The present study aims at describing “front-texts” produced by undergraduate students in psychology during their academic practices. Several types of fronts-texts (notes or drafts) were realized by each student in an experimental setup, on the one hand, and in a real situation of examination, on the other hand. By comparing the various productions, the objective is to track down the intellectual investment orienting the scriptural practices of fronts-texts produced by the students. Several dimensions were specifically studied: the management of the graphic space of the notes or drafts as well as the processes of lexical and syntactic conciseness used by the students. Thus, in spite of the different contexts and goals of the productions for the students, these “front-texts” presented comparable characteristics for page formatting. Thus, the students did not change radically their abbreviated processes for notetaking and drafts’ production.