This article is based on the theoretical framework of teaching intertextual writing (Houdart-Mérot et Mongenot, 2013), following the model of discursive grafting presented by F. Le Goff (2011), with the textual genetics associated through a didactic perspective (Fabre-Cols, 2004; Doquet, 2011), including that of digital writing (Saemmer, 2010, 2015) and didactic devices, allowing for didactic innovations (writing on the screen, collaborative writing). This study was conducted on a 3rd grade class in which students were driven to write directly onto an author’s text and operate a variety of textual manipulations (type, delete, move, paste, and expand). The study demonstrates that the students interacted well with the author’s text by learning from the textual weaving which they enacted themselves. This device, conducted in various ways, allows students to develop an engagement with text, as well as the development of literary writing skills.