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Created in March 1974, on the basis of theoretical renovation of teaching contents and pedagogical innovation, the journal Pratiques has the originality of being a place of multidisciplinary confrontation and theoretical debates focused on the didactics of French, linguistics and literature.

Pratiques is published twice a year, with the support of a scientific committee and an editorial board. Its aim is to contribute to the elaboration and dissemination of knowledge in language sciences and literary studies and to develop the didactics of French through historical, epistemological and praxeological research.

All the past issues (1974-2008) are now available on Persée.

Latest issue
195-196 | 2022
Écriture scolaire et universitaire : quelle évaluation pour l’accompagner, quelle formation pour les enseignants ?

School and university writing: what evaluation to accompany it, what training for teachers?

The journal Pratiques has produced many volumes on writing and its didactics, but also, what interests us here, on its evaluation. In 1984, volume 44 was entirely devoted to this question. We are continuing this reflection, almost 40 years later, with a view to questioning this often unthought-of “professional gesture”, in view of the new expectations of “extended literacy” as manifested since the French school programs of 2016. Let us situate in particular in a perspective of description and analysis of the “traces” left by the teachers on the copies of the pupils, which can feed the training of the teachers in the evaluation of the writings of the pupils and the students. The articles offered for reading in this file make it possible to draw up an inventory of these “traces” both in primary and secondary schools, at university or in initial or continuing education, and to question their role in the correction/revision/rewriting of texts by pupils and students, and on their relevance to these program requirements and to these expectations in terms of school and university literacy. These articles highlight invariants but also differences that can evolve over the course of schooling, according to the systems put in place or the particular tools used, the type of text worked on (narrative, argumentative, descriptive, etc.), the versions of text produced, among others. Some articles also bring to light the interest of training, initial and continuous, which invites teachers, beyond the didactic and pedagogical devices to support writing, to think about and design an evaluation practice that promotes the development of writing skills that do not stop at correcting “surface” errors. Others emphasize the interest of integrating student text corpora into teacher training. Several of these articles are part of the ANR E:CALM project (School and University Writing: Corpus, Linguistic Analysis, Didactic Modeling). The issue is supplemented by articles published in Varia or as reading notes.

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