| The Identity and Education Model of Logical Writing as a General Education for High School Students |
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Man Hee Won |
| 고등학교 교양교과로서 ‘논술’의 정체성과 수업 모형 |
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원만희 |
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| Abstract |
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‘Logical Writing’ as an educational course differs from ‘Free Composition(general writing)’ in that it intends to help students improve their ability to write academic essays. Also, its feature as a practical course differentiates it from other basic courses such as ‘Reading and Grammar’ and ‘Logic’. Also, Logical Writing has the distinctive feature of an integrated course as it aims to enhance students’ ability of logical thinking and communication through various learning activities. I expect that these features will make room for educatioal collaboration with other relevant courses that also aim to promote academic abilities.
The primary aim for ‘Logical Writing’ should not lie in high school students’ preparation for college admission, but in cultivating their abilities in critical thinking and logical writing. The achievement of the former should be derived from the latter. Although much attention has been given to the cultivation of such abilities, this had never been incorporated into an educational course. In order to achieve this, I have set a systematic practice program called ‘Critical Reading and Writing’, and I propose this program to be the frame of this educational courses. This program is based on critical thinking and is built to allow students to assess various texts and practice their own academic writing. The whole process is divided into 3 steps, ‘Reading Comprehension’, ‘Commentt’, and ‘Essay writing’ and aims to gradually improve students’ abilities in each of the three areas, and eventually their overall performance in other educational courses, through practice, and feedback from tutors. |
| Key Words:
logical writing, integrated course, critical thinking, practice program, educational collaboration |
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