Fostering academic writing skills in a non-language university through analytical essays: a study based on wartime letters

the article aims to teach essay writing through the discussion and analysis of wartime letters in foreign language classes. The study employs a project-based approach working with authentic sources. This approach consists of three stages: 1) analytical reading of original texts in Russian; 2) translation of epistolary sources into English while preserving their stylistic and emotional nuances; 3) writing essays and conducting discussions in a foreign language. The article presents an original methodology combining content analysis, translation, and essay writing. The scientific novelty lies in integrating frontline letters as authentic historical sources into language training. Pilot testing confirmed the approach's effectiveness in developing language competencies and shaping historical memory. The proposed methodology achieved dual objectives: enhancing language skills and deepening understanding of the historical context of the Great Patriotic War.