TEACHING ACADEMIC WRITING FOR PROFESSIONAL COMMUNICATION IN ESP COURSES

Abstract

This article examines the features of teaching academic writing in English for Specific Purposes (ESP) courses as an essential component of professional communication. The relevance of the study is the growing need for students to develop the ability to produce structured and academically appropriate written texts in the context of globalization and international cooperation. The paper analyzes the main challenges faced by learners in mastering academic writing, including insufficient command of academic style, limited vocabulary, and difficulties in text organization. Particular attention is given to effective teaching approaches, such as the genre-based approach. The importance of teaching academic writing for biologists lies not only in developing their ability to communicate research findings clearly, but also in preparing them to meet the demands of international scientific discourse. Moreover, it is essential to address the specific challenges biologists face, such as structuring complex data, describing experimental procedures accurately, and avoiding ambiguity in scientific interpretation. Particular attention should be given to the process writing approach, which emphasizes drafting, feedback, and revision, as well as to the effective use of digital technologies that support writing, collaboration, and reference management. The findings indicate that the integration of these approaches is the most effective strategy, as it contributes not only to the development of linguistic competence but also to critical thinking and professional writing skills. The practical significance of the study lies in the possibility of applying the proposed methods in ESP teaching contexts.