METHODOLOGICAL APPROACHES AND STRATEGIES IN TEACHING WRITTEN COMPOSITION
Abstract
This article examines methodological approaches and strategies used in teaching written composition in English language education. Written composition is interpreted not only as the production of correct sentences, but also as a complex cognitive, communicative and socio-cultural activity through which learners plan ideas, organize arguments, select appropriate linguistic means, revise meaning and construct an authorial position. The study systematizes process-based, genre-based, product-oriented, task-based, collaborative, reflective and digital approaches and explains how they may be integrated in a learner-centered classroom. The findings show that effective composition teaching requires explicit instruction, guided practice, peer response, formative assessment and autonomous revision organized as interconnected stages of writing development.
Keywords
written composition, teaching methodology, process approach, genre pedagogy, academic writing, EFL learners, feedback, writing strategies, assessment.
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