, it drew some implications for university liberal arts writing education. Peer feedback on friendly and emotional expression writing can be divided into four higher areas: total subject, composition, expression, and reader, with a total of nine detailed types: purpose, entire text, paragraph, sentence, personality, error, attractiveness, understanding, and realism. Among these factors, peer feedback in the independent area was the most common, especially when looking at sub-detail types, where feedback on ‘factiveness’ (do you mean “attractivness”?) was the most common. However, all peer feedback types are important factors when it comes to the humanities and in culture writing. To be sure, friendly and emotional expression writing is at the center of this field. These results allowed us to derive the following three implications: First, it is necessary to apply and practice social and emotional expression writing in university writing education by developing and expanding it in a connective manner. Second, when writing in a friendly and emotionally expressive manner, it is necessary to instruct the reader to pay particular attention to the “reader area,” which is considered the most essential requirement, and to approach the reader in an honest way so that his or her writing can be easily understood. Third, peer feedback of friendly and emotional expression writing is basically diverse in terms of topics, composition, and the expressions (or level of expressiveness) needed to write. Thus, it is necessary to work in university liberal arts education to ensure that these requirements are well established.
On the Way to Non-Hierarchical Communication: Methods of Reading and Writing in Teaching Philosophy to University Students
