Research writing is a dynamic and dialogical process that intertwines cognitive, emotional, and social dimensions, often underestimated in graduate education. This keynote examines research writing through the lenses of self-regulation, co-regulation, and socially shared regulation, presenting it as a socio-historical and epistemic activity that fosters individual and disciplinary growth. Drawing on empirical studies, I highlight the roles of agency, feedback, and peer interactions in helping writers navigate challenges like disciplinary expectations and authorial identity. Pedagogical approaches for fostering reflection, flexibility, and agency in writing regulation will be discussed, offering insights into how researchers can transition from drafts to polished texts while adopting hybrid roles as writers and reviewers. This dialogical perspective equips researchers to tackle the complexities of academic writing, advancing both their development and the knowledge practices of scholarly communities.