Abstract
This study investigated the perception of university professors in syllabus of logic and essay by applying text mining and searched for the direction of contents that should be taught to pre-service Korean language arts teachers. As a result of the analysis, the contents of the argument elements were detailed in the existing syllabus, and the textbook supporting this (Williams & Colomb, 2007/2008) was structured relatively systematically; however, the content of the epistemic cycle of essay writing related to multiple document literacy (multiple document comprehension, discourse synthesis), teaching and learning and evaluation appears to form a relatively less specific or isolated network of forms, which could be seen as a further development item. Theoretical and educational implications were discussed based on results.
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