Abstract

The article provides an overview of key writing traditions and diverse practices of teaching academic writing at leading universities worldwide. It concludes that there is a need to introduce dedicated courses on academic writing in the Kazakh language into the curricula of universities in Kazakhstan, and offers a set of recommendations in this regard. The paper also discusses the importance of academic writing courses in higher education institutions, the structure of such curricula, and the methods of teaching academic writing to students. Using analytical methods, the author examines the role of academic writing in developing learners’ scientific literacy and professional competencies, emphasizing the necessity of including specialized courses in academic programs. Furthermore, the study substantiates the relevance of focusing on WAC (Writing Across the Curriculum) and WID (Writing in the Disciplines) programs, as well as the role of the Bologna Process in relation to writing instruction.

The study also analyzes the potential of genre-based teaching methods for developing academic writing. The theoretical framework utilizes the functional relationship between genre, text, and grammar. The results of the analysis demonstrate that consciously mastering genres improves the accuracy and coherence of academic discourse.

Keywords: academic writing, higher education, teaching writing, curriculum, academic literacy, WAC, WID, writing competencies, genre writing.