ScholarWorks@숙명여자대학교

초록

This article examines the reflective point where university writing education is required in the face of digital transformation. Therefore, this article examines the limitations of existing education and the comprehensive concepts and values ​​required by the new era through three points: humanities, traditions, and the future. The 'humanity value' of writing emphasized first in this article is a comprehensive concept and minimum principle necessary for the current university writing education, which is confined to practical and instrumental writing education, to be established as a sustainable education. It is necessary to adjust and supplement the results of the existing writing education focused on teaching what to write and how to write without prioritizing the power to generate thoughts and reflection on ‘why to write’. In addition, this article focused on 'traditional writing practices and values' as valuable coordinates that have been missed by college writing education. There was a tendency to overlook the dynamism and specificity of the writing field, where Korean writing traditions and customs continued. Emotions, expressions, and logic development methods faithful to the Korean literacy context have been alienated from cognitive-based foreign writing theories and argument-based academic writing education. Opportunities themselves have been reduced, making the otherwise diminishing writing field more closed. Therefore, as long as education continues with little or no literacy practice or writing itself, with limited various writing experiences, it will be difficult to establish an academic identity for college writing. Lastly, the core of the future-oriented concept that this article focused on is the ‘future value’ of the scalability of writing. Under the judgment that the expansion of the concept of writing is urgently needed, the power to learn and use (non-)character text through digital literacy, that is, the concept of digital literacy and extended writing, is the value that future education should aim for. Therefore, based on the above three points, restructuring work is required to be materialized as a component of college writing education.

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