DEVELOPING A SYSTEM OF EXERCISES AND TASKS FOR WRITTEN SPEECH SKILLS IN SENIOR STUDENTS THROUGH PEDAGOGICAL DIAGNOSTICS

Abstract

 Developing strong written communication skills among senior high school students remains a complex task for teachers. Many learners face difficulties with coherence, logical flow, and appropriate style in writing. In Uzbekistan, these challenges are intensified by rigid curricula and traditional product-focused methods. This study suggests that a process-based system of exercises supported by ongoing diagnostic assessment can help overcome such issues.

The main goal is to design and substantiate a structured set of writing activities that build students’ written competence step by step. The approach draws on global teaching practices and takes into account the local educational setting. The system includes three progressive stages: imitative-adaptive, analytical-modeling, and creative-productive, each aimed at developing higher levels of writing independence. Pedagogical diagnostics are integrated throughout to track learners’ progress and address specific difficulties in time. The results indicate that combining structured writing practice with continuous assessment leads to more effective skill formation and encourages learner autonomy. This model offers a practical framework for improving the teaching of written English in Uzbek high schools.