DEVELOPMENT OF ACADEMIC WRITING SKILLS IN SCHOOLCHILDREN: A PRACTICE-ORIENTED PEDAGOGICAL STRUCTURE BASED ON LESSON STUDY
Keywords:
academic writing, secondary education, lesson study, practice-oriented pedagogical framework, formative assessment, assessment criteria, reflection.Abstract
Developing academic writing skills at the school level remains an important but challenging aspect of language education, as it is difficult for many students to organize text, reason, and adhere to the conventions of academic style. Although academic writing is widely used in higher education institutions, there is a constant shortage of practical educational structures that meet the specific cognitive, linguistic, and developmental needs of high school students. This work aims to address this gap by providing a practical and educational framework for the development of academic writing skills in a school environment based on modern writing pedagogy and enhanced using a classroom learning approach. Academic writing has been formulated as a reflexive action based on a process that includes planning, design, feedback, revision, and metacognition. Learning is used not as an experimental method, but as a reflexive and general mechanism through which teachers jointly develop written assignments, monitor students’ writing processes, and refine learning strategies and assessment criteria. Special attention is paid to the initial stages of academic writing development in the ninth grade, when students begin to engage in analytical and reasoned genres. The article is based on recent international research to substantiate the educational solutions included in this framework and to show how cycles of reflective learning can improve the consistency of written instruction in a school environment. Rather than reporting empirical results, the study offers theoretically sound, experience-based methodological recommendations for teachers seeking to develop a culture of academic writing among students. By combining theory and classroom practice, the proposed framework contributes to the field of writing education and demonstrates the potential of teaching as a sustainable way to improve academic writing instruction in secondary schools.
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