Earticle

이 연구는 학습자의 메타인지 활성화를 목적으로, ChatGPT를 활용하여 학문적 글쓰기에서 목차를 구성하는 교수 모형을 제안하였다. 대학에서의 학문적 글쓰기는 대체로 논증적 글쓰기의 성격을 가지며, 주관적 아이디어를 설득력 있게 제시하고 학계에서 요구하는 관습을 준수하는 것을 목표로 한다. 목차 구성은 이러한 교육 목표를 달성하기 위한 집중적인 교수 전략으로 제시되는데, 이는 아이디어를 논리적인 순서로 배열하고 위계화하여 논증 전개의 흐름을 드러내는 과정이기 때문이다. 잘 구성된 목차는 곧 독자가 필자의 논리를 쉽게 따라갈 수 있도록 체계적으로 구조화된 글을 의미한다. 전통적으로 목차 작성 후에는 교사의 피드백이 이어지지만, 일방적인 피드백은 학습자에게 강한 인상을 남기기 어려운 경우가 많다. 이에 본 연구는 이러한 피드백 과정을 ChatGPT 활동과 결합한 교수 모형을 제안하고, 이를 통해 학습자의 메타인지를 활성화할 수 있음을 보였다. 다만, 이 글에서 제시하는 교수 모형에 대한 학습자 인식 조사가 이루어지지 않았다는 한계가 있으며, 이는 향후 연구에서 보완할 계획이다.

In university contexts, academic writing typically takes the form of argumentative writing, focusing on presenting subjective ideas persuasively while adhering to the conventions of scholarly communication. The construction of a table of contents (TOC) is employed as an intensive instructional strategy because it requires organizing ideas in a logical order and hierarchizing them to reflect the flow of argumentation. A well-structured TOC signals a well-structured text, enabling readers to easily follow the writer’s reasoning. Traditionally, TOC construction is followed by instructor feedback; however, this feedback is often one-sided and has a limited impact on learners. This study proposes a teaching model that uses ChatGPT to guide learners in constructing a TOC for academic writing, with the aim of enhancing their metacognitive awareness. By employing ChatGPT, the proposed model allows for more interactive and reflective feedback, thereby enhancing learners’ metacognitive processes. While the study demonstrates the pedagogical potential of this model, it acknowledges the absence of empirical data on learners’ perceptions, a limitation that we intend to address in future work.

학습자의 개인차를 고려하는 작문 지도 필요성이 점점 더 강조되는 가운데, 인공지 능 도입으로 구현 기술이 급속히 발전하는 데 비해 교육 현장에서 학습자의 개인차를 무엇으로, 어떻게 반영할 것인지에 대한 이론적·실증적 연구 토대는 매우 부족하다. 또 한 작문 분야의 유형화 연구들은 일정한 패턴을 찾아내어 학습자의 개인차를 고려할 수 있다는 점에서 맞춤형 작문 지도의 실천 기반이 될 수 있으나, 실질적인 실천 방안을 도출하기 위해서는 기존의 파편화된 유형화 결과들을 집대성한 종합 유형을 이끌어낼 필요가 있다. 이에, 이 연구는 체계적 문헌 고찰의 방법론을 도입하여 5개의 국내외 데 이터베이스를 검색하고 포함 및 배제 기준, 비뚤림 위험성 평가 등을 실시하여 최종 10 편의 유형화 연구를 선정하였다. 선정된 연구물들을 주제 분석의 방법론을 통해 귀납 적으로 분석한 결과, 본문 시작 방식, 회귀적 성격, 전사 방식, 국면별 빈도 차이의 네 기준을 중심으로, 각각 계획형과 수정형, 선조형과 회귀형, 쾌속형과 주저형, 집중형과 분산형의 대립적 유형들이 도출되었다. 이 연구는 유형화 연구 결과의 종합 정리에 그 치지 않고, 추가적인 선행연구 검토를 통해 각 유형별 작문 지도를 위한 이론적 근거까 지 이끌어냈다는 점에서 더욱 의의를 찾을 수 있다.

While profiling studies of writing can provide a foundation for learner-centered education by identifying certain patterns that consider individual differences, there remains a need to synthesize fragmented findings into a comprehensive profiling result to derive practical instructional strategies. Thus, this study adopts a systematic review methodology, searching five international and domestic databases, and conducting inclusion and exclusion criteria assessments and risk of bias evaluations, ultimately selecting 10 profiling studies. By applying thematic analysis to the selected 10 studies, this research inductively identified four criteria: initiation, recursion, transcription, and dispersion. The study then identifies contrasting types according to each criteria: planners vs. revisers (initiation), forward vs. backward writers (recursion), rapid vs. hesitant writers (transcription), and concentrated vs. dispersed writers (dispersion). The significance of this research lies in not only synthesizing the results of profiling studies but also providing a theoretical foundation for writing instruction tailored to each type based on additional literature reviews.

학습자의 개인차를 고려하는 작문 지도 필요성이 점점 더 강조되는 가운데, 인공지 능 도입으로 구현 기술이 급속히 발전하는 데 비해 교육 현장에서 학습자의 개인차를 무엇으로, 어떻게 반영할 것인지에 대한 이론적·실증적 연구 토대는 매우 부족하다. 또 한 작문 분야의 유형화 연구들은 일정한 패턴을 찾아내어 학습자의 개인차를 고려할 수 있다는 점에서 맞춤형 작문 지도의 실천 기반이 될 수 있으나, 실질적인 실천 방안을 도출하기 위해서는 기존의 파편화된 유형화 결과들을 집대성한 종합 유형을 이끌어낼 필요가 있다. 이에, 이 연구는 체계적 문헌 고찰의 방법론을 도입하여 5개의 국내외 데 이터베이스를 검색하고 포함 및 배제 기준, 비뚤림 위험성 평가 등을 실시하여 최종 10 편의 유형화 연구를 선정하였다. 선정된 연구물들을 주제 분석의 방법론을 통해 귀납 적으로 분석한 결과, 본문 시작 방식, 회귀적 성격, 전사 방식, 국면별 빈도 차이의 네 기준을 중심으로, 각각 계획형과 수정형, 선조형과 회귀형, 쾌속형과 주저형, 집중형과 분산형의 대립적 유형들이 도출되었다. 이 연구는 유형화 연구 결과의 종합 정리에 그 치지 않고, 추가적인 선행연구 검토를 통해 각 유형별 작문 지도를 위한 이론적 근거까 지 이끌어냈다는 점에서 더욱 의의를 찾을 수 있다.

While profiling studies of writing can provide a foundation for learner-centered education by identifying certain patterns that consider individual differences, there remains a need to synthesize fragmented findings into a comprehensive profiling result to derive practical instructional strategies. Thus, this study adopts a systematic review methodology, searching five international and domestic databases, and conducting inclusion and exclusion criteria assessments and risk of bias evaluations, ultimately selecting 10 profiling studies. By applying thematic analysis to the selected 10 studies, this research inductively identified four criteria: initiation, recursion, transcription, and dispersion. The study then identifies contrasting types according to each criteria: planners vs. revisers (initiation), forward vs. backward writers (recursion), rapid vs. hesitant writers (transcription), and concentrated vs. dispersed writers (dispersion). The significance of this research lies in not only synthesizing the results of profiling studies but also providing a theoretical foundation for writing instruction tailored to each type based on additional literature reviews.

This paper reports on a recent investigation into literacy practices in a formal IELTS (Academic Version) preparation course in Tehran. The purpose of this study was to look at class tasks that generate opportunities for developing written argumentative texts. The focus was on aspects of written argument literacy practices. Students whose first language is not English seek to continue their education in Englishmedium- universities. They are required to sit for the International English Language Testing System (IELTS) to evidence their language proficiency. Despite meeting the required IELTS band scores, a number of them face difficulties and may underachieve in academic requirements. To address this problem this study aimed to investigate and analyze class tasks. In particular it examined the development of academic argumentative writing. In this ethnographic study I taught and recorded an IELTS academic preparation class for five months. Classroom discourse analysis and Systemic Functional Linguistics were used to support the analysis. This paper discusses the objectives of the program and addresses the findings.

The current study compares and contrasts the structure of recurrent multi-word units, lexical bundles, in Korean and American university students’ writing. Two sets of corpora were prepared from the students’ argumentative writings. A series of chi-square tests with standardized residuals was conducted to identify the idiosyncratic characteristics of the lexical bundle structures in the two corpora. The study found that the structure and the distribution of the lexical bundle types and tokens in the Korean university students’ writing were different, i.e., the Korean students used lexical bundle types and tokens more frequently than the American university students. The major contributors of the difference were found to be the overuse of noun phrase-based bundles, preposition phrase-based bundles, and personal pronoun with certain lexical bundles. The results also confirmed that the Korean students used more lexical bundles that are usually found in conversation register. Pedagogical implications of the findings and future research suggestions are also introduced and discussed.

The contributions of genre-based approach to writing have been proved in many studies in different contexts. However, empirical evidence of effects of genre-based instruction on Vietnamese EFL learners is rare. This article reports the results of an experimental study investigating the effects of genre-based approach on Vietnamese learners' ability in writing argumentative essays. Twenty EFL students at a college in a Mekong Delta province of Vietnam participated in the study. Participants were divided into two groups, labeled as group 1 and group 2; each group was taught how to write argumentative essays by using genre-based approach at two different points of time. Participants’ ability in writing argumentative essays was measured by three writing tests: pretest, progress test, and post-test. Participants’ perception towards the use of genre-based approach in learning argumentative essays was collected via semi-structured interviews. Results indicated that participants from both groups significantly improved their writing performance after the study. Results from the interviews showed that participants held a positive attitude towards the contributions of genre-based approach to their ability in writing argumentative essays.

ESL/EFL learners are found to be less capable of generating strong reasons in support of their English theses due to different rhetorical traditions. To help students compose more effective arguments, the present study investigated the effectiveness of one heuristics based on classical rhetoric, stasis theory, for helping EFL novice writers to develop persuasive reasons in composing argumentative essays. The results show that participants’ essays exhibit considerable gains in the quality and range of reasons, particularly, with regards to a shift from minor, less important reasons to cogent, reader-based ones. Also, students’ responses to the evaluation questionnaire in respect to the usefulness of this approach reflect the same trends as in the textual analysis.

This study aims to investigate the relationships among the aspects of writing self-efficacy and students’ writing quality in the argumentative writing domain. Multiple linear regression analysis is applied to reveal how writing self-efficacy, in the aspect of ideation, convention and self-regulation, predicts the students’ argumentative writing performance. The participants in this study are the fourth semester students of English language teaching department in Mahasaraswati University Denpasar enrolled in argumentative writing class (N = 135; 4 classes). The results indicate that convention selfefficacy made the largest significant contribution to students’ writing quality, followed by selfregulation self-efficacy. Nonetheless, the ideation self-efficacy gives the lowest insignificant contribution to students’ writing quality, although its items have been already adjusted to argumentative writing. These findings suggest that the students’ perception on their ability to express ideas in an appropriate rule of written expression would best reflect their written product quality. Therefore, EFL teachers should still consider providing intensive assistance on writing conventions for their students, because students would rely more on the rules of written expression to be able to produce a high-quality writing. Besides, other researches are required to corroborate these findings in another writing domains to extend the body of knowledge of writing and writing self-efficacy.

Although the use of Grammatical Metaphor (GM) has been regarded as one of the representative features of academic writing in the framework of Systemic Functional Linguistics (SFL), not many studies have explored its role in second or foreign language writers’ writing quality. This study aimed to discover the potential relationship between GM development and argumentative writing quality of advanced Korean EFL learners, while controlling for their overall language proficiency and reading comprehension ability. The findings from this study unveiled significant contribution of the use of both premature and mature GM and also identified transcategorization as the specific GM that has relatively stronger predictability of writing quality. The results from current research yield meaningful pedagogical implications for writing instruction in Korean EFL contexts.

This study investigated how Korean high school students use English connectives in argumentative writing. The participants were 71 high school second year students. Analysis of data focused on three aspects of connective use: 1) the frequency and kinds of connectives used, 2) commonly used words in each category of connectives, and 3) frequently used positions of connectives. Considering the possible effect of topical knowledge and general English ability, the analysis included the comparison between two topic groups and between two language ability groups. The results showed there was a high similarity between different topic groups and ability groups in the use of connectives, but a significant difference was also found in some limited features. Based on the results, the study concludes that Korean high school students, regardless of the writing topic and language ability, share common features in the use of English connectives. Some suggestions are made for further research and writing instruction.

The last two decades have witnessed increasing studies on L2 learners’ argumentative writing quality from different perspectives. However, less attention has been paid to the rhetorical structures of arguments and counterarguments in ESL/EFL argumentative essays. To fill the gap, this study investigates the rhetorical features of argument and counterargument structures in Chinese EFL learners’ argumentative writing and examines the correlation between rhetorical structures and overall writing quality. Sixty-seven argumentative essays were collected in a natural academic English writing classroom at an English medium instruction university in China. Based on Toulmin’s (2003) model, the study qualitatively analyzed the rhetorical characteristics of Claim, Data, Counterargument-Claim, Counterargument-Data, and Rebuttal in the argument and counterargument. Then the relationship between the rhetorical structures and overall essay quality was quantitatively determined. Results indicated that most sampled essays were constructed as a two-sided complete pattern consisting of a complete argument and counterargument. Our study also found a correlation between the rhetorical structures and overall writing quality. The results revealed that the essays constructed with the two-sided complete pattern achieved significantly higher quality than those of the other patterns. These findings shed light on pedagogical implications for learning to write argumentative essays in the Chinese EFL context and how to instruct students to construct the argument and counterargument in L2 writing.

近年来，基于不同视角的有关于二语学习者议论文写作质量的研究日益增多。然而，对于英语作为第二语言或外语议论文中论点与反论点的修辞结构关注较少。本研究分析了中国英语作为外语（EFL）学习者议论文写作中论点与反论点的修辞结构特征，并检验了修辞结构与议论文写作质量之间的关系。本研究收集了67篇在自然学术英语写作课堂中完成的议论文。基于Toulmin模型（Toulmin, 2003），本研究对议论文中“主张”“论据支持”“反论-主张”“反论-论据支持”和“反驳反论点”的修辞特征进行了定性分析。随后，通过定量分析考察了修辞结构与整体写作质量之间的关系。研究结果表明，大多数样本文章采用了包含完整论点和反论点的双面完整模式结构。此外，本研究发现议论文中的论点和反论结构与整体写作质量之间存在相关性。具体而言，采用双面完整模式构建的文章在写作质量上显著优于其他模式的文章。本研究发现为中国EFL环境下学习议论文写作提供了教学启示，同时也为如何教导学生在英语议论文写作中构建论点和反论点提供了重要参考。

Although the idea of collocation has been the core of the Firthian linguistic approach, only recently did language researchers and practitioners pay close attention to recurrent multi-word combinations or lexical bundles. Unlike the studies of roles of collocation in a language, the research of lexical bundles has shown that they are crucial building blocks of discourse and register in academic disciplines. Given the fact that the role of lexical bundles in the writings of academic community has become a subject of ESL/EFL, the current study investigates the functional distribution of lexical bundles between the argumentative writing corpora contributed by Korean and American college students. The functional lexical bundle types and tokens are compared regarding the distribution and frequency. A series of statistical analyses demonstrated that, in the Korean students’ argumentative writing, stance lexical bundle and discourse organizers are more frequently used. On the other hand, the American students’ writing includes more referential expressions. These findings suggest that, when aiming for a proficient and advanced writing level, Korean college students need to be frequently exposed to lexical bundles and explicitly taught with the discourse functions in the academic writing genre. This paper also introduces and discusses pedagogical implications and future research suggestions.

Studies of a dictionary app in EFL learners’ composition are limited in language education research. This study investigated this issue in the view of genres. Two groups of 45 EFL undergraduates participated in the study. One group performed two genre-based writing tasks, narrative and argumentative, with the help of a dictionary app and the other without it. The written outcomes were rated on five components of writing such as vocabulary, grammar, content, organization, and communicative achievement. Lexical diversity and lexical sophistication of each text were measured and words written after dictionary look-up were examined in both accuracy of use and parts of speech. The results found that in the dictionary use condition, scores of vocabulary improved significantly in both genres. The diversity of vocabulary appeared to increase with dictionary aid, but not necessarily in sophistication. These changes were generally apparent in the narrative genre. Accuracy analysis revealed up to 60% of errors were detected in words written after dictionary look-up and the probability of error occurrence was noticeable in the argumentative genre, where the ratio of verb use was high. Implications for further studies are suggested.

The present study investigated the effect of English proficiency on the expression of epistemic modality in English argumentative writing produced by Korean undergraduates. It compared three levels of learner corpora with each other and with a corpus of native speaker writing. The findings point to three aspects of L2 writing development with regard to epistemic modality. First, higher level writers utilized a broader range of types of epistemic devices than did the lower level writers. Second, concomitant with higher proficiency was a more even distribution of grammatical classes of epistemic items through greater reliance on modal verbs, nouns and adjectives and less dependence on lexical verbs and adverbs. The higher proficiency writer also exhibited a greater ability to use combinations of epistemic devices from different grammatical classes in diverse syntactic contexts. Third, relatively more skilled writers employed fewer epistemic devices from the semantic category of certainty and more from probability than less skilled ones. From a developmental viewpoint, these concurrent modifications in the use of epistemic devices indicate in the learners' progressive approximation to native-speaker-like expression of epistemic modality.

This research explores the relationship between syntactic complexity and the quality of written work among English as a Foreign Language (EFL) learners at Mekdela Amba University in Ethiopia. Employing a comprehensive analytical framework, the study examines 30 argumentative essays composed by first-year undergraduate students. The framework integrates conventional absolute metrics, detailed clausal and phrasal indicators, and verb argument constructions (VACs), which are evaluated using the TAASSC tool (Tool for the Automatic Analysis of Syntactic Sophistication and Complexity). The results indicate that detailed clausal complexities, especially the strategic deployment of modal auxiliaries (r = .459, p = .030), play a significant role in enhancing the depth of argumentation. Conversely, traditional metrics like complex nominals per T-unit show only a minimal correlation with writing quality (r = .342, p = .065). A stepwise regression analysis underscores strong predictive validity (r = .762, Adj. R² = .532), highlighting that varied adverbial modifiers (β = -0.529, p < .001) and the use of high-frequency verbs (r = .227, p < .05) are linked to superior writing scores. These findings underscore the necessity of incorporating advanced syntactic training into EFL teaching programs to enhance students' proficiency in producing high-standard academic texts. By concentrating on nuanced syntactic elements, instructors can more effectively equip students to meet the challenges of sophisticated academic communication.

ይህ ጥናት ኢትዮጵያ ውስጥ በመቅደላ አምባ ዩኒቨርሲቲ እንግሊዝኛን እንደ ውጪቋንቋ (EFL) የሚማሩ ተማሪዎች በሚጽፏቸው ድርሰቶች የአረፍተ ነገር ውስብስብነትና የጽሁፍ ጥራት ያላቸውን ዝምድና ፈትሻል፡፡ ሰላሳ የቅድመ ምረቃ ተማሪዎች የጻፏቸው ክርክራዊ ድርሰቶች ፈርጀ ብዙ የትንተና ፍሬም ወርክ ተለምዷዊ ፍፁም ልኬት፣ ዝርዝር የሃረጋት ቅርጽ አመልካቾች፣ እና ውስብስብ የግስ ነጋሪት ግንባታዎችን (በአውቶማቲክ የአረፍተ ነገር ውስብብብነት ልኬት መሰረት) ተለክተዋል፡፡ትንታኔው እንደሚያሳው ዝርዝር ሃረጋዊ ውስብስብነት በተለይም ውጤታማ የመንገደኛ ግሶች አጠቃቀም (r = .459, p = .030) የአከራካሪ ድርሰትን ጥልቀት በጉልህ አሻሽሏል፡፡ በተቃራኒውበተለምዶ ጥቅም ላይ የሚውሉ አመልካቾች (ለምሳሌ፣ complex nominals per T-unit፣ r = .342) ግን ደካማ ግንኙነት ብቻ አሳይተዋል። የተደራጁ የተለዋዋጭ ትንተና (stepwise regression) ከፍተኛ የግምት አስተማማኝነት (r = .762, Adj. R² = .532) አሳይቷል፤ ይህም የተለያዩ የሐረግ ማስተካከያዎች (β = -0.529) እና ከፍተኛ ድግግሞሽ ግሶች (r = .227) ጥራትን እንደሚያሻሽሉ ያመለክታል። ውጤቶቹ በEFL ትምህርት ውስጥ የቋንቋ አገባብ ውስብስብነትን በማስተዋወቅ ተማሪዎች የአካዳሚክ ጽሑፍ አቅምን ለማሳደግ አስፈላጊነት ያሳያሉ።

논술이란 주어진 자료나 글을 비판적으로 읽고 문제를 설정한 다음 그 문제에 대한 창의적 해결책을 끌어내어 논리적으로 서술하는 것이라 할 수 있다. 따라서 논술은 비판적 읽기, 문제 설정과 창의적 해결, 논리적 서술의 세 단계로 이루어진다. 이러한 논술에서 핵심적 역할을 하는 것은 비판적 사고다. 이 글은 논술의 토대로 인정되는 비판적 사고 운동을 소개하고, 그 동안의 비판적 사고의 역사와 정의 등을 살핀다. 이 과정에서 최근의 비판적 사고 운동에 초점을 모으고, 70년대 초반 무렵부터 시작된 제1물결, 80년대 중반 무렵부터 시작된 제2물결을 소개할 것이다. 두 물결은 일정한 성과도 있었으나 나름대로 한계가 있는 것으로 평가된다. 그래서 최근에는 두 물결의 장점을 취하고 단점을 보완하려는 제3물결 운동이 필요하다는 주장이 나오고 있다. 따라서 필자는 제3물결 운동이 필요한 이유를 밝히고, 제3물결의 한 견본 사례로 폴(R. Paul)의 이론을 소개하고, 그의 이론이 논술의 토대로 어떻게 작용할 수 있는지 검토한다.

To write argumentatively is to critically read a given material, to set up a problem, to propose a creative solution to it, and to write logically. So argumentative writing is composed of three stages: critical reading, setting up a problem and proposing a creative solution to it, and logical writing. Critical thinking plays the key role in all the three stages. This paper introduces the movement of critical thinking, the foundation for argumentative writing. It also investigates the history and the definition of critical thinking. In doing these, it focuses on the movement of critical thinking, the first-wave that began in the early 1970s, and the second-wave that began in the mid 1980s. The two waves will be seen to have certain good results but limitations as well. There is a growing demand that we should take the strengths of the two waves and make up for the weaknesses. So I present reasons for the need of the third-wave, introduce R. Paul's work as an example of the third wave, and examines how his theory can be applied to the foundation for argumentative writing.

본 연구는 한국 공교육에서 핵심 역량으로 부상한 문해력·논리·논술 교육의 흐름을, 한국교회의 공공성 약화와 신학대학원 교육과정에서 공적신앙 관련 과목이 부족한 구조적 공백과 연계하여 진단하고, 이에 대한 교육학적 대안으로 '기독교 문해력'에 기반한 「논리와 논술」 커리큘럼의 개발 원리와 실제 모형을 제안하는 것을 목적으로 한다. 연구는 이론 구성 연구와 교수학적 설계 연구를 병행하며, 공적신앙을 교육 목적 차원에서, 어린이신학을 학습자 주체성 차원에서, 튀빙엔 기초화이론을 수업 구조 차원에서, 기독교 문해력을 공교육 언어로의 번역 차원에서 통합적으로 재구성한다. 이러한 네 담론의 교차 속에서 텍스트 해석, 논리적 추론, 논증적 글쓰기, 공적 담론 참여로 이어지는 연속적 학습 경로를 설계하며, '먹치기–거푸집–타설–양생'의 4단계 전략을 통해 기초화이론의 다섯 차원을 유기적으로 연결한 교수–학습 구조를 제시한다. 또한 교과 운영은 기초 정위, 논리적 기본기 형성, 이론 통합, 공적 신앙 적용, 통합적 학술 논술의 단계로 구성되고, 주차별 글쓰기 실습과 수행평가가 유기적으로 작동하도록 설계된다. 본 연구는 기독교교육을 문해력 교육의 동반자이자 고유 자원의 제공자로 재정립하며, 성서 해석 전통이 공교육의 논리·논술 역량 형성과 공적 신앙 형성에 동시에 기여할 수 있음을 밝힘으로써 공교육과 교회교육, 문해력 역량과 공적 신앙 형성을 통합하는 이론적 토대와 실천적 방향을 제시한다.

This study examines the growing emphasis on literacy, logic, and argumentative writing as core competencies in Korean public education, diagnosing this trend in relation to structural gaps, namely the weakening of publicness in Korean churches and the lack of courses on public faith in theological seminary curricula. As a pedagogical response, it aims to propose both the design principles and a practical model for a "Logic and Writing" curriculum grounded in the concept of Christian literacy. The study combines theoretical construction and instructional design, integrating four key discourses: public faith as the educational aim, children's theology as learner subjectivity, the Tübingen Elementarization approach as instructional structure, and Christian literacy as a translational framework into the language of public education. At the intersection of these perspectives, it develops a continuous learning trajectory from text interpretation to logical reasoning, argumentative writing, and participation in public discourse, and presents a teaching–learning structure that systematically connects the five dimensions of Elementarization through a four-stage strategy of "marking, framing, pouring, and curing." The curriculum is organized into stages of foundational orientation, development of logical fundamentals, theoretical integration, application of public faith, and integrated academic writing, with weekly writing practices and performance-based assessments operating in an interconnected manner. This study repositions Christian education as both a partner in literacy education and a provider of distinctive intellectual resources, demonstrating that the tradition of biblical interpretation can contribute to the development of logical and writing competencies in public education while simultaneously fostering the formation of public faith, and thereby proposes a theoretical foundation and practical direction for integrating public and church education.