This study aimed to compare student dyads engaged in writing tasks in terms of how the content of the exchanges and the number of interactions varied in relation to the type of grouping and the point in the school year in which the tasks were carried out. To this end, thirty dyads composed of Grade 1 elementary students with good and poor writing skill levels were observed on three occasions. The videotaped exchanges were analyzed using a grid. Results show that that there was no significant relation between the type of grouping in terms of gender and the number of interactions or the content of the exchanges. However, the subjects’ writing skill level was significantly related to the number of interactions produced by dyads and the content of their exchanges as well as the number of interactions as a function of the point in the school year.