The paper studies peculiarities of introducing the course of “Fundamentals of Academic Writing,” into the Ukrainian education and scientific process. The integration of the Ukrainian science into the European space caused the necessity of including “Academic Writing” into the Ukrainian curricula. Fundamentals of a new academic discipline are represented through the prism of world and national achievements, which determine such concepts as “academic communication”, “academic etiquette”, “academic integrity”, “the quality of academic text”. This research focuses on the following major issues: What is the essence of “Academic Writing”? Is it a brand new course? How does it affect the ranking of higher education institutions? How should intertextual tools be used to keep the academic integrity? How does the level of English proficiency affect the quality of the Ukrainian scientific products? Is the course of “Academic Writing” a tribute to fashion or a vital necessity? It also investigates the peculiarities of academic fundamentals required for development of certain knowledge, skills and abilities of the Ukrainian language academic writing. The latter aims not only to promote academic integrity by following ethical principles and statutory rules that should guide the participants of the education process while studying, training and conducting research activities, but also to represent the concepts, strategies and tactics of organizing the processes of academic text creation, analysis and editing.

The change of general scientific paradigm to the anthropological stream activates the interest of specialists in different areas to investigate the human-oriented problems, especially in linguistics and phraseology. Outlining previous research it should be mentioned that different aspects of somatic phraseologisms are investigated in the works of I. Denysenko, V. Hmara, G. Kozorih, Yu. Lapuhina, L. Moiseienko, N. Skorobagatko, F. Vakk and others. However these studies do not cover all the peculiarities of somatic idioms and their usage in teaching foreign languages. This article makes the attempt to represent the importance of involving the knowledge of idiomatic expressions in teaching foreign languages, in particular on the basis of somatic idioms. The main tasks of this research include analyzing the structure and semantics of phraseologisms with somatic components, comparing them with their native language equivalents and implementing these samples into the process of teaching foreign languages, English in particular. The analysis has shown that both languages manifest a great variety of samples containing somatic nominative components such as “eyes”, “ears”, “lips”, “nose”, “mouth”, “heart”, “tongue”, “blood”. Additionally it has been stated that revealing human traits of character these phraseologisms represent certain variations in their meaning as well as their structure. We have also concluded that such idioms can be a well designed material for illustrating stylistic differences and peculiarities in both languages. For our further studies we leave the issues outlining the peculiarities of English and Ukrainian phraseologisms defying traits of character containing nominative animistic elements.