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ETUDE GENETIQUE DE L'ECRITURE SUR TRAITEMENT DE TEXTE D'ELEVES DE COURS MOYEN 2, ANNEE 1995-1996

Abstract : How can we characterise the way in which pupils write in school situations? What is the place of confrontation with the written language system, which is often still in its infancy? In the play of language and learning, through which paths does textuality take shape? In short: how do they go about writing? This thesis, based on the observation of reconstructions of text writing by pupils in Cours Moyen 2 (10-11 years old), attempts to answer these types of questions. The data collection tool, Genèse du Texte, is a word processing software which records all the writing operations and then restores them in real time. The observation can therefore concern erasures, as is the case in the study of manuscripts, but also pauses, comings and goings in the written text in constitution. The academic doxa is that pupils, put in the situation of producing a text, stumble over the absence of ideas - the anguish of the blank page - or throw themselves into a disordered utterance without exercising sufficient control to give the statement acceptable form and coherence. When placed on the side of revision, which appears in experimental work as the process least clearly implemented by students, language is still seen as an instrument for the enunciator, or even as an obstacle to enunciation when his or her "mastery" is insufficient. All too rarely does it appear as semiotic material on which the writer can also draw in order to elaborate his or her text. The reconstructions of writing analysed here, collected in an ecological context, show, on the contrary, that the pupils observed pay real attention to language in all its dimensions and at all stages of writing. The reflexive posture linked to the self-reception specific to enunciation, which all the expert writers report, is clearly manifested here. Although its traces differ from those found, for example, in writers, they nevertheless exist, reinforcing the hypothesis that, for the novice and the expert, the activity of writing is fundamentally of the same nature. The interaction with language, which writers see as a constituent part of their activity, is not absent from school writing.
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https://halshs.archives-ouvertes.fr/halshs-01965891
Contributor : Claire Doquet <>
Submitted on : Tuesday, December 8, 2020 - 9:52:55 PM
Last modification on : Monday, December 14, 2020 - 10:54:43 AM
Long-term archiving on: : Tuesday, March 9, 2021 - 8:16:02 PM

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Claire Doquet. ETUDE GENETIQUE DE L'ECRITURE SUR TRAITEMENT DE TEXTE D'ELEVES DE COURS MOYEN 2, ANNEE 1995-1996. Linguistique. Université de Paris 3, 2003. Français. ⟨halshs-01965891⟩

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