THE COGNITIVE–COMMUNICATIVE MODEL FOR DEVELOPING ARGUMENTATIVE WRITING SKILLS IN HIGH SCHOOL STUDENTS

Abstract

This article examines the cognitive–communicative model for developing argumentative writing skills among high school students in English language education. The study emphasizes the relationship between cognitive processes and communicative competence in the formation of effective argumentative writing. The article discusses the theoretical foundations of argumentative writing, including critical thinking, coherence, cohesion, and communicative interaction. It also analyzes the stages and components of the cognitive–communicative model and its role in improving students’ academic writing abilities. The study concludes that the integration of cognitive and communicative approaches contributes significantly to learners’ analytical thinking, logical reasoning, and written fluency.