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We examine fiction writing in vocational high schools and the personal investment of pupils from a clinical perspective. Our work posits the existence of psychic elements in the phenomena of learning and in written production, and if this is correct, we seek to shed light on how these construct the knowledge of how to write, in other words if there is also a didactic conversion (Buznic-Bourgeacq 2005; 2013; 2016) in the pupil-subject. Our research is based on our thesis supported by four case studies developed in a three-phase methodology resulting from clinical didactics (Carnus and Terrisse 2009, 2013), which considers the subject to be singular, liable to subjection, and divided. We will demonstrate our research findings using the case of a pupil, Blow, who was learning how to write a short story with a surprise ending. With the psychic work initiated by writing, Blow experienced two stages in this learning process, each of which involved specific intimate knowledge and didactic conversion, through the presence of psychic elements in relation to the division of the subject. Between the beginning and the end of the sequence, Blow developed two ways of positioning himself in the face of the desire of the unconscious—intimate knowledge—and learned how to write a short story with a surprise ending in an act of didactic conversion.