In this issue, we hope to contribute to academic discussions on writing in higher education through academic literacy collaborations. The objective is to promote academic discussion in all possible axes, considering the skills and abilities that we hope to develop in the midst of higher education. For this, we chose Systemic-Functional Linguistics as the main theoretical-methodological contribution to the mapping of linguistic marks that evidence attempts at reflection by the teacher in initial training in his writings. It is a current of language studies, of Australian origin, densely applied in the field of language teaching and writing as a socio-semiotic instrument. We also understand that the collaborations of Halliday (1994), Halliday and Mathiessen (2004; 2014) and Pereira (2016) are of fundamental importance for the development of this theory around the world, especially in Latin American countries. Therefore, we hope that this volume can yield substantial gains to academic research, based on the assumption that scientific knowledge is constructed through the exchange of meanings and engaged dialogues.