This paper empirically examines the thesis and dissertation writing process, advising, and critiquing practices at Batangas State University's graduate schools. Historically, the study reveals that the number of graduates accounts for slightly more than three percent of the total enrollees each terminal or academic year. The research contrasts the present findings with existing research development manuals from 2008 and 2017, both within BatStateU and other universities, identifying a lack of resemblance in content. In previous manuals, demographic profiles of graduate students were limited to basic factors such as age, gender, degree program, specialization, status, year started, and year graduated. Positive research writing experiences were reported, with minimal encountered problems. Significant relationships were identified only between gender and research writing, while no significance was found in age, degree program, specialization, status, year started, and year graduated. The study proposes inputs for designing and developing a research writing Manual (ARWM) for graduate schools, emphasizing the need for a broader perspective by considering inputs from past batches and academic years. A call for a triangulation approach is suggested to refine and implement the proposed ARWM effectively.