This article reports the findings of a qualitative research study carried out in an academic writing class, with English Didactics Master's students. It aims at identifying graduate students' pre-conceptions of academic writing, describing the process undertaken in an attempt to demystify academic writing, and empower students to write and publish. Data collection instruments included an initial and a final survey, a student journal, and a series of templates for the building of arguments. The findings suggest that recognizing students' potential and providing them with the necessary tools to improve their writing process are key factors in fostering more confident, better writers and the beginning of the writing demystification process.