The article discusses the potential transfer of secondary school teaching techniques into higher school practice. The methodology elements of this transfer, which might be instrumental in raising the overall learning efficiency and students’ engagement, have been proposed as a driving force to acquiring continuity in teaching writing. The collected data includes studies discussing secondary and higher school education levels within the framework of teaching writing. The analysis of the chosen literature has shown necessity in applying integrative approach in writing instruction by incorporating speaking and visual representation (drawing, graphics). An empirical follow-up research in higher school settings has been suggested as a test to the formulated hypothesis.