대학 글쓰기 교육을 위한 예비적 고찰

A Preparatory Study for College Writing Education

&nbsp;&nbsp;The purpose of this paper is to examine the fundamental notion of essay wiring and the academic validity of current essay writing education and to propose how to extend high school essay writing to the baccalaureate level of "post-essay-writing" effectively.<BR>&nbsp;&nbsp;The primary goals of integrated essay writing--that is, "critical thinking" and "problem-solving abilities"--are meaningful. However, the goals exceed the common scope and level of reading and writing curricular required by current secondary education. In addition, little attention has been given to how to connect high school essay writing and college writing. Consequently, the fundamental meaning of "integrated essay writing" becomes problematic.<BR>&nbsp;&nbsp;Essay writing and essay writing education should comply with the ideal of liberal arts for college education. In so doing, discussion education, reading education, and writing education should be designed in an integrated fashion for communication skills, basic cultivation, and logical and critical expressive abilities respectively.<BR>&nbsp;&nbsp;Reading education should be carried out in close relations with college writing education. Reading and writing have often been taught separately. However, they can do without each other. Therefore, college writing education should be designed to help students develope his or her own reading plans, and reading and writing can be separately taught only in case of specific purposes and styles.<BR>&nbsp;&nbsp;Besides, discussion education that deals with pros and cons may serve as a good model for college discussion education. In the case of reading education, free-style discussion can be added in order to precipitate cultural diversity and flexible interpretation. Especially, it can be efficient in dealing with major points of assigned readings and in developing students&quot; presentation skills.<BR>&nbsp;&nbsp;Knowledge usually develops through the stages of dualism, multiplicity, relativism, and commitment. Either education which utilizes reading and discussion or reading/discussion education may be used for intellectual and ethical development.