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The article presents the linguistic and methodical support of the process of mastering the skills of English-language academic writing by students of the third (educational and scientific) level of higher education "Doctor of Philosophy". The work is focused on the development of linguistic methodological support for the formation and development of skills related to English-language academic writing for medical purposes. Pedagogical resources for the formation of the necessary skills are based on multi-genre written discourses of various formats. The set of educational texts and tasks was developed in accordance with structural-semantic and genre-compositional features using certain language models and structures of a scientific and professional nature. The presentation of linguistic material is carried out with the help of certain language models and structures in various communicative situations in the form of persistent non-phraseological turns. The aim of the work is to investigate the predominant learning strategies used in English-language medical discourse, with the ultimate goal of developing supporting materials that will be useful to graduate students in achieving the necessary functional and discursive competence. Materials and methods. The study is based on a learning model that includes linguistic and methodological support for English-language academic medical writing and strategies for teaching English-language academic writing. This model involves the use of pedagogical resources as the basis of learning and the use of genre and functional approaches as an integrated component of the complex methodical support of the process of forming English-language academic writing skills of postgraduate medical students and developing their discursive competence. The research used the method of formal analysis, structural and comparative methods. Conclusions. The development of educational and methodical materials was carried out in two planes: linguistic and methodical, in particular, speech schemes for the organization of information in various types of educational texts were selected in accordance with the genre varieties of written forms of the scientific English-language style, and appropriate methodological recommendations for their assimilation were developed