| Summary: | In this article, we discuss the evidence of the academic learning of writing in a Licenciate Course, with a corpus collected from an undergraduate student of Letters, who has to write academic genres during the first three semesters of his university course, but without necessarily having been presented to the structure prototype, the themes, the sequences of the requested genres or forms of authorship demonstration. We observed language strategies used by this subject as to the analytical sequences of the review, the article of opinion and the observation report, characterized by informativeness, argumentativity and correlation with the scientific discourse, because they are the ones that reveal the inclusion (or not) of the subject in the discursive community of reference. As a result, we found that the learning of academic writing took place in stages ranging from specific appropriation of writing in this sphere, especially the rhetoric unit of analysis.
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