THE ROLE OF COGNITIVE PROCESSES IN DEVELOPING COHERENT AND ACADEMIC WRITING SKILLS AMONG SECONDARY STUDENTS

Abstract

The influence of cognitive processes on the development of coherent and academically structured writing skills among secondary school students. It emphasizes that writing is a multifaceted cognitive activity involving planning, organizing, monitoring, and revising ideas. The research highlights the importance of metacognition, working memory, attention, and information processing in enhancing students’ ability to produce logically organized and cohesive texts. By applying cognitive-based instructional strategies such as scaffolding, think-aloud protocols, and explicit teaching of text structure, students demonstrate notable improvements in coherence, idea development, and overall writing quality. The study concludes that incorporating cognitive approaches into writing instruction fosters higher-order thinking skills, enabling students to develop stronger academic writing proficiency.