International Journal of Pedagogics
35
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue03 2025
PAGE NO.
35-37
10.37547/ijp/Volume05Issue03-10
Teaching effectively and productively academic writing
skill in higher school pupils
Ibadova Farida Maxmarajabovna
Trainee Teacher, Alfraganus University, Tashkent, Uzbekistan
Received:
03 January 2025;
Accepted:
15 February 2025;
Published:
11 March 2025
Abstract:
This article will talk about innovative technologies used in the formation of academic writing skills in
English classes of schoolchildren of general secondary education.
Keywords:
General secondary education pupils, English, academic writing, grammatical knowledge, pedagogical
skills, innovative technologies.
Introduction:
Academic writing is considered the most
important skill in academic field. Therefore teaching
academic writing is key factor of academic success for
each pupil in their future professional and personal
development as well. Nowadays teachers and
educators
can
implement
various
advanced
technologies and digital literacy in their lessons in order
to conduct effective arroach to their work.
The new techniques are aimed, among other things, at
neutralizing negative factors., obstacles to effective
learning (psychological barrier when speaking a foreign
language, fear of mistakes, stiffness, passivity, etc.).
The ideas of reforming foreign language teaching
systems and shifting the emphasis towards
intensification and interactivity began to dominate in
pedagogical circles already from the second half of the
twentieth century, gradually, pointwise, being
implemented in real practice. Already at this stage,
teachers have come to realize that intensive methods
give students the joy of learning, communication and
creativity, open up completely new perspectives, and
ensure that students learn a foreign language in a short
time.
Academic writing is a type of writing aimed at
expressing one's knowledge in a particular field of
science in a clear, systematic and logical way. It includes
scientific research, articles, dissertations, abstracts,
coursework, and other academic materials. Main
features of academic writing:
-
Accuracy: the data is expressed in a clear and
understandable way.
-
Logicism: thoughts are stated in a logical
sequence, linked together.
-
Evidence: all opinions and statements are
confirmed by evidence, examples, statistics and
other reliable sources.
-
Objectivity: objective information and evidence
are relied upon instead of personal thoughts and
feelings.
-
Systematicity: data is organized systematically and
logically, divided into headings, items and sections.
-
Language correctness: grammatical and spelling
rules are strictly observed, scientific terms are
used correctly.
-
Source display: all used sources are displayed
correctly and clearly. Types of academic writing:
-
Article: presents the results of a scientific study on
a particular topic. - Dissertation: a scientific work
written to obtain a doctoral degree.
-
Abstract: provides a summary on a specific topic.
-
Coursework: independent work performed by
students in a specific subject. - Book Review:
provides a summary of the content and
significance of a particular book.
Also important is the knowledge of templates, formats,
norms of academic writing, typical for the design of a
scientific text of a particular field of knowledge. Taking
into account the fact that "most schoolchildren get
their first experience of publishing the results of
independent research work, therefore, familiarity of
International Journal of Pedagogics
36
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
schoolchildrens with international standards imposed
by reputable publishing houses for scientific
publications for a particular branch of knowledge is of
great importance". Based on this, when studying
academic writing, schoolchildren form the following
academic competencies:
-
mastering the skills of structuring text at the level
of competent organization of its content within
sentences and paragraphs;
-
development of language skills in terms of style
and vocabulary for competent writing of articles
and texts, as well as various business and
informational documents;
-
the ability to analyze and evaluate written works
of various levels, including both your own and
others' texts;
-
the ability to work with authentic sources, as well
as to justify your own point of view on their
assessment, etc.
Academic writing skills form the basis of academic
literacy. At the same time, this component of academic
literacy can be developed only in interaction with other
skills: Academic reading; Academic declaration;
Discussion skills; Presentation skills. Academic writing
skills contribute to laying the foundation for successful
professional activity, building a scientific career, and
participating in research activities. Academic writing is
based on the basics of the mother language and its
priority importance in this direction of development. It
is gradually beginning to be studied by graduate
students, teachers, who publish their articles in
international
literary
sources.
Currently,
the
introduction of academic writing into the educational
process requires the development of a unified
conceptual
and
categorical
apparatus,
the
development of a theoretical framework and
conceptual framework, methodology and teaching
methods.
Since the feature of academic writing is its formal style
of presentation, schoolchildren should competently
use scientific vocabulary, exercise clarity and clarity
when composing the text, and also not abuse
phraseological units and colloquial style words. In this
regard, the teacher faces the task of developing
schoolchildren' text structuring skills so that they can
use this skill in their scientific activities in the future,
since proper text structuring is an essential component
of academic writing. When schoolchildren master
academic writing, teachers carry out the following
activities: introduce schoolchildren to various samples
of texts; teach schoolchildren, based on these samples,
to express their thoughts in writing through such types
of texts as narration, reasoning, composition, etc. Thus,
schoolchildren should know the main features of
academic writing genres, such as: scientific article,
abstract, abstract, essay; be able to analyze scientific
articles from the point of view of the author's research
strategy; have the skills to independently create
abstracts and abstracts of scientific articles, etc. When
organizing the process of teaching academic writing, it
is necessary to take into account that training is
traditionally based on two approaches:
a) a product-oriented approach (referred to in foreign
methodology as the product approach to the teaching
of writing),
b) a process-oriented approach (the process approach
to the teaching of writing).
The first approach, which is the most traditional, also
called the text approach, correlates with the receptive
form of learning, since it implies the use of the finished
text as a kind of sample, template. Let's consider the
stages of work when using this approach:
a) presentation of the sample text;
b) its comprehension, analysis, manipulation of the text
at the level of language design and content;
c) writing a “parallel text”. Considering the positive and
negative sides of this approach, it is advisable to note
the fact that the process of developing written
language skills can be reduced to copying text with the
replacement of some language templates, which does
not develop pupils' written speech as a productive skill.
On the other hand, the genre features of the academic
style of speech imply a certain element of template in
terms of the structure of the text, its organization,
there are also features in the use of certain
grammatical
structures,
lexical
expressions
corresponding to the format of a scientific publication,
which justifies the use of this approach in teaching
academic writing.
One of the alternative approaches can be considered a
paragraph-based approach. In this case, it is productive
to consider not a sentence or an essay, but a paragraph
as the main unit of discourse, the main element of
communication in English academic writing. This point
of view has the distinct advantage of allowing the
teacher to act recursively (back and forth) rather than
sequentially, since such recursiveness more accurately
reflects the writing process itself. Instead of first
mastering the grammar of a sentence, then a
paragraph and only then an essay, the student (at any
level) I could start with a paragraph and then go back
to the sentence and move on to the essay as needed.
A paragraph has its own structure of three
elements: all paragraphs have a capital sentence and
supporting sentences, and some paragraphs have a
International Journal of Pedagogics
37
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
final sentence. The title sentence conveys the main
idea of the paragraph. It not only names the topic of the
paragraph, but also limits this topic to a specific aspect
that can be fully considered in one paragraph.
Supportive sentences develop the topic, that is, they
explain or confirm the title sentence by offering
detailed information. The final sentence points to the
end of the paragraph and leaves the reader with
important points to remember. The beginning of work
on the paragraph takes place in the usual format:
presentation-practice-production. At the stage of
presentation, students are presented with a goal, ways
to achieve it are modeled, and various organizational
techniques are proposed. The emphasis is almost
exclusively on writing paragraphs, focusing on the
seven modes: narrative, description, illustration,
process, comparison and contrast, causality and
persuasion. Much attention is paid to the basics of
paragraph design and paragraph structure (thematic
sentences, auxiliary sentences, final sentences, unity
and coherence), while students, in particular, discuss
and focus on the logical connections encoded in these
seven modes and the transition markers used to convey
these logical connections to the reader. At this stage,
students have the opportunity to learn how to
distinguish the main idea from minor details, cause
from effect, and fact from opinion.
The final sentence of each paragraph is then examined,
noting that the bulk of each paragraph represents
short-term causes or effects, while the conclusion
moves on to longer-term causes or effects. Throughout
this process, important expressions of logical
transitions are selected. To include an intermediate
step before writing an essay, an entire class is also
brainstormed on possible topics.
After pupils have learned how to work with a separate
paragraph, the focus shifts to writing an essay of five
paragraphs. Again using the "presentation
–
practice
–
production" methodology, the basic structure of the
essay and its organization are analyzed, with special
attention being paid to thesis statements, thematic
proposals, transition signs and corresponding logical
connections. At this stage of the essay, there is usually
not enough time to cover all kinds of essays, which are
really just different ways of organizing the content. It is
preferable to use narrative and causal essay templates,
since this allows students to see the differences in point
of view between the first person “I”, from whom most
narratives are written, and the third person. At this
stage, students must demonstrate an understanding of
the components of the text and the connections
between them. On this basis of the nonlinear
organization of the text, academic writing training is
built in high school, which allows you to maintain the
focus of the text from the thesis to the main conclusion.
Thus, the need to teach high school students the skills
of academic writing is due to the fact that this type of
writing is today the basic language competence of
successful study at a higher educational institution,
allowing you to read, understand, structure and format
your own scientific texts.
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F. Ibadova Akademik yozuv -
ta’lim oluvchilarda
fikrlarini qisqa, ishonchli va ilmiy asoslangan matn
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