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Abstract
This article theoretically analyzes the content of academic writing competence based on linguistic, cognitive, and linguodidactic approaches. Academic writing is interpreted not merely as the ability to produce grammatically correct texts but as a complex competence encompassing mastery of the discursive norms of a particular academic community, logical organization of ideas, argumentation, working with sources, and expressing the author’s position. Based on Hyland’s views on academic discourse, Lea and Street’s academic literacies model, the methodology of teaching academic writing developed by Coffin and co-authors, as well as the works of Bailey, Korotkina, Chuykova, and Kolesnikova, the main components of this competence are systematized. The linguistic component encompasses lexical and grammatical norms and academic style; the cognitive component includes information analysis, synthesis, argumentation, and reflection; while the linguodidactic component covers the mechanisms for the step-by-step development of academic writing skills. As a result, a theoretical model aimed at defining the integrative structure of academic writing competence is proposed.
References
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