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Master Thesis

La réécriture au cycle 3 : représentations, pratiques, propositions didactiques

Abstract : During written productions in cycle 3, teachers often expect from students the most correct texts possible, and this on many levels (grammar, spelling, syntax, but also the whole text, coherence, relevance...). Nevertheless, pupils can't produce the perfect text the first time they write. The fact of improving the text then becomes essential: it's the rewriting. However, teachers apprehend this teaching that they see as binding and time-consuming. Furthermore, they often don't really know what to evaluate. For pupils, meanwhile, the word "rewriting" only evokes the copy and the writing again, for them the word "rewrite" is not associated with improvement of texts. Also, when we asked them about improving their texts, they are often overloaded cognitively for dealing with its various rewrites, not knowing what or how to rectify. This memory defines the rewriting, identifies the different representations that pupils and teachers have to the rewriting and written productions, and also proposes ways to facilitate learning, teaching and evaluation.
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Master Thesis
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Submitted on : Monday, December 17, 2012 - 10:32:17 AM
Last modification on : Tuesday, October 12, 2021 - 5:20:33 PM
Long-term archiving on: : Saturday, December 17, 2016 - 3:23:43 PM


  • HAL Id : dumas-00757151, version 1


Apolline Vallegeas. La réécriture au cycle 3 : représentations, pratiques, propositions didactiques. Education. 2012. ⟨dumas-00757151⟩



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