La conscience métapragmatique et l’attitude métacognitive épistémique des scripteurs universitaires : la révision de texte en temps réel

Abstract

PratiquesLinguistique, littérature, didactique 173-174 | 2017Le déjà-là dans l'écriture

Do effective practices for teaching writing change students' relationship to writing? Exploratory study with students aged 10-12 years

“…We suggest that in class 2, it was the rewriting that allowed these two significant improvements, since the work done by the teacher was not directly related to production of the desired text. Research by Olive and Piolat (2003), Mutta (2017) and Colognesi & Lucchini (2018a) has shown that rewriting on its own can support enrichment of the text by adding ideas and making surface (sentence-centered) improvements. Our result also reinforces the fact that doing activities without giving the students specific objectives, and without informing them of the links they have with the current writing project, is not very effective (Graham et al, 2012).…”