FORMATION AND DEVELOPMENT OF ACADEMIC WRITING SKILLS IN ENGLISH AMONG HIGHER EDUCATION STUDENTS
Keywords:
academic writing, English language, higher education, EFL, academic literacy, process-genre approach, genre-based instruction, feedback.Abstract
This article analyzes the theoretical and methodological foundations for the
formation and development of academic writing skills in English among higher education
students. In addition to grammatical and lexical knowledge, academic writing requires the
ability to organize ideas logically, construct arguments, use an appropriate academic style,
integrate sources, paraphrase, and cite references. Drawing on relevant scholarly literature, the article examines the potential of the process-genre approach, genre-based
instruction, and teacher and peer feedback. The analysis substantiates the effectiveness of
organizing academic writing instruction as a coherent process that integrates model-text
analysis, planning, writing, feedback, revision, and reflection.
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