DEVELOPING WRITING SKILLS OF SECONDARY SCHOOL STUDENTS THROUGH A PROCESS-BASED APPROACH (ON THE EXAMPLE OF GRADES 5–6)
This article is devoted to the study of a process-based approach as one of the modern methods for developing and improving
writing skills among students in grades 5–6 of general secondary schools. In the study, writing activity is interpreted not as a final
product, but as a complex process consisting of interrelated and sequential stages. In particular, the stages of writing–prewriting
(idea generation), planning, drafting, editing, revising, and producing the final version–are analyzed in detail from the perspective
of their role in developing students’ written speech. The article comparatively examines the advantages of the process-based
approach over traditional product-oriented methods and substantiates its importance in developing students’ independent
thinking, logical coherence, text construction skills, and creative abilities.
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