Keyword: «writing competence»

In the context of competency-based approach and the requirements of the Federal State Educational Standard 3++ for developing universal competence UK-4 (foreign language communicative competence) in graduates of non-linguistic universities, a contradiction is revealed between the need to establish a holistic competence, including written communication skills, and the dominant practice of subject-language integrated learning, in which written activity frequently becomes a subject to reduction. The insufficient development of methods for the targeted development of foreign language writing skills in full-time and part-time students, as well as the presence of psychological barriers in students, determine the relevance of this study. The purpose of our work is to theoretically substantiate and elaborate a model for teaching foreign language academic essays, focused on developing the targeted competence and meta-subject skills (critical thinking, analysis, self-assessment) in bachelor's degree students of non-linguistic full-time and part-time programs. The methodological base of the study included a set of mutually complementary methods: theoretical analysis of domestic and foreign scientific literature on the problem in focus; pedagogical testing to determine the level of FLCC development; student questionnaires on the Yandex Forms platform; statistical processing of the obtained data; pedagogical modeling. A four-level model of teaching academic essays was developed and tested (motivational-orientational, analytical-cognitive, productive-training, reflective-evaluation stages). Post-experimental assessment showed that 98% of students mastered the essay structure, and lexical and grammatical correctness – in 83% of works. The theoretical significance of the study lies in clarifying the concept of the academic essay as a multifunctional methodological technique; in expanding the theoretical understanding of the content of foreign language education in a non-linguistic university. The practical significance lies in the development and testing of a proposed model for teaching academic essays, which can be integrated into the foreign language training of undergraduate students in non-linguistic programs. The developed essay evaluation criteria, as well as the identified sequence of pedagogical actions ("Ladder of Success"), can serve as a methodological guide for foreign language teachers to remove psychological barriers and develop academic writing skills.