Scientific writing is a core competence in applied Bachelor programs, yet many students struggle to formulate research questions, develop coherent arguments, and use academic conventions in ways that support meaning rather than mere formal compliance. These difficulties are often intensified by heterogeneous educational backgrounds and by limited transparency regarding assessment expectations. This paper develops a practice-based approach to teaching scientific writing at Bachelor level. Drawing on multi-year teaching experience in applied higher education, it identifies recurrent patterns in student writing and proposes a set of targeted didactic interventions to address them. The approach focuses on structuring the writing process—from topic selection and research question development to thesis formulation, argument construction, and evidence-based reasoning—through explicit sequencing, targeted micro-exercises, and the modeling of academic writing practices. Assessment and feedback are treated as integral components of instruction rather than as purely evaluative procedures. The paper shows how transparent criteria, differentiated attention to content, method, and form, and formative feedback routines can reduce uncertainty and support sustained improvement in student writing. Overall, the paper frames scientific writing as a learnable academic practice. The proposed strategies are designed to be transferable across disciplines and are particularly suited to applied Bachelor programs in higher education.This work is published as an open-access scholarly preprint.