AN ANALYSIS OF THE CURRENT CONDITION OF LEGAL ACADEMIC WRITING PROFICIENCY DEVELOPMENT AMONG UZBEK JURISPRUDENCE STUDENTS

Abstract

This article examines the current condition of academic writing skill development among jurisprudence students, focusing on instructional approaches, learner challenges, and institutional support mechanisms. Through a review of existing research, analysis of teaching practices, and evaluation of students’ proficiency levels, the study identifies key barriers such as limited exposure to academic genres, insufficient practice opportunities, and a lack of specialized writing courses tailored to legal discourse. The findings highlight the need for targeted pedagogical interventions and the integration of discipline-specific writing instruction to enhance students’ academic and professional competencies. Recommendations for improving curriculum design, teaching strategies, and assessment practices are proposed to support effective English academic writing development in the field of jurisprudence.

Keywords

Jurisprudence students; legal academic writing, writing proficiency; English for Academic Purposes (EAP); legal writing genres, higher education; writing skills development; pedagogical strategies, integration ,professional needs;