THEORETICAL FOUNDATIONS OF TEACHING WRITING SKILLS IN SECONDARY SCHOOL

Abstract

This article examines the fundamental theoretical principles underlying the teaching of writing skills in secondary school, highlighting how cognitive, linguistic, and pedagogical factors interact in the development of students’ written competence. The author reviews major theories such as the process approach, product approach, and genre-based instruction, emphasizing their relevance to learners’ needs and classroom realities. The article explains that writing is not merely a mechanical activity but a complex cognitive process involving planning, drafting, revising, and editing. It also stresses the importance of linguistic competence, including vocabulary range, grammatical accuracy, coherence, cohesion, and text organization, which play crucial roles in producing meaningful written texts. Furthermore, the article analyzes how socio-cultural and communicative theories support learner-centered instruction, promoting writing activities that reflect real-life purposes and authentic contexts. The author highlights the role of teacher feedback, peer collaboration, and scaffolding strategies in guiding learners through different stages of writing development.