Keyword: «academic communication»

The relevance of the problem under study lies in the need to develop research skills, including academic writing abilities. A significant decrease in students' ability to write scientific texts in both Russian and English creates serious obstacles in the processes of scientific work and publication activity. This article comparatively analyzes methods of teaching academic writing, with the aim of identifying the most effective pedagogical approaches for developing scientific written communication skills in English among students of graduate school. The authors studied traditional linguistic, procedural, compositional, bilingual, and transdisciplinary teaching methods. The experiment, conducted at Kazan National Research Technological University, involved 80 students divided into four groups, each of which studied academic writing in English using one of the aforementioned methods. The effectiveness of the methods was assessed through testing and surveys of the students, as well as by evaluating a practical task that required writing an abstract for a scientific article. Based on the analysis, it was found that the compositional and bilingual approaches were the most effective in teaching academic writing, as they ensured a high level of preparedness among students for writing scientific abstracts. The traditional linguistic method improved grammar skills; however, it did not contribute to the development of critical thinking or the structure of the presentation. Meanwhile, the process approach yielded strong results in logical presentation but led to a high workload for both students and teachers. The theoretical significance of this article lies in its contribution to the development of educational methods in Russian universities, while the practical significance stems from its potential use in selecting more effective methods of teaching academic writing by educators developing curricula in the field of scientific communication.