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This study focuses on the difficulties experienced by third-year secondary school students in writing. It is based on research in the field of cognitive psychology, which defines writing in terms of recursive processes: planning, drafting and revising, in addition to a review stage. Therefore, instead of studying only finished products, we chose to analyse a conversational essay written by a small group of three students. Our objective was to observe the writing process in real time and to identify the difficulties involved. The first part of our research attempts to address the issue of writing from a theoretical perspective, the second part concerns writing in a school environment, and the third and final part consists of an analysis of our corpus. The results obtained reveal the need to take into account the complex nature of writing as well as its temporal dimension.