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Theoretical reflection on learning to write shows how important it is to develop skills rather than content, and to differentiate between the working techniques needed to acquire these skills. The thoughtful use of rewriting in learning to write modifies the classic representation of creation ex nihilo and an intangible outcome. It reveals the secret of a real labor in which every text is a transformation of another text. Taking into account the different states of text in the pedagogical dialogue becomes an invaluable tool for taking stock of the learner's scriptural difficulties.