L’atelier d’écriture comme dispositif de diagnostic et de développement de la compétence scripturale : du centre de formations d’adultes à la classe

Niwese, Maurice; Bazile, Sandrine

doi:10.4000/pratiques.2063

Cited by 14 publications

(6 citation statements)

References 8 publications

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“…This aspect seems to be important for the relationship that students may have with writing. This also connects with other work (Colognesi & Lucchini, 2016b;Niwese & Bazile, 2014) that has highlighted the importance of the metascriptural dimension in the relationship with the written word.…”

Section: Resultssupporting

confidence: 86%

Teaching Writing-With or Without Metacognition : An Exploratory Study of 11- to 12-Year-Old Students Writing A Book Review

Colognesi¹,

Piret²,

Demorsy³

et al. 2020

iejee

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In this contribution, we attempt to answer two research questions: (1) What effects do metacognitive questions have on students' writing skills? and (2) How do students respond to metacognitive questions? To answer these questions, we conducted an experiment with 43 students who were 11 to 12 years old. They were engaged in writing in a particular genre: book reviews. These pupils belonged to two classes at the same school, and for three weeks they experienced an instructional system combining identified principles of effective writing instruction, taught by the same teacher. They were required to rewrite their text several times, with the only difference being that in one group, metacognitive questions were introduced before, during, and after writing, unlike in the other class. A total of 172 written productions were analyzed under both conditions. Student responses in the metacognition condition were also analyzed. Our results show that students in both conditions made significant progress. But in the metacognitive condition, students made more significant progress.

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Section: Resultssupporting

confidence: 86%

Teaching Writing-With or Without Metacognition : An Exploratory Study of 11- to 12-Year-Old Students Writing A Book Review

Colognesi¹,

Piret²,

Demorsy³

et al. 2020

iejee

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show abstract

“…We are referring here to studies conducted on workshops based on the French model of recreational workshops. These studies pointed out the effects of this model on the construction of the writer-as-subject, namely providing reassurance, staging, and distancing of the writing process, bringing out skills that are traditionally undervalued in the school context, and improving written production, especially when rewriting is encouraged (Lafont, 1999;Lafont-Terranova, 2009Niwese, 2010;Niwese & Bazile, 2014).…”

Section: Theoretical Background and Experimental Methodologymentioning

confidence: 99%

Writing and Reconstructing Identity Through Professional Transitions

Jacques¹

2017

Research on Writing: Multiple Perspectives

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The International Exchanges on the Study of Writing Series publishes booklength manuscripts that address worldwide perspectives on writing, writers, teaching with writing, and scholarly writing practices, specifically those that draw on scholarship across national and disciplinary borders to challenge parochial understandings of all of the above. The series aims to examine writing activities in 21st-century contexts, particularly how they are informed by globalization, national identity, social networking, and increased cross-cultural communication and awareness. As such, the series strives to investigate how both the local and the international inform writing research and the facilitation of writing development. This recently announced series is now accepting proposals.

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“…Elles précisent que le rapport à l'écrit -donc aussi à sa dimension écriture -« est le fruit d'interactions complexes et évolutives entre les sentiments éprouvés pour l'écrit par l'individu (dimension affective), les valeurs qu'il lui attribue (dimension axiologique), ses conceptions (dimension conceptuelle) […] les jugements sur ses pratiques liées à l'écrit (dimension praxéologique) » (p. 52). D'autres y ajoutent la capacité à verbaliser ses pratiques d'écriture (dimension métascripturale) Niwese et Bazile, 2014). Dabène (1991) rappelait déjà que définir un modèle didactique de la CS, à partir des « spécificités de la « matière » à enseigner » (p. 10), permet « d'établir un guidage théorisé de conduites didactiques » (ibid, p. 10).…”

Section: Rapport à L'écritureunclassified

La compétence scripturale : une revue de littérature pour actualiser sa modélisation didactique

Vincent

2023

mje

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Cet article a comme objectif de définir la compétence scripturale (CS), dans une perspective didactique, selon des recherches récentes mobilisant ce concept modélisé par Dabène, 1987; 1991 et Reuter, 1996, ses deux auteurs fondateurs. Une revue systématique de littérature a été menée (Pati et Lorusso, 2011). L’analyse des textes (n = 64) a permis la proposition d’une synthèse des avancées dans les recherches scripturales et une réflexion terminologique autour du concept de CS mobilisé dans les recherches actuelles en didactique de l’écrit. Notre contribution permet de définir la CS, mais également de proposer un modèle didactique de ce concept. Ce modèle évoque la complexité des relations au sein de la CS tout en permettant l’établissement de repères communs pour les chercheurs, les praticiens et les apprenants-scripteurs autour du concept de CS.

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L’atelier d’écriture comme dispositif de diagnostic et de développement de la compétence scripturale : du centre de formations d’adultes à la classe

Cited by 14 publications

References 8 publications

Teaching Writing-With or Without Metacognition : An Exploratory Study of 11- to 12-Year-Old Students Writing A Book Review

Teaching Writing-With or Without Metacognition : An Exploratory Study of 11- to 12-Year-Old Students Writing A Book Review

Writing and Reconstructing Identity Through Professional Transitions

La compétence scripturale : une revue de littérature pour actualiser sa modélisation didactique

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