Introduction. The development of students’ sociolinguistic competence in academic writing is one of the pressing tasks of contemporary higher education, since the production of a scholarly text requires not only linguistic accuracy but also the ability to address the reader appropriately, follow genre conventions, choose an appropriate tone, and express the author’s position in a balanced way. Purpose. The purpose of the study is to systematize and compare pedagogical approaches used to develop students’ sociolinguistic competence in academic writing and, on this basis, to present a generalized model of instructional organization. Materials and methods. The study was designed as an analytical review. The corpus included 15 Russian and international scholarly sources devoted to academic writing instruction, genre organization of text, feedback, peer review, digital support for writing, and students’ preparation for scholarly communication. The methods applied in the study included theoretical analysis, comparative description, generalization, and classification of pedagogical solutions. Results and discussion. The analysis showed that approaches to developing students’ sociolinguistic competence in academic writing can be grouped into six stable areas: genre-oriented instruction, collaborative discussion of texts, formative feedback and peer review, the use of digital tools, individualized step-by-step support, and preparation for the norms of scholarly communication and publication. The comparison of these approaches demonstrated that they differ in instructional logic and in their dominant educational effects; however, taken together, they are all aimed at developing students’ ability to produce texts that are appropriate in genre, audience awareness, and institutional context. Based on the analysis, a generalized model was proposed that includes the instructional goal, the content-related foundation, organizational and methodological mechanisms, the stages of work on the text, and the expected educational outcomes. Conclusion. It is concluded that the development of sociolinguistic competence in academic writing is most effective when genre instruction is combined with multi-stage feedback, collaborative discussion of drafts, consistent revision, and digital support for writing. The practical significance of the study lies in the possibility of using its results in the design of academic writing courses in higher education.