The article discusses the concept of continuity in acquiring writing skills at a transitional educational period from high school level to higher education. In a course of the research work the first classification of continuity elements has been proposed. The collected data included theoretical and empirical studies discussing continuity in teaching writing process. By limiting the search area to the request of ‘writing continuity’ in Volter and E-library science databases it has become possible to single out the works dealing with school and university levels. The analysis of the chosen literature has shown no unification in drawing the term of continuity. The suggested classification of continuity elements has become an attempt to generalize the practices which are used for optimizing the teaching process. Also, further research paths of studying the concept of writing continuity have been proposed.