Acquiring writing skills involves the manipulation of phonological coding. In the case of deafness, the problem of oral implication is under question. How do deaf students acquire writing skills? By sending SMS, deaf teenagers and adults manipulate writing every day. This study aims to understand the behavior of adolescents who are severely and profoundly deaf, in relation with the written language. It focuses on the writing skills developed within contexts with various constraints of production. It presents an analysis of teenagers’ SMS, blogs, note taking and written school work. Results show that adolescents realize lexical manipulations that are varied and adapted to the specificities of the context of production, be it for “personal” writing (SMS and note taking) or for “social” writing (written school work and blogs). They control their production better within a “visible” context, than within the “personal” context. Moreover, their SMS and note taking contain more abbreviations than their academic writings and blogs. This study presents an accurate analysis of the types of lexical processing (common and adapted abbreviations; orthographic and phonological transformations and substitutions).