The construction of written texts is extremely important in the teaching-learning language courses for training teachers of that profile, given its condition linguistic as a functional component . In this regard, this paper argues that the actions designed by the teacher as a mediator par excellence, are to reach the systemic and coherent articulation between the conceptual, procedural and attitudinal in students, in order to produce scientific texts written in a specific context of communication, according to the knowledge of each one individually and in correspondence with the predominant communicative intent and purpose.