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This paper shows the first developments of the research project "Technical knowledge on language for the training of novel interpreters and writers. A study based on the treatment of discursive and grammatical topics in school textbooks", composed of researchers of the School of Letters, FFYH (UNC). This project investigates what types of technical knowledge a novel interpreter / writer requires to develop their task of interpreting and writing texts, and which of those knowledges are offered in the Language and Literature manuals that circulate in the schools. This is a particular line of inquiry that aims to analyze whether the activities that the manuals propose and that combine linguistic knowledge in general (or grammar, in particular) promote 'immanent' activities (recognizing, analyzing, describing, classifying, etc. linguistic - grammatical categories) or if those tasks try to reuse that knowledge to interpret or produce texts. The objective is to understand if the linguistic learnings proposed by the school manuals could be constituted in 'technical' knowledge as they serve 'to do other things' with them: write, give a meaning effect to the texts, define parameters of revision-correction of the own texts or others, define patterns of rewriting, etc. [ABSTRACT FROM AUTHOR]