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57 | 2018
Collecter, interpréter, enseigner l’écriture

Analyses linguistiques des écrits d’élèves
Collect, interpret, teach the writing: Linguistic analyses of student’ papers
Edited by Claire Doquet and Jacques David

The didactics of writing has changed profoundly over the last thirty years, due to the combined contributions of cognitive psychology, the linguistics of writing and the didactics of writing production. Linguistic paradigms have renewed the analysis of written productions in their textual dimensions, and in particular: i) the problems of thematic (dis)continuity and textual and generic cohesion; ii) the procedures of enunciative coherence, in relation to the referent and the context of writing. At the didactic level, the work carried out around the evaluation of students’ writings and the revision of texts shifted the focus from the study of orthographic and morphosyntactic norms to that of the semantic, enunciative and discursive components of texts. This issue of Repères is part of these perspectives and opens up to research with new dimensions for the analysis of student writings, in a dynamic of writing that always includes the process of putting into words (or sentences), but also describes, more broadly, the phenomena of putting into text, in order to understand the relationships between the production of forms and the production of meaning. The various contributions thus seek to analyse the entire writing process, and not just its result. They each show how novice writers manage to make the language system work through the movements of their writing.

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