Review by the scientific supervisor, Prof. Pavlovskaya I.Yu., Doctor of Philology,
of the Bachelor's thesis of Go Inin on the topic
 "Teaching writing in native and foreign languages in China"
The final qualifying work of the Bachelor of Guo Yining submitted for defense is an independent original research. The relevance of the topic is due to the fact that written language in China has a rich history and cultural significance, as well as an important impact on modern education and communication in the country. In addition, the traditions of teaching writing in Chinese can have an impact on learning to write in foreign languages. The topic corresponds to the main educational program "English language and literature". Therefore, the author aims to analyze the methodology of teaching writing skills in China in both native and foreign languages, compare Chinese, Western and Russian schools of writing, and discover points of contact, advantages and disadvantages of each of them.
The B.A. paper contains 77 pages, including 4 pages of appendices, and consists of an introduction, two chapters with conclusions to each of them, a resume and a list of used literature, numbering 115 titles, in Russian and English, including dictionaries and reference books. 
In Chapter 1, "Theoretical foundations and historical roots of writing instruction", the author examines the concept of writing and its role in communication, the historical traditions of teaching hieroglyphic writing in China, the traditions of teaching writing in the Russian Methodical School, the traditions of teaching writing in the Western Methodical School. In the conclusions, the author emphasizes that in Chinese hieroglyphic writing there are a number of basic, historically established rules for writing Chinese characters, which is necessarily reflected in the methods of teaching Chinese as a whole or separately, as a special art of calligraphy.
	In the second chapter, the author analyzes in detail the goals of learning and methods of developing writing skills in modern society. The chapter contains a separate section where the author analyzes textbooks on teaching writing published in China. As a result of the analysis, the author writes that, in general, writing education in China is based on the systematic study of grammar, stylistics and hieroglyphic writing, as well as on the use of various methods aimed at developing skills of rapid reading, text comprehension and independent expression of thoughts in Chinese. However, learning to write has various disadvantages. The various writing skills that teachers painstakingly teach seem boring to students. Students are afraid to write essays, and teachers don't teach composition. In addition, the author compares teaching the native language with teaching Russian in China, demonstrating the methods of various authors, both domestic and foreign.
The content of the B.A. paper is presented logically, in good scientific language, with a slight  number of violations of the norms of the Russian language and typos.
The chapter conclusions and resume reflect the main content of the paper and show the results of the tasks set out in the Introduction. However, one of the conclusions of chapter 2 is somewhat premature, since no practical analysis of written works has been carried out and digital methods have not been used.
Guo Yining's work meets all the requirements for the Bachelor's degree program at St. Petersburg State University, including its design. I think that the B.A. paper can be admitted to the defense and deserves positive mark.
Scientific supervisor,
Ph.D., Professor I.Y. Pavlovskaya 
 24.05.2024.