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The article is the result of a cooperative engineering between teachers and researchers, carried out within the framework of a doctoral research aiming at developing writing situations to concretize gender equality in the first grade. The issue here is to highlight the link between equality and didactic time. The aim is to show that the implementation of gender equality in writing situations implies rethinking their temporality in the light of a didactic time unfolded in the long time of the draft. To explore this proposal, the text presents two contrasting situations in CP: an ordinary writing situation inscribed in a classic didactic time, a co-writing in mixed pairs via the draft-story strip anchored in the long time of the draft, in particular that of the “arrêt”.