비판적 글쓰기 교육에서 칼럼쓰기의 문제점 및 개선 방안

초록

This study analyzes the educational function of column writing in university writing education and examines the difficulties students face in actual classroom settings. Column writing, which involves logically constructing and expressing one's perspective on current issues, serves as an effective tool for fostering critical thinking, argumentation skills, persuasive writing, and public communication competence. However, analysis of student-written columns revealed several recurring issues, including inconsistencies between titles and claims, lack of topical relevance, insufficient evidence, absence of proposed solutions, emotional appeals taking precedence over logic, and confusion between facts and opinions. In response, this study proposes a comprehensive set of instructional improvements, including focused training on column structure, topic development based on topicality and public relevance, cultivation of critical thinking skills, information literacy education, phased writing with peer feedback systems, and digital literacy instruction. The findings suggest that column writing can extend university writing education beyond technical skill acquisition, contributing to the formation of critically engaged citizens. This study is significant in that it offers pedagogical directions for improving column writing education and provides a foundation for future research in critical writing instruction.

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