This study aims to compare the approaches to teaching writing skills in traditional secondary schools and Presidential Schools based on the analysis of their textbooks and instructional materials. The research examines the types of writing activities, methodological principles, and competence-based strategies used in both educational systems. A qualitative and comparative research method was applied, including textbook analysis and classroom observation. The findings indicate that traditional school textbooks mainly focus on grammar-based and reproductive writing exercises, while Presidential School materials emphasize communicative, creative, and critical writing practices. Furthermore, Presidential Schools actively integrate modern pedagogical technologies and project-based learning into writing instruction. The study concludes that the innovative methods used in Presidential Schools significantly contribute to the development of students’ academic writing competence and independent thinking skills. These results may serve as a methodological basis for improving writing instruction in general secondary education.

writing skills, textbook analysis, traditional schools, Presidential Schools, competence-based education, academic writing, communicative approach

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