Kim Yunji This study examines elementary students’ value-issue writing, with a focus on three essential components: theme interpretation, value criteria setting, and value application. During the issue interpretation stage, failure to define the object of evaluation, shifting the issue owing to changes in the object or evaluative terms, and distortion of the logical structure of the issue were observed. During the value criteria-setting stage, omission of value criteria resulting from circular reasoning or substitution with value application, repeating similar value criteria, and omission of the justification of value criteria were observed. During the value-application stage, omissions of value applications and a lack of shared or commonly accepted reasoning were identified. These results serve as the foundation for developing systematic content and instructional approaches for value-issue argumentation education in elementary school.