Our study proposes to shed light on what is at stake in the orthographic plane when students produce a text. By favoring a writing situation in pairs and thanks to a methodology that allows the synchronization of students' speeches during their production with the text being written, we examine the stages of the writing process. The analyzed data concern the first primary class (CP) of a French class. The students observed, while they are just starting to write autonomously, make different types of comments and corrections to their writing. In the different cases of rewriting throughout the text, we observe a metalinguistic posture at work.
Mauroux et al. (2026) studied this question.