This study explored how to integrate cooperative skills training into learning tasks in the area of writing. Cooperative learning sessions, aimed at developing both cooperative and cognitive skills, were created and conducted in two elementary school classes (Grade 2, age 7-8). Pupils' teamwork interactions were videotaped and analysed. Results show that young pupils were able to work cooperatively on writing tasks (WT) without teacher's help, advocating realisable teaching practices. Interactive dynamics likely to enhance pupils' involvement in constructive interactions and in WT are documented; this typology could be used as a heuristic tool in future qualitative research.