| _version_ | 1866901545745907712 |
|---|---|
| author | Aselya Mirzambetova Azatovna |
| author_facet | Aselya Mirzambetova Azatovna |
| contents | <p>Academic writing competence is essential for successful participation in scholarly communities, yet many learners encounter persistent difficulties in organization, argumentation, and adherence to disciplinary conventions. This study synthesizes empirical and theoretical literature to identify effective approaches for improving academic writing skills, focusing on explicit instruction, process oriented writing pedagogies, extensive academic reading, formative feedback, peer review, and the judicious use of technology. The methodological approach involved a targeted literature synthesis of influential studies and reviews, including the cognitive process model by Flower and Hayes, the meta analytic findings of Graham and Perin, and research on peer review benefits by Lundstrom and Baker. The synthesized evidence indicates that integrated interventions combining direct instruction, scaffolded practice, systematic feedback cycles and exposure to authentic academic texts are most effective in promoting measurable improvement in writing performance, transferability across genres and long-term development of academic literacies.</p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_19311756 |
| institution | Zenodo |
| language | |
| publishDate | 2026 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | EFFECTIVE APPROACHES TO IMPROVING ACADEMIC WRITING SKILLS Aselya Mirzambetova Azatovna <p>Academic writing competence is essential for successful participation in scholarly communities, yet many learners encounter persistent difficulties in organization, argumentation, and adherence to disciplinary conventions. This study synthesizes empirical and theoretical literature to identify effective approaches for improving academic writing skills, focusing on explicit instruction, process oriented writing pedagogies, extensive academic reading, formative feedback, peer review, and the judicious use of technology. The methodological approach involved a targeted literature synthesis of influential studies and reviews, including the cognitive process model by Flower and Hayes, the meta analytic findings of Graham and Perin, and research on peer review benefits by Lundstrom and Baker. The synthesized evidence indicates that integrated interventions combining direct instruction, scaffolded practice, systematic feedback cycles and exposure to authentic academic texts are most effective in promoting measurable improvement in writing performance, transferability across genres and long-term development of academic literacies.</p> |
| title | EFFECTIVE APPROACHES TO IMPROVING ACADEMIC WRITING SKILLS |
| url | https://doi.org/10.5281/zenodo.19311756 |