Écrire pour enseigner : modalités du réinvestissement textuel dans les notes de cours de trois linguistes

Abstract : For some academics involved in both teaching and research at the end of the 19th and at the beginning of the 20th century, preparing a university lecture entails reusing preexistent notes. After describing the methodological issues that arise when attempting to identify this practice in preserved manuscripts, we offer an interpretation from a didactical standpoint. Based on examples taken from notes by C. Bally, F. Brunot and A. Darmesteter, we show that procedures such as rearranging, cutting up and gluing preexistent leaves testify not only to each professor’s own working methods, but also to a common intent to match the requirements of both teaching and research. Through operations of selection and restructuration, the process of writing a lecture reveals tensions, on various scales, between the text as discourse and the text as a material object.
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Submitted on : Thursday, May 18, 2017 - 1:05:02 PM
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Muriel Jorge, Pierre-Yves Testenoire. Écrire pour enseigner : modalités du réinvestissement textuel dans les notes de cours de trois linguistes. Pratiques : linguistique, littérature, didactique, Centre de recherche sur les médiations (Crem) - Université de Lorraine 2017, Le déjà-là dans l'écriture, ⟨10.4000/pratiques.3296⟩. ⟨halshs-01506929⟩

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