DIAGNOSING THE DEVELOPMENT LEVEL OF WRITING COMPETENCE OF PROSPECTIVE ENGLISH LANGUAGE TEACHERS
The article examines the diagnostic assessment of writing competence among prospective English teachers. Using document, comparative, rubric-based, and genre-oriented analyses, it identifies common difficulties in grammar, coherence, vocabulary, genre awareness, argumentation, academic style, source use, plagiarism, and responsible AI use. Based on these findings, the study proposes an eight-criterion diagnostic model, an error typology, and four competence levels. The model evaluates both the final written product and the processes of planning, drafting, receiving feedback, revising, and maintaining academic integrity.
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