Academic writing is a fundamental competence for the development of in-depth learning in initial teacher training; however, performance level of Chilean students is lower than expected. The aim of this research article is to identify the implicit theories about writing held by a group of university students of primary education. This is a relevant analysis because conceptions about writing have a direct impact on the quality of the written product, since aspects of knowledge significantly influence behavior. The methodology of this study, qualitative in its nature, will adopt a discourse analysis focused on enunciation while taking reference of the dialogical dimension of speech. The results indicate that these students employ simultaneously both implicit theories, i.e., reproductive and deep, but with predominance of the first one, which is consistent with their low results in the evaluations of their texts.