Abstract
This paper recognizes the importance of argumentative writing education and attempts to discuss the existing operation method and improvement plans by examining it through argumentative writing instructional methods. As a result, W University's 'University Writing' curriculum, unlike other college writing curricula, focuses on theory and practice related to argumentative writing for one semester to specifically improve learners' argumentative writing skills. However, it was found that by focusing only on argumentative writing education, the problem of a lack of basic writing skills such as spelling and spacing, arises. Therefore, while following the common curriculum, it is possible to improve the argumentative writing ability by using the short assigned practice and task-related feedback time to supplement the learner's abilities and repeat the instructor's feedback based on it. This method was found to be a net positive as it increased the satisfaction of the learners much more than when the common curriculum process was applied as is.
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