AN EXAMINATION OF ACADEMIC WRITING PROFICIENCY: IMPLICATIONS FOR MILITARY PROFESSION

Abstract

The acquisition of academic writing competence represents the culmination of a structured learning process that is tailored to the educational environment and is facilitated through direct instruction or specialized procedures. This paper aims to explore academic writing within the context of the military profession to illuminate the multifaceted aspects involved in developing academic writing proficiency within a military academic framework. Furthermore, the primary objectives were to elucidate the key components of academic writing competence in military tertiary education, determine the fundamental aspects of the academic writing-learning process, and emphasize how the cultivation of academic writing proficiency enhances future professional endeavors. To fulfill the established objectives, not only descriptive research but also a literature review was conducted. The observation, analysis, description, and documentation helped to investigate the multifaceted aspects of developing proficiency in academic writing within the context of advanced military educational institutions. The results of the study highlight the strong connection between military professional requirements and academic writing competence, and the importance of adapting the learning process in accordance with future career requirements. Moreover, this investigation underscores the intricate relationship between professional requisites and academic writing aptitude, emphasizing the critical need to align educational processes with future career expectations. The study advances our comprehension of academic writing skill development within military educational field and provides valuable perspectives for subsequent research endeavors within the domain of military education.