Innovative Methods for Developing Doctoral Students' Academic Writing Competence in the Course «Ukrainian Language in Academic Writing and Scholarly Communication»

Abstract

The purpose of the article is to substantiate and develop a competence-oriented methodological model for teaching academic writing to doctoral students within the course "Ukrainian Language in Academic Writing and Scholarly Communication" as a component of PhD training. The theoretical and methodological framework combines competence-based, text-centred, genre-based, activity-oriented, and reflective approaches. The study employs analysis and synthesis of recent scholarship, comparison of contemporary academic-writing pedagogies, genre analysis of scholarly texts, curriculum modelling, and methodological expert generalisation. The source base includes recent Ukrainian and international research, normative documents, and publications addressing doctoral education, academic literacies, genre pedagogy, scholarly communication, and the use of generative artificial intelligence in academic writing. The study establishes that effective doctoral writing instruction depends not primarily on mastering a set of language rules, but on developing an integrated ability to produce, revise, argue, and communicate scholarly texts in accordance with genre, audience, disciplinary context, and ethical requirements. A structural-methodological model of the course is developed around four interrelated components: motivational-target, content-genre, activity-practical, and reflective-assessment. The methodological innovations include genre modelling, analysis of authentic scholarly texts, writing workshops, staged text production from research claim to completed article, criteria-based peer review, academic-writing portfolios, micro-editing, and reflective practices. Critical generative-AI literacy is incorporated as a separate component: doctoral students should be able to verify claims, sources, and linguistic solutions generated by AI tools and comply with academic-integrity principles. The scientific novelty lies in systematically combining competence-based and genre-based models of Ukrainian-language academic writing instruction at the doctoral level and in specifying learning actions aimed at developing text-production, argumentative, editorial, communicative, and academic-ethical competences. The practical value consists in applying the proposed model to the design of PhD educational components, syllabi, practical classes, assessment criteria, and individual doctoral assignments.