GENRE-BASED APPROACH TO DEVELOP READING AND WRITING SKILLS IN ENGLISH AMONG 10TH–11TH GRADE STUDENTS

The development of reading and writing skills in English at the upper-secondary level requires instructional practices that enable learners not only to understand written texts but also to use textual information as a basis for producing purposeful written communication. In this regard, a genre-based approach provides a systematic framework for integrating receptive and productive language activities. The approach draws learners' attention to the relationship between communicative purpose, audience, textual organization, linguistic choices, and genre conventions. This paper examines the methodological potential of a genre-based approach to developing English reading and writing skills among 10th–11th grade students. Particular attention is given to the role of genre awareness, text analysis, identification of organizational patterns, evidence selection, and guided writing. The paper argues that reading instruction becomes more productive when learners are taught to recognize how different genres communicate meaning and subsequently apply this knowledge in their own writing. The proposed methodological sequence moves from comprehension and genre analysis to planning, drafting, revision, and reflection. Such an approach can create meaningful connections between reading input and written output while supporting learners' communicative and analytical abilities.