대학 글쓰기 교육 다원화의 문제와 대안－수사적 쓰기⋅읽기 교육을 중심으로

Abstract

This article examines the history and significance of college writing education, the aspects and issues of diversified writingeducation, and explores alternatives for the diversification of college writing education centered on rhetorical reading andwriting education. Despite the challenges of universal discourse education, the goal of college writing education remainsunchanged: rational communication. Therefore, the demand for diversity in writing education should be pursued in harmonywith this goal. Assuming the goal of rational communication education, options such as elective communication courses,integrated communication, or writing by academic field have limitations for freshman writing education classes. On the otherhand, uniform universal discourse education fails to meet the demand for increased diversity. As a way to address theselimitations, this article proposes rhetorical writing and reading education that can cultivate multiliteracies. Teaching rhetoricalwriting and reading doesn’t mean teaching our students how to write in a specific genre, but rather teaching them thatthere are various genres of writing, and that the purpose, meaning, and methods of writing differ according to each genre. In other words, it is a writing education method that enables reflection on various purposes and methods of writing. Throughthis education, students are expected to acquire meta-knowledge about writing, such as how writing differs in various contextsand what roles it can play, and to apply this knowledge to writing in diverse contexts, including their future fields of study.