The education of learners nowadays depends on the type of teacher, the location of the lessons, the type of support and documents, in short, several other factors. During this study, the analysis of the contours of teaching in two agricultural schools will be addressed. These are the FASA (Faculty of Agronomy and Agricultural Sciences) and a Joint Initiative Group GIC (GIC). The first is a faculty having within it the necessary system (opening authorization, classrooms, laboratories, qualified teachers, students having completed secondary school, materials etc.) for the training of learners and the second is an association qualified as a "non-formal" school. When we speak of "non-formal" school, we are referring to non-regulatory schools that most often do not have opening authorizations signed by the supervising Ministry. These are schools in which training remains in the shadows and official information is very weak and often non-existent. We investigated at FASA and in a "traditional school (GIC). The teaching methods and the target audience in these two schools are very different. These observed pedagogical differences reinforce social distancing. We will study the contours according to (Vincent, 1980) of the writing practices requested with regard to the academic model inherited from the "school form".