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This is a qualitative and exploratory investigation which analyzes the nominalization on biology discourse. The beginning of this work is writing and oral production in the first course of a secondary school in a writing and reading workshop. From the texts used in those classrooms, biology discourses were elected to analyze nominalization process, grammar lexical operation or complex grammar metaphor for understanding the implicit procedures. The theoretical frame is the semiotics language approach. The empirical material is constituted by texts of Biology, materials of real use in the classroom, available in school's library, in several volumes. This paper offers, initially, the description of texts, using such examples taken from texts of Biology. Later, it introduces an experience of use for understanding of the grammar complex metaphor, without pretensions of generalization. Finally, it presents some recommendations to the teachers, who often, when they propose texts, forget the place of the reader who must decode highly condensed textual information. [ABSTRACT FROM AUTHOR]