The article discusses the problem of creating pedagogical conditions for the continuity of disciplines in the process of teaching students of the linguistic direction of university training with the example of the «academic writing» discipline. It is shown that the skills of academic writing in English are considered to be the main tool in the professional and career development of undergraduate students. Comparison of the language disciplines distribution with the examples of Methodology of Teaching English and Translation profiles is carried out, and the identified interdisciplinary inconsistencies of the curriculum are described. To illustrate academic disciplines coordination, the goals and objectives of the modules «Composition of English Writing» and «Academic Writing» are analyzed. It is concluded that it is necessary to develop criteria for assessing academic writing, which should be formulated by the university in accordance with the recommendations of the researchers and relying on the experience of those countries and universities where the necessary pedagogical conditions for teaching this aspect have already been formed. The solution to the problem of quality improvement is the creation of a university quality standard regulating the continuity of disciplines and their content and approving the discipline syllabus with an indication of the competencies being formed. Taking into account interdisciplinary links in the process of teaching a foreign language will make it more consistent and successful.