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The study we conducteda imed at identifying these difficulties experienced by doctoral students when writing and analyzing wheew socially shared regulation helps students, to improve their texts. Particpants were six doctoral students revising collaborativelly (in dyads) three sucessive drafts of their disertations. Each pair of students' discourse (18 hours) and changes in textswere analysed (18 drafts).
Results point out that the most frequent problems were related with conecting information. Detailed analysis of data revealed that in some cases communicative intentionality is not aligned with the discursive resources used by the students and revision strategies are only useful if students are able to appropiately define text problems. Educational implications are discused. Montserrat Castelló, Dolores González y Ana Iñesta
Key Words: Socially-shared regulation, academic writing, doctoral writing, revising collaboratively, writing strategies.
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Nº 247, septiembre-diciembre 2010 
