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Master Thesis

Le passage à l'écriture

Abstract : The question of writing is a central issue of literature instruction. The writing task is a complex task because of the multiple dimensions it holds - psychological, socio-cultural, linguistic - and the different steps which build it. For this essay, I focused on a specific moment of the writing process, called "transition to writing," which refers to the precise moment when the student, in front of his sheet with the project of filling it, embarks on writing. By setting up experiments that offered to students writing exercises with different modalities to embark on the writing task, some reproducing the conditions of assessment and others moving away from school habits, I wanted to see if the transition to writing, with its various modalities, had an impact on the quality of the students' writings. While the analysis of written productions did not uncover significant qualitative changes based on the experiments, it turns out that the modalities of the transition to writing do have an impact, but on the students' commitment to the writing task, noticeable thanks to the study of writing behaviours, theorized by Bucheton.
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Master Thesis
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Contributor : Bibliothèque Inspé Académie Nantes Connect in order to contact the contributor
Submitted on : Thursday, October 22, 2020 - 4:21:11 PM
Last modification on : Saturday, March 13, 2021 - 3:32:32 AM


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  • HAL Id : dumas-02975406, version 1


Justine Gérat. Le passage à l'écriture. Education. 2020. ⟨dumas-02975406⟩



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