Based on observations of students aged 10 during literature class in a French primary school, the author notes how these students represent the writing activity, learning to write, and related literacy practices. The evolution of their relationship to writing has an effect on the construction of their “auctorial posture” and on their cultural openness. This openness is always linked to the development of a positive relation to writing and a consciousness to reading/writing literacy relations. In this way, a cultural approach to literature can be constructed which requires sharing with the community of readers and writers developed within the French class.