The purpose of this investigation was getting the analysis and actions in benefit of using discursive labels in the writing of texts from the students on the bachelor’s degree in Elementary Education at the Universidad de Panama. Methodologically the quantitative focus was used, field type with descriptive design.  The intervention was carried out at the Faculty of Education Sciences, Psycopedagogical department.  The sample was got for six teachers and twenty-two students who took the course Language and Communication in Spanish, during the summer period 2019.  The techniques to collect the data were:  the documental analysis and the survey, as instruments, were applied in two structured questionnaires for the teachers. For the students, was the graded practicum. Expert judgments are considered for validity. For data analysis descriptive and percentage interpretation. As conclusion, a diagnostic about knowledge that teachers and students get about discursive labels in the writing of academic texts, the functions more frequent that these labels do, were identified, also the discursive deficiencies that produce the wrong using of them, so that finally define the actions in favor of the incorporation of them in the writing of texts, from the students, object of study.