WRITING AS A WAY OF DEVELOPMENT OF COMMUNICATION COMPETENCE AND THINKING OF YOUNG LANGUAGE USERS.

Authors of the paper consider writing as a process of activation and further development of students' thinking. They introduce fundaments based on unsatisfactory state of a written expression of present young generation. It is often characterized by no concept, chaos, incoherence, shallow-thinking, illogicality or inaccuracy in language expression. Stated defections also point out problems in cognitive and metacognitive area. During the creation of the mentioned conception the authors focus mainly on pubescent students. In this period the natural gradual development of cognitive and metacognitive processes take place. This development should be steadily and systematically supported during the whole educational process. Within this period, students' written expression is focused largely on explanatory, essay and argumentation texts. Mastering of these texts is conditioned by a considerable level of cognitive functions. Presented didactical concept is based on a strategy where both teacher and student are consistently oriented towards the process of creation of written communiqué in accordance with solution of a given task/problem; they do not tend to the final product only. The authors proceed from the basic classification of the stages of writing processes that are pre-writing, writing and post-writing. Balanced attention should be paid to all these stages. The authors pay attention mainly to direct relations between the given stages and thinking operations that are typical for them and that are developed through its activation and stimulation by a teacher. They warn of the necessity to respect the sequence of the particular stages, which ideally becomes evident in the gradual mastering and improving of the processes. The authors also point out an importance of support of the metacognitive processes and strategies during writing, which leads to the improvement of the cognitive processes and can be activated within the school environment during the intrapersonal and interpersonal communication. All presented activities and procedure suggestions are not only to teach the students to master the simple thinking operations, but mainly to be aware of relations, categorization and inductive and deductive operations. They should also be able to take more variables into the account and to deduce hypotheses which can bring them to both logical and objective arguments and creation of intellectual communiqué that is correct in sense of language and thoroughly structured. [ABSTRACT FROM AUTHOR]