대학교육에서 글쓰기 교육의 중요성이 강조된 것은 이미 오래 전 일이다. 그러나 다양한 연구와 실천에도 불구하고, 대학생들의 글쓰기 능력은 과거에 비해 크게 향상되지 않았다. 문제는 그러한 상황이 발생하게 된 원인을 해결할 수 있는 근본적인 해결책을 마련하기 어려운 것이 현실이라는 사실에 있다. 그러한 상황에서는 추상적이고 이론적인 글쓰기 교육 내용을 보다 구체적이고 실질적인 교육 내용으로 대체함으로써 가시적인 교육 효과를 획득하는 것이 현실적인 대안일 수밖에 없다. 여기에서 다루고 있는 추리서사를 활용한 논증적 글쓰기 교육 방안은 바로 그런 현실적 대안 중의 하나이다. 추리서사를 논증적 글쓰기 교육에 활용할 경우, 학생들의 학습집중도를 증가시킬 수 있을 뿐만 아니라, 논리적 설득을 목표로 하는 논증적 글쓰기 능력을 실질적으로 향상시킬 수 있다. 소설과 TV드라마, 영화 등 다양한 매체를 이용한 수업 내용은 학습자인 학생들에게 추론이 논증의 필수적 요소라는 사실을 어렵지 않게 깨닫게 해준다. 또한 이러한 교육 내용은 동일한 문제나 텍스트에 대해 서로 다른 해석이 존재할 수 있다는 사실을 학생들에게 인지시킴으로써 논증에 기초한 설득의 중요성을 강조할 수 있게 된다. 서로 다른 해답과 논리적 근거를 내세우는 학생들 사이의 자연스러운 토론을 유도함으로써 학생들 스스로가 자연스럽게 텍스트 이해와 논증에 추론적 사고 능력을 적용할 수 있게 해주는 것이다. 그리고 추리서사에서 확인할 수 있는 가추법을 글쓰기에 적용한 교육 내용은 논증적 글쓰기가 과정 중심 글쓰기라는 사실을 확인시켜준다. 이처럼 추리서사를 활용한 논증적 글쓰기 교육은 학습자의 자발적인 참여를 유도함으로써 학생들의 글쓰기 능력을 실질적으로 향상시킬 수 있는 대안이 될 수 있을 것이다.

Writing has long become important in a university education. However, the problem is that the writing ability of students has not been more developed than in the past despite various teaching methods. This result was brought about for a variety of reasons, especially realistic restrictions hamper fundamental solutions. What is most realistic in writing education is to shift abstractive and theoretical things to concrete and practical ones so that tangible achievement may come out. In particular, argumentative writing based on detective narratives may be one of realistic alternatives. In the event that detective narratives are applied to argumentative writing, students may pay more attention to the class and also they may develop their logical thinking. In the class to which various media such as novels, TV dramas and movies were applied, students may easily realize that inference is indispensable to argumentation. Also, students may understand that opinions divide on even the same problem or text, and as a result they will know why argumentation-based persuasion is necessary. As students hold contrary opinions with their own logic in process of discussing the why, they can naturally understand the text and can apply inferential thinking to argumentation. In addition, applying abduction in the detective narrative to writing backs up the fact that argumentative writing is centered by process. In conclusion, argumentative writing based on the detective narrative is expected to be a practical alternative to class participation and to developing writing ability.

Writing has long become important in a university education. However, the problem is that the writing ability of students has not been more developed than in the past despite various teaching methods. This result was brought about for a variety of reasons, especially realistic restrictions hamper fundamental solutions. What is most realistic in writing education is to shift abstractive and theoretical things to concrete and practical ones so that tangible achievement may come out. In particular, argumentative writing based on detective narratives may be one of realistic alternatives. In the event that detective narratives are applied to argumentative writing, students may pay more attention to the class and also they may develop their logical thinking. In the class to which various media such as novels, TV dramas and movies were applied, students may easily realize that inference is indispensable to argumentation. Also, students may understand that opinions divide on even the same problem or text, and as a result they will know why argumentation-based persuasion is necessary. As students hold contrary opinions with their own logic in process of discussing the why, they can naturally understand the text and can apply inferential thinking to argumentation. In addition, applying abduction in the detective narrative to writing backs up the fact that argumentative writing is centered by process. In conclusion, argumentative writing based on the detective narrative is expected to be a practical alternative to class participation and to developing writing ability.

detective narratives, argumentative writing, inference, argument, process-based writing