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This research focuses on the formation of a reader/writer subject at the level of the qualifying secondary cycle. We argue that the integration of literary works in the French program aims to form a new profile of learners endowed with a critical sense, capable of expressing their subjectivity and breaking with outdated learning methods confining them to passive reading and writing limited to the strict respect of linguistic norms. Our research has enabled us to shed light on the causes of the failure of the Moroccan learner to appropriate literature and his difficulties in written production. The compartmentalized treatment of activities, the absence of relevant and coherent pedagogical projects, the limits of the teachers' didactic culture, the conceptual vagueness of the Pedagogical Guidelines are factors that hinder the interdependence between reading and written production and consequently the formation of a reader/writer subject.