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"Periods of study have never been longer, and holding a qualification never more essential to gaining a place on the job market. This socio-economic context has made situations of illiteracy appear as a major “problem” for society, requiring urgent assessment and remedial action. This article seeks to show that the scale of this social situation cannot be taken as a reflection of social reality. The statistical category is a construct concealing various ways of relating to writing; and above all personal experiences cannot be assessed uniquely in terms of difficulties, shortcomings, and lack of skills. Despite the ambient normative discourse, people assessed as having difficulties in French do not necessarily consider themselvs as “illiterate,” and thus deprived of social resources and the ability to mobilize."