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Thématisation, ruptures thématiques et réécriture dans les écrits scolaires

Abstract : Thematic progression types are now included in the curricula of teachers' training as well as in the secondary-school curriculum. But thematic ruptures, which are necessary to introduce new information, are not studied, even though they are difficult for children to use in their writing. This article proposes two didactic scenarii, one in the 5th grade and one in the 7th grade, both designed to cause thematic ruptures in children's written output and require revision strategy. By comparing successive rewritings of a passage by given students, we show how they manage the simultaneous constraints and how they deal with thematic cohesion.
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Contributor : Marie-Laure Elalouf Connect in order to contact the contributor
Submitted on : Wednesday, February 6, 2008 - 11:13:48 PM
Last modification on : Tuesday, May 10, 2022 - 4:00:11 PM
Long-term archiving on: : Monday, June 27, 2011 - 5:46:04 PM


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  • HAL Id : halshs-00243155, version 1


Marie-Laure Elalouf, Carole Tisset. Thématisation, ruptures thématiques et réécriture dans les écrits scolaires. Linx, Presses Universitaires de Paris Nanterre, 2006, pp.91-113. ⟨halshs-00243155⟩



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