대학 글쓰기 교육에 있어서 모듈 운영의 의의 분석

Abstract

This study addresses the issue of creating persuasive individuals who possess critical thinking skills, analytical reasoning, and effective communication abilities.
 The focus is on cultivating talents with the ability to communicate persuasively through the development of an educational model for university writing. In order to achieve this, an examination of the general trends and changes in writing education courses at domestic universities over the past 20 years since the 2000s was conducted. By comparing these findings with the writing education curriculum at S University, the unique characteristics of S University’s writing education were explored.
 The writing education at S University has evolved into an educational model that effectively involves learners’ voluntary participation in class and maximizes their writing experiences. To verify this, the study proposed an educational module with a three-step structure, consisting of “Foundations of Writing - Process of Writing - Types of Writing.” It analyzed how S University’s writing education model positively reflects enhancement of learners’ motivation and efficacy in writing classes. Detailed lecture topics, learning contents, related learning activities, and assignments for each module are presented as examples. Additionally, to provide a detailed description of how the classes are conducted, the study examined evaluation cases utilizing achievement-based assessment criteria, presented the outcomes of a writing competition as a learning activity, and explored the effectiveness of the classes through self-efficacy diagnosis of writing skills. This study reaffirms the necessity of university writing education for cultivating communication skills and fostering creative reasoning in the foundational liberal arts curriculum of universities. Furthermore, it is expected to have significance as it proposes an educational module suitable for freshmen-level writing education.