Academic writing in English is taught in various forms around the world.

Recently,
process of academic writing began to appear among university students . Leaving aside
terminological disagreements, by academic writing we mean the creation of written texts in
academic writing

Analysis of student papers revealed the following difficulties that students face when
writing academic texts:

1) inability to logically organize the text in accordance with the specified requirements;

2) inability to use of adequate language means to ensure logical connections;

3) the use of lexical means and structures that do not correspond to the required register and
level.

There are approaches to describe implementation of teaching writing and discuss how
they can be used in teaching academic writing ,as well as methods to overcome the fear of
academic writing.

Firstly, The Controlled to Free Approach has its roots in audiolingual method. This
method assumes that speaking is a leading skill, while writing is an auxiliary skill with the goal
of consolidating grammatical and syntactic forms. The letter is carefully structured and each step
focuses on developing a specific skill. First, exercises are performed at the sentence level, such
as composing a sentence according to a model, combining simple sentences into a complex one,
setting the sentence members in the appropriate order.

Accordingly,the opposite of the above is the Free Writing Approach. Students are
encouraged to freely express their thoughts for a limited period of time . It is believed that the
more a student practices free writing, the better they will master it: literacy and proficiency in
structures comes with time. Undoubtedly, this removes the fear of writing and develops the habit
and fluency of writing.

To sum up,a process-centered approach to writing prepares the student for independent
work on the text, providing them with the tools and workflow to create it. In the future, the
student will be able to autonomously create text and evaluate it. Thus, different approaches to
writing have their own strengths that can be used in teaching academic writing.