This article focuses on the remarks of an academic advisor of humanity students that have been found in drafts produced by two young women along 36 months. Its main objective is to study how the action of teaching how to write the academic text takes along. To do so, we use Pommier's hypothesis (1993), to whom the manners adopted by someone as he/she learns how to write follow, metaphorically, the ways by which his/her subjectivation has happened. We work in the field of lacanian psychoanalysis, following those works that defend that it is necessary to administrate the singularity of the one who writes academic papers in order to construct a productive university. After data analysis, it was possible to verify that the academic advisor had to adopt five different functions to teach his students how to write academic texts: 1) advisor, 2) reader, 3) co-author, 4) reviser, and 5) agent of the real. Thus, we could confirm the so said difficulty of supervising writing works, and we also could have a more detailed understanding of the academic writing complexity.
teach how to write; researchers formation; psychoanalysis
