대학 글쓰기 교육에서 학술적 에세이는 한 학기 동한 학생이 수업을 통해 계발한 글쓰기 역량이 종합된 결과물이다. 효과적인 학술적 에세이 작성을 위해서는 작성 형식 능력 강화와 더불어 에세이 종류나 성격에 적합한 에세이 주제를 발굴하는 것도 중요하다. 본 논문에서는 S대학교 학술적 글쓰기에서 다루고 있는 학술적 에세이의 종류와 각 에세이별 적절한 주제 선정 필요성을 실제 사례를 통해 확인한다. 이를 통해 주제 선정이 효과적인 학술적 에세이 작성에 미치는 영향력을 실증적으로 파악할 수 있을 것이다. 나아가 본 논문의 결과를 활용해 학술적 에세이 작성을 위한 수업에 있어 주제 선정의 중요성을 구체적으로 확인하는 한편 적절한 주제 선정을 위한 수업 내용과 방법 개발의 토대 연구를 진행할 수 있을 것으로 기대한다.

This article has been written for the purpose of asserting that creativity, a quality required for human beings, can be cultivated through the study and education of literature in the era of the 4th Industrial Revolution and for examining and suggesting the proper methodology. Humans today are strongly influenced by a wide range of highly developed technological cultures. As technology develops, its scope and level of automation increase as well. Therefore, as the rate of using technology increases, the motility of sensations and thoughts generated when humans directly perform, and human creativity developed based on this, decreases. Moreover, the creativity required in a situation where many of the existing human ‘work’ are disappearing due to the technological development is driving the position of human beings into a difficult situation. Now, it is virtually impossible either to break away from technology that has already been linked to almost all parts of daily life, or to use it as if it were. This decrease in creativity also occurs in actual literature. Although language and literature still exist, the majority of literary activities in real life are made up of digital texts that are densely filled with highly precise and elegant audio-visual information such as movies, dramas, webtoons, and games. Therefore, the active and continuous operation of human senses and thoughts requested in literary activities on oral or written texts becomes a hindrance to the digital texts where they are highly automated. However, digital, the integration of all elements, is also a treasure trove of new possibilities and methods. Digital also can make up for what is lacking by selecting and reorganizing the elements necessary for the development of creativity. This paper has divided the literary activities that can promote creativity into three discussions. They do not only remain in accepting texts that are full of all elements as given, but show that human senses and thoughts can be actively employed through the reproductive action of adding and subtracting media sensation elements according to the purpose. Besides, because it is an activity that frequently crosses and converts the media, it is tied to a transmedia-based literary activity. And since the ideal is a process of conscious effort to promote development, it was again conceptualized as “transmedia-based literature study and education”.