본 논문은 대학 글쓰기 교과 중 실용적 글쓰기를 문제점을 비판적으로 검토하고, 그 대안을 제출하고자 하였다. 특히 자기소개서 쓰기와 관련하여 단계별 또는 상황별로 그 쓰기 교육이 달라져야 함을 적시하고, 목적의식적인 취업용 자기소개서인 경우 비즈니스 커뮤니케이션 차원에서 교육에 이루어져야 함을 강조하였다. 자기소개서 쓰기는 스스로를 독자로 하는 자기 성찰적 글쓰기와 타자를 독자로 하여 일정한 목표를 전취할 의도에서 작성하는 목적의식적 글쓰기로 나눌 수 있다. 현재 각 대학의 글쓰기 교재를 중심으로 살펴본 바 대체로 그러한 내용을 동시에 담으려 노력하고 있었다. 그런데 비즈니스 커뮤니케이션의 일종인 고학년 중심의 취업용 자기소개서의 경우에 대해서는 세밀한 지도가 부족해 교수자 개인에게 맡겨두는 것이 지배적인 경향이었다. 또한 저학년의 경우도 타자를 독자로 할 때에는 자기소개서 쓰기의 차원이 달라져야 하는데, 이에 대한 교육도 효과적으로 진행되고 있지 않은 것이 사실이었다. 따라서 이 글에서는 그러한 문제점을 지적하고 글쓰기 교육의 과정에서 상황에 맞는 글쓰기의 차원에서 비즈니스 커뮤니케이션으로서의 자기소개서 쓰기 교육을 보다 체계적으로 교육할 수 있는 길을 모색하였다. 이는 기존의 글쓰기 교육에서 이미 진행되고 있는 여러 차원의 글쓰기 교육을 좀더 목적의식적으로 활용함으로써 해결할 수 있음을 드러낸 것이다.

This thesis is comprised of a critical review of approaches to teaching practical writing in college composition courses and proposes possible solutions with respect to written self- introduction assignments. This paper proposes that the assignments be differentiated according to learner level. This paper also suggests approaches to teaching self- introduction assignments in the context of business communication courses. Self - introduction assignment can consist of two types ; introspective writing, whose reader could be the writer himself or herself, and goal- oriented writing whose readers could include those outside the academic environments, such as prospective employers. A review of college communication textbooks revealed all these approaches. However, this paper asserts that typical textbook approaches to self- introduction letter for even business communication courses and upper level students are left to write on their own for lack of detailed instruction. Approaches to introspective writing for lower level learners require more explicit instructions. This paper identifies the deficiencies in current approaches and proposes specific solutions in order to enhance learners' skill acquisition in written self- introduction for business communication purpose. Hopefully, this article will provide concrete assistant in developing effective approaches to teaching practical writing.

This thesis is comprised of a critical review of approaches to teaching practical writing in college composition courses and proposes possible solutions with respect to written self- introduction assignments. This paper proposes that the assignments be differentiated according to learner level. This paper also suggests approaches to teaching self- introduction assignments in the context of business communication courses. Self - introduction assignment can consist of two types ; introspective writing, whose reader could be the writer himself or herself, and goal- oriented writing whose readers could include those outside the academic environments, such as prospective employers. A review of college communication textbooks revealed all these approaches. However, this paper asserts that typical textbook approaches to self- introduction letter for even business communication courses and upper level students are left to write on their own for lack of detailed instruction. Approaches to introspective writing for lower level learners require more explicit instructions. This paper identifies the deficiencies in current approaches and proposes specific solutions in order to enhance learners' skill acquisition in written self- introduction for business communication purpose. Hopefully, this article will provide concrete assistant in developing effective approaches to teaching practical writing.

practical writings, self-introducing writings, introspective writings, business communication, strategic writings