Nowadays, communication and transfer of information, especially in academic community, takes place mostly in writing rather than orally: publishing research results, research essays and articles, and students' theses and dissertations. In this regard, the need to learn how to write scientific and academic texts has increased dramatically, which in turn makes academic writing more relevant. As writing is a complex activity that engages cognitive skills and abilities, instructing formulaic sequences may take a place as one of the valid methods to develop written discourse sub-competence, hence academic writing competence. This paper attempts to analyze the impact of teaching academic formulaic sequences on the formation of academic writing competence among master students. The research was conducted via experimental case study with fourteen respondents. The findings of the presented study are based on quantitative analysis of the frequency of formulaic sequences used by the respondents in four tests: pre-test, progress test, post-test and delayed post-test in order to see the dynamics in the study. The findings allow considering that focused instruction of academic formulaic sequences may help the students in developing such skills as constructing complex sentences, idea communication, to construct an academic text in terms of cohesion and coherence, which inevitably contribute to the development of written discourse sub-competence, therefore, to the overall formation of academic writing competence among the students.