The problem of self-dependence of students of higher education institutions is considered. The research urgency is caused by necessity of preparation of specialists able to evaluate critically their own strengths and weaknesses with the goal of self-improvement and professional development, especially necessary for future translators and teachers of foreign language. The review of scientific sources allows to conclude that self-dependence in teaching is manifested in the condition of understanding of the purpose and accountability of the learning process. The fulfillment of these conditions is particularly important in the formation of writing skills in a foreign language, because writing is a difficultly generated kind of speech activity not only because of the lack of knowledge of grammar and vocabulary, but also due to the diversity of traditions in the organization of the text in Russian and foreign languages. Presented authors’ method of a piecemeal assessment of written works, including mutual- and self-assessment, is aimed at formation of students’ ability to identify the advantages and disadvantages of self-completed tasks, and to correct mistakes. The resulting experimental data allow to conclude that this methodology promotes the development of self-dependence of students in learning.