ACADEMIC WRITING COMPETENCIES AND THEIR IMPACT ON SCHOLARLY COMMUNICATION

Abstract

This conceptual review examines how academic writing competencies shape the quality of scholarly communication in higher education. The review synthesizes recent literature on core academic writing competencies, including argumentation, genre awareness, source and citation literacy, self-regulation, digital literacy, and academic integrity. The literature shows that academic writing is not limited to linguistic accuracy; it also involves the ability to construct verifiable claims, organize coherent reasoning, align texts with disciplinary communities, and disseminate knowledge ethically. These competencies directly influence manuscript readability, responsiveness to feedback, publication readiness, visibility of research, and trust within scholarly ecosystems. The article argues that institutions should treat academic writing development as a strategic component of scholarly communication rather than as a remedial language issue.