논증적 글쓰기 교육의 분기와 그 의미

Abstract

As the source of high-tech knowledge transferred from universities to companies in the early 2000s, and the useful life of specialized knowledge shorten was shortened, universities began to turn their attention to liberal arts education as one of the remedies. In this process, writing has been recognized as a way of communication that provides background for the learning as well as for discourse community. As a result, not only the writing has become more vitalized and specialized but developed and differentiated into various aspects. However, there is one prominent feature the academic writing demonstrates in the process of its development and differentiation, which is that 'argumentative writing' education has been strengthened. It is because the writing is the most effective way to acquire the basic abilities such as problem-solving and communication skills that form the basis of academic study. However, until now, there has been no research that covers the specific contents of 'argumentative writing' published in different writing teaching materials. Accordingly, in this article, we have examined changes and the meaning of the argument models, centering on the teaching material that changed its argument model and which is central to the argumentative writings among other reorganized materials. Also, we looked at the difference in applying each argument model that was proposed.