Writing an argumentative essay: the use of meta-discursive didactic sequences to improve students' skills

The study purpose is to explore how the application of a meta-discursive didactic sequence organizes and schematizes development writing an argumentative essay. In course study, corpus essays (90 works) written in English by 4th-year students technical specialties Technical Institute (branch) North-Eastern Federal University named after M.K. Amosov (n = 45), Moscow Polytechnic 45) International Business (Almaty, Republic Kazakhstan) was considered. observation lasted 13 weeks consisted three stages. According research results, 71.1% from NEFU correctly used essay superstructure, 57.7% – macrostructure, 42.2% microstructure. It found that learning strategies focused on approach are better developed among bilingual students. At same time, monolingual showed following results: 28.8% mastered superstructure essay, 35.5% 46.6% Further will be aimed at separating these categories step-by-step analysis process sequence. limitations were manifested bilingualism one category monolingualism other, which significantly affects outcome data obtained.