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66 | 2022
Commentaire, commentaires

Literary commentary, litterary commentaries
Edited by Marie-Sylvie Claude and Christine Boutevin

This dossier focuses on text commentary as it is taught from the end of primary school to the beginning of higher education, and as it is approached in teacher training. In some of the contributions, the commentary is defined in a broad sense as a genre of metatextual discourse, grouping together differently normed forms of writing about reading, practised at different levels of the curriculum. In the other articles, it is studied as a school or university exercise, assessed in examinations and teaching competitions. The dossier examines, in various French-speaking contexts, the links of solidarity between these different forms of metatextual writing, but also their compatibility, given the different conceptions of reading and writing that underlie them. It questions the maintenance of commentary exercises that promote a highly distanced reading, particularly in view of the emergence, in practice, of literary reading, defined as the transaction of a reading subject with the text. The authors gathered here mobilize different theoretical and methodological frameworks, and often make comparisons between eras, school systems, and levels of the curriculum, in order to observe to what extent the practice of school commentary can train a reader capable of apprehending the stakes of meaning and effects of the texts studied, but also of finding in his or her readings the means for personal formation.

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