This article presents the research of writing practices in two Ph.D. programs: Philosophy and Physical Oceanography, in order to promote the generation of scientific vocation from the undergraduate level. A qualitative approach was taken, based on depth interviews with students, researchers, and administrative staff, as well as focus groups with students. Atlas.ti was used to analyze the data. The results suggest that Ph.D. students become specialized at work through collaborative environments where they are supervised and guided by experts. During this training process, students play the role of author, reader, critic, editor, and local expert, all through gradually participating in research processes and on policy and management committees, review panels, and evaluation committees. First and foremost, they learn to write and review academic articles, then submit for review to scientific disciplinary committees.