We're concerned with the difficulties people may experience in writing, so much so that they happen to produce writings that can be largely dysfunctional - a well-documented fact, particularly in French university student populations (Boch & Frier, 2017). We're considering means of alleviating these difficulties for students. We draw on Claire Blanche-Benveniste's longstanding findings on writing in general (Blanche-Benveniste & Martin, 2010 ; Roubaud, 2013), when she shows that writing and speaking share the same syntax, denouncing the identifications that can be made between diamesic and diastratic variation, and when she discusses differences that concern the process of speaking rather than its result. On the other hand we draw on both Goody, Vandendrope or Harris 's thesis relative to a specific configuration for writing, with a focus on the spatial dimension of the writing product, on the autonomy of this product relatively to its author, and on the autonomy of the reader for interpreting it. It is argued that the process of writing is not so different from the process of speaking as described by Blanche-Benveniste, and that it is not a question of making it less apparent, but of articulating it with the process of reading, in order to better guide the reader. On these basis, we report and discuss a didactic device that consisted in asking students to oralize the writing they had to develop.