Abstract
Background. The cultivation of argumentative writing in secondary school students stands as a key objective within the framework of fostering and honing students' communicative proficiency realized through teaching opinion essays. The essay writing instruction is a multifaceted and challenging process that requires students to have not only linguistic and rhetorical skills but also background knowledge, literature awareness, historical insight, and the capacity to process information from diverse sources to coherently articulate ideas. Despite considerable progress in the pedagogy of writing, the theoretical and methodological underpinnings (approaches, principles, methods) for teaching Ukrainian opinion essays to secondary school students presently require elucidation. Purpose. The paper aims to determine the theoretical foundations for teaching a Ukrainian opinion essay to high school students. Results and discussion. The concept of an opinion essay encompasses a coherent, comprehensive, and structurally organized text wherein students employ argumentative discourse to support or challenge a thesis, engage in debate around the thesis, and express their authorial stance while adhering to proper structure and employing appropriate linguistic means. The pedagogy of teaching opinion essays in high school should follow a methodology grounded in theory. This involves: 1) adopting a range of pedagogical approaches such as competency-based, active, sociocultural, integrative, and student-centred ones based on the principles of individualization, accessibility, visualization, integration of language material into communication activities, etc.; 2) determining appropriate teaching methods, including explanation, brainstorming, analysis of input material, self-managed learning, and self-monitoring; and 3) addressing the overarching goal of enhancing Ukrainian writing skills in high school students, specifically focusing on argumentative discourse, which reflects thinking and reasoning processes. Future research prospects involve systematic investigation of the theoretical underpinnings for teaching Ukrainian, drawing upon experiences in foreign language education. The goal is to elucidate the principles and methods that form the foundation for building specific persuasive, explanatory, descriptive, and refutational skills.
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