In the continuity of an "immersive pedagogy" (Jenny, 2008), this study investigates the didactic interest of writing fake Facebook profiles, which may appear as variants of "character diary" (Larrivé, 2014), to engage in reading weak readers or even non-readers (Lemarchand-Thieurmel, 2014). Two observations stand out in particular. The first is the writing mechanism which enables engagement with reluctant readers who reject the work and initiates a personal reading of the literary work. However, the mechanism is not a goal in itself, but can be seen as a tool for the teacher to create a “research project” of the work through her classes readings.