In the meantime, college writing textbooks were written or compiled for a short time when the course is opened, focusing on course content. The goals were set up according to educational course, and the step to develop composition of contents and assessment tools was reduced for the attainment of the goals and these were implicitly reflected in the textbooks. Thus, the nature and purpose of the course and teaching methods can be inferred through writing materials. In that sense, teaching methods and performance measurement, changes of aim of curriculum can be accessed through the improvement of curriculum material composition of writing.
‘Writing’ as an independence of conventional ‘language’, was subdivided and specialized in a way of reflecting writing characteristics and the major areas. However, between 〈the textbook focusing on knowledge area〉 and 〈the textbook as a practicing tool〉, erstwhile textbooks are slanted toward the former. This is far from universal features of skilloriented course such as ‘understanding through practice’ or ‘skills through repetition’. Considering opinion or social needs of students, new textbooks should be reorganized into system centered on ‘practice’ and ‘activities’.
Today, the basic unit in writing is a ‘paragraph’. Writing is to array paragraphs, and in this process, the subject is constituted and the logic is formed. In writing paragraphs, the Korean community’s core requirements are an unity and a coherence. Logic and context determine the completeness in process of array paragraphs. In the process of writing, ‘writing paragraphs - making manuscript’ is a construction capabilities, ‘an arrangement of paragraphs - making an overview’ is the design capacity. After all, writing textbook design should be centered on writing paragraphs and making an overview.
Press articles and columns in newspapers, critical essays, and descriptive text are often used as examples in writing theory and practice. If we regard writing as a consilience of ‘norms’ and ‘logic’ and ‘creativity’, literary works can be used to ‘exemplary sample’ or ‘guidelines of practice’. Especially, these can be used as design concepts and practicing models in curriculum of making overview and writing paragraphs. Literary assets of regional writers can be used to complement and overcome the limitations of knowledge-oriented writing textbooks.