This thesis explores the following issues; 1) the current writing education should proceed from the form of writing which focuses on ‘the first-person narrative’ in the course of establishing subjects and emphasizing self-realization to the form of writing which attempts to think seriously of the idea of other(ness) and community; 2) it should reflect humanistic insights on the essence of human and life; 3) in universities which act as the center of liberal-art education, writing education, faced with the reality where personality rapidly collapses, should seek to meet social and educational demands in many ways. Writing education at universities should be transformed from ‘isolated writing’ that uses ‘independent (isolated) person, I’ and the world in its own way to ‘sharing (dividing but sharing) writing’ that uses ‘multi-person, we.’ This writing is based on the idea that ‘I’ corresponds to ‘You-I,’ in other words, ‘common existence’ where community existence tries to share its being and life with others. However, it is not just to make a completely new theory but rather to re-establish original dignity of writing. Concerning the writing called ‘community-oriented writing,’ this thesis aims to build a theoretical framework to make a general theory and specific educational methodologies. ‘Community-oriented writing’ is a ‘sharing writing’ founded upon human as ‘common existence.’ In order to explore what kinds of community are constructed in the writing, I classify the features of community under four subjects, and specify how the idea of community premised upon human as ‘common existence’ can be applied to the problems of community in the reality.