In this paper, we study the digital practices of secondary school students through a specific pedagogical system allowing students to exchange their ideas or discuss literary texts studied in class, as well as to comment on the written productions of their classmates. Thanks to this system, based on extra-curricular digital practices and, more specifically, on fanfiction, young students expand their analytical skills toward not only literary texts but also school productions of their peers. After giving a typology of students’ comments, we wonder whether students have all commented on the same points in similar ways. Lastly, we investigate whether students have changed their initial written productions and whether these productions have been influenced by the comments, and if so, in what ways? Are comments beneficial to both the critical reader and the school writer?