This paper shows the results of a research which aimed at describing the conceptions of professors concerning teaching and assessment of academic writing. Ten professors of Psychology, five working in a French university and five working in a Colombian one, were interviewed on two subjects: what are the recommendations they communicate to their students when these have to write their written tasks?, and ?what are the criteria used to assess the academic texts produced by their students? It was found that the participants declared to be involved in teaching and assessing of academic writing, mainly through a discursive perspective which aims particularly at teaching some specific norms of academic genres in Psychology. Also, some discrepancies between assessing and teaching practices are revealed, mainly concerning epistemic function of writing and the linguistic dimension; also, a few differences between the samples are found concerning methods to teaching.