Developing the students competence to communicate effectively and efficiently can not ignore the structural elements of communicative competence as well as the specifics of different functional styles of language. In Physics, scientific discourse is presented in two variants: a specialized one, represented by texts that refer to the experts (books, studies, university courses) and a simplified version or teaching specific texts, in the textbooks of Physics. The two presentations of the Physics literary content are found both in higher education and in the education, but with different weights, and it is important that temporary simplification from educational reasons do not affect the authenticity or create situations of ambiguity. To develop communication skills covered by the study of Physics by students, an important role may have consideration of the linguistic characteristics of the text of Physics, the more so as students personal experience of operating in the scientific field of physics is unequal. The paper presents some of the linguistic peculiarities highlighted by Physics content analysis at its lexical-semantic structure, at morphological level, at syntactic level, and at stylistic level