This article examines the principles for developing the written speech skills of English philology students in higher education. The relevance of the topic is determined by the growing role of academic and professional writing in language education, as well as by the shift in second-language writing research from product-centered teaching toward process, genre, and context-sensitive instruction. Contemporary scholarship shows that effective L2 writing pedagogy is shaped by an understanding of writing as a recursive process, a socially situated practice, and a discipline-related communicative skill. The purpose of the article is to identify and theoretically substantiate the core pedagogical principles that ensure the effective development of written speech skills among English philology students. The study is based on theoretical analysis, synthesis, comparison, and interpretation of research in second-language writing, academic literacy, and writing pedagogy. The results show that the most productive foundation for developing written speech skills lies in the integration of communicative orientation, processuality, genre awareness, systematic language support, feedback, academic autonomy, and reflective revision. The article argues that writing instruction for English philology students should be organized not as isolated grammar practice, but as a gradual formation of the ability to produce coherent, purposeful, contextually appropriate, and critically shaped texts. It is concluded that the development of written speech skills becomes more effective when pedagogical work is based on principled integration of linguistic, cognitive, rhetorical, and disciplinary dimensions of writing.

Written speech skills, English philology students, second-language writing

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