METHODOLOGY FOR DEVELOPING STUDENTS’ WRITING LITERACY IN NATIVE LANGUAGE AND LITERATURE CLASSES
Keywords:
writing literacy, native language, literature, integration, writing process, orthography, punctuation, text production, strategy-based learning, error analysis, formative assessment, digital communication.Abstract
The article analyzes the theoretical foundations and practical approaches to
developing students' writing literacy in native language and literature classes. Writing
literacy is not limited to knowledge of spelling and punctuation rules. It is interpreted as
the ability to transform thoughts into written texts that are logically coherent, stylistically
appropriate, and aligned with communicative purposes. The study provides a
comparative analysis of domestic and international scholarly sources and identifies the
structural components of writing literacy. A methodological model has been developed
based on the integration of native language and literature, process-oriented writing
instruction, strategy-based learning, and systematic error analysis. The article also
discusses changes occurring in students' written communication in the context of digital
communication and the use of artificial intelligence tools. The findings indicate the need
to introduce a coherent methodological system aimed at developing writing literacy in
higher education institutions.
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