Didactic and methodological principles of teaching writing skills to high school students

Abstract

This paper presents an analysis of didactic and methodological approaches to the formation of writing skills among students in grades 9-11 of secondary school. The purpose of the study was to identify effective methods and techniques for teaching these skills, taking into account the characteristics of this age group. Materials and methods. As part of the study, an analysis of the scientific literature on the problem was conducted, as well as monitoring tests in 193 students in grades 9-11 of two secondary schools in Grozny in order to assess the level of formation of writing skills. During the monitoring, students were asked to complete a number of written tasks of various genres. Results. As a result of the study, the main difficulties that high school students experience when writing texts were highlighted. The possibilities of using interactive methods and creative tasks for the effective formation of these skills in English lessons were analyzed. In the course of the work, the main stages of the formation of written communication skills in adolescence were clarified. The components of speech that require working out throughout secondary education are highlighted. It is shown that the systematic application of interactive methods contributes to the most effective mastery of these skills.