One of the most important features in higher education is its relationship with research activity and there is a need for training in 1) research writing (teaching research genres for research students), 2) more widely, research-based genres (teaching research-based genres for undergraduate students, to improve their abilities to think critically through writing). For several years*, our approach has been to provide a linguistic description of French textual genres at different levels of expertise so as to better understand the requirements of research genres and research-based genres and the difficulties among novice students and research students. In this paper, we propose to summarize our results by focusing on enunciative strategies, which are central to the rhetoric of academic and research writing: how do writers manage point of view in a text that should be objective? How do they refer to what has already been thought and written? What are the differences between researchers, research students and novice students? Our linguistic descriptions can be used to build training programmes based on the actual writers' difficulties and strategies, on their priority needs and on what expectations it is reasonable to have of students. *at the Laboratoire Lidilem, University of Grenoble, France