Towards a linguistic modeling of writing models of high school learners writers Abstract Focusing on writing from a didactic aspect is to present it as a complex activity that requires the mobilization of much knowledge and a multitude of procedures. Writing represents a language phenomenon, it becomes a language in the fullest sense and a new order of language practices is established that some call it scriptural (Peytard 1970 Dabène 1987). Our purpose is to analyze the final product, the result of the editorial process (SC Thomas, 2000). In fact, we present the study and analysis of a corpus which presents the written productions of High school learners that reflect their actual skills. It is a question of observing the linguistic modeling required for the learners' written productions that rely on relevant parameters of semantics , cognitive psychology ( Fayol, 1996) and the socio-cultural dimension ( Dabène 1996). Do these processes, practiced by learners writers, provide a guarantee of success valuing a written production? We then examine the transposition of models mentioned in the written productions and configurations of writers with regard to their scripts. Finally, we conclude with the clarification of editorial measures offering insight into writing as a recursive activity evolving through the support models that require recurrences depending on the nature of the written production. Educational recommendations, based on all observations are advanced to locate the practical framework of learners/writers writing activities.