In this monograph, we discuss the production of Field Diary (DC) in the context of Supervised Internship (ESC). Our goal is to investigate how DC triggers the writing process of the Supervised Internship Report (RES). For the accomplishment of this study, we used as methodological procedure, the application of qualitative approach interview and documentary nature, that contained questions directed to the students that attended the ESC-I in the semester 2018.1, of the course of letters, Campus of Araguaína, of the Federal University from Tocantins. The corpus consists of 15 (fifteen) interviews containing two open questions, quoting: (i) What were your main difficulties in writing your supervised internship report I? (ii) How did field journal writing help in producing Supervised Internship Report I? To theoretically support the analysis of the research object, we resort to specialized literature to situate our discussion from the scientific works produced by Fiad and Silva (2009), Kleiman (1995), Zabalza (2004), Barreiro and Gebran (2006), among others. The results indicated that 87% of the students said they had difficulties to produce the textual genres used in the university. Regarding the production of the RES, 60% of respondents said that the DC contributed to the elaboration of this text, of which 33% concluded that the writing of the DC provided the recollection of facts that occurred during the course of class observations, as well as the reflection on these events and about teaching Portuguese language. We conclude that the practice of writing helps in the development of reading and writing skills, for the students in question, the exercise of producing the DC helps the acquisition of language skills necessary for the learning of academic language.
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