Education of the republic of uzbekistani samarkand state institute of foreign languages

In the conclusion, overall results and findings are given. The whole explanations are briefly shown in it.

CHAPTER I. OVERVIEW ON THE ENHANCING STUDENTS’ ACADEMIC WRITING COMPETENCE

1. 
   Peculiarities of writing competence development
   

Academic writing is a formal language derived from Latin, and it refers to the language and associated practices that people need to undertake study or work in English medium higher education.
Academic writing is characterized by evidence-based arguments, precise word choice, logical organization, and an impersonal tone. It is stringy, which means it has one central point or theme with every part participate in the mainline of argument, without digressions or repetitions.
Academic writing is any formal written work produced in an academic setting. It requires a formal tone and using correct punctuation, grammar, and spelling. Learners have tried to keep their writing straightforward and clear, and don’t include any information that isn’t necessary to support the text. In academic writing, writers always interact with each other's’ texts, and so there will be frequent references to the ideas, thinking or research of other authors writing in this field.
Academic writing refers to a style of expression that researchers use to define the intellectual boundaries of their disciplines and their specific areas of expertise. Characteristics of academic writing include a formal tone, use of the third-person rather than first-person perspective (usually), a clear focus on the research problem under investigation, and precise word choice.
Academic writing has five main characteristics:
1. Evidence based - referencing and citing
2. Appropriately structured
3. Organized clearly
4. Demonstrates critical reading, writing and thinking
5. Written in an appropriate style
To understand student writing and literacy in academic contexts, Lea and Street uncover three models of student writing: learning skills, socialization, and academic literacy. The learning skills model assumes competence in academic writing mainly with superficial features language, i.e. grammar, syntax, punctuation and spelling. The second model- this is a model of academic socialization, which assumes that mastering the basic rules of a particular academic discourse can ensure the success of academic writers. The third model is academic literacy; and how the first two models are mainly concerned with the creation of meaning and identity; and considers student writing at the level of epistemology rather than mastery.
On the other hand, reading and writing are mutual skills. According to Zamel (1992), "reading and writing work in tandem, promoting and reinforcing each other" (p. 481). Obviously, the more a person reads, the more it will help him become a better writer. However, Stosky (1983) emphasizes the relationship between reading and writing and argues that “the best writers tend to read more than poorer authors, and that the best readers tend to produce more syntactically mature texts than poorer readers” (p. 16). Using an academic literacy model that focuses on the perception of academic literacy students, not teachers, and focuses on reading to develop writing skills, this study attempts to understand how students could develop a sense of academic voice and become effective academic writers.
There is a widespread belief among English language teachers that reading and writing are two sides of the same process. "Together, reading and writing create a dialogue between the reader and the writer" said MacDonald Salomone and Gutierrez Yapok. The connection between these two skills has even been called "boringly obvious". Hence, this close connection between the two skills is essential for the development of both. In this regard, teaching reading and writing skills is considered as integration as in teaching, and in the educational process. Cunnings worth) point out that when reading texts are used as models for writing, teachers usually ask students to write something based on models, providing information in a different form. However, students do not gain sufficient knowledge of the language and do not get acquainted with various types of texts. He argues that using the read texts as input to generate ideas in the writing process is necessary. McDonough and Shaw also indicate that the composition requires students to "create" an essay on a given topic and some textbooks provide reading text as an incentive to write an essay on a parallel topic.
On the other hand, reading and writing are mutual skills. According to Zamel, "reading and writing work in tandem, promoting and reinforcing each other" [12, 481]. Obviously, the more a person reads, the more it will help him become a better writer. However, Stosky emphasizes the relationship between reading and writing and argues that “the best writers tend to read more than poorer authors, and that the best readers tend to produce more syntactically mature texts than poorer readers” [32, 16]. Using an academic literacy model that focuses on the perception of academic literacy students, not teachers, and focuses on reading to develop writing skills, this study attempts to understand how students could develop a sense of academic voice and become effective academic writers.
There are various types of written work in English that should be evaluated. Imitative: At this stage, the form is the main task for assessing the student's skills in performing fundamental and basic tasks of writing letters, words, punctuation marks and very short sentences. This category also includes the ability to correctly write and perceive phonemic-grapheme correspondences in the English spelling system.