Writing skills among freshmen at Seoul National University – 코리아타임스

By Park Sung-ik

Recent reports indicate a troubling trend among the incoming class of 2024 at Seoul National University (SNU): approximately one-third of students failed to meet the minimum required score on a writing exam. Despite focused training in essay writing during their high school years, students seem poorly prepared for the rigors of academic writing. This gap raises critical questions about the efficacy of current educational practices and the overall literacy of students entering one of Korea’s top universities.

It is important to note that while students have attended schools and private academies that emphasized essay-writing skills, their training often focused narrowly on examination strategies rather than fostering a genuine passion for reading and writing. Many students seem to lack the ability to construct coherent, thoughtful arguments and instead rely on superficial knowledge gained exclusively for test preparation. This situation is concerning, as it suggests that students have developed a writing style that prioritizes exam fit over substance.

An alarming trend is emerging wherein students employ informal elements, such as emoticons, in their exam responses, which reflect a misunderstanding of academic writing standards. Rather than adhering to formal tone and structure, these students appear more comfortable with casual communication styles. This illustrates a broader deficiency in understanding the expectations and conventions of academic discourse.

Confounding these issues is the growing complexity of college entrance exam questions. Since SNU does not have an essay test in its entrance exam, let’s take Korea University’s (KU) mock essay test as an example to find out how difficult the university essay test is. The mock essay exam conducted by KU in preparation for the 2024 admissions cycle requires students to analyze texts across genres — including literature and historical materials — while also interpreting complex graphs. This poses a significant challenge, especially given the limited time allocated for writing. Consequently, many students find themselves overwhelmed by the multifaceted nature of these tasks, leading to further difficulties in expressing their thoughts clearly and effectively within the constraints imposed by the exams.

To address these pressing issues, a multifaceted approach is necessary. Above all, the education system should place a greater emphasis on developing genuine writing and reading skills rather than teaching to the test. Schools and academies must cultivate a love for literature and encourage students to engage with diverse texts. Encouraging students to read widely and critically will provide them with the breadth of knowledge and analytical skills needed for effective writing.

Additionally, universities should rethink the structure and content of writing assessments. Offering example materials, practice exercises and guidance would help bridge the gap between high school training and university writing standards.

In conclusion, the writing skills crisis among incoming students at SNU is a multifaceted challenge rooted in inadequate preparation and a narrow focus on exam-oriented training. To combat this issue, a comprehensive approach involving curriculum reform, innovative teaching practices and support for students is essential. By fostering a culture of genuine literacy and engagement, we can ensure that future generations of students not only thrive academically but also develop the vital communication skills needed to succeed in their professional lives.

Park Sung-ik (parksi48@naver.com) is a retired English teacher from Pungmoon Girls’ High School.