This study extends a first analysis of high literacy skills in written works produced by former dropouts in a secondary school in Paris. The question of gender division is discussed through a collection of data including students and teachers’ talks, a writer-in-residence interview, and written materials, some using digital tools. Theoretical grounding informs the recognition of an approach to writing, supported by informal practices including digital usages. Results suggest that gender stereotypes in discourses and writing practices are less found in texts produced during creative writing workshops than in texts explicitly related to academic works.