This study identifies a classroom experience from the perspective of social, cognitive, linguistic and didactic concepts of writing academic texts. This involves collaboratively reviewing and rewriting the rough draft of an explanatory text produced by four students who pursue a Degree in Primary Teaching. The text, which is a result of a debate conducted in the ‘Natural Sciences’ class, is aimed at visitors to a planetarium. To improve the rough draft, the students ask their classmates to review and re-write it in small groups. In doing so, they apply cognitive mechanisms and linguistic units. Primary School Teacher-Training Programmes need to have their students experience didactic sequences.