Scientific literature on academic Italian is wide and multidisciplinary, involving studies on the features of text linguistics, semiotics and didactics (Cerruti, Cini 2007). However, there is a lack of contributions of applicative nature, which led us to inquire into the teaching and analysis strategies of academic texts. Given these premises, a number of indicators were developed and subsequently used, at the language education format level, with 2 groups of 20 students from the degree courses in History at the University of Turin, and with another of 14 non-native students from Ca’ Foscari University in Venice. The indicators were used as a guide for the process of planning, drafting and revising of academic texts, in order to contribute to the development of learners’ awareness of textual features. Finally, the research path led to some signifi cant achievements about the drafting of texts and the results of the experimental groups were compared with those of a control group, demonstrating the validity of the language educational action.