Ecriture d'invention, réécriture et enseignement de la littérature:

Abstract : Invention writing appeared in French high school curriculum in 2001. Set in the rhetorical tradition of model reproduction, it aims at literary knowledge restitution, the development of a writing skill and the practice of controlled creativity. The first part of the thesis describes this school object from the official view which specifies it, from the declared practices of teachers and from the different aspects it can take in the context of the written tests of the baccalaureat (French high school diploma). This examination leads us to formulate a series of epistemological as well as didactic critics. It also prepares the ground for the modelling of hypertext writing of the pupil s text. The 2nd part first explains the notion of rewriting in a linguistic, cognitive and linguistic perspective and then introduces the notion of rewriting within literary courses , source of the implication of the writing subject in the development of a literary and writing skill. What is at stake with the term of rewriting is not only an improvement of the text. Indeed the variant of writing is analysed in terms of learning process and of genetic, stylistic and pragmatic variations. Its role in the configuration of literary teaching and in the reading-writing interactions is then illustrated in a third part through a critical presentation of didactic protocols and pupils productions. Their analysis tend to show the interest of a processing approach of writing allowing an establishment of triggering, re-motivating, remedial and reflexive phases organised around a writing project and a diversified reading of literary texts
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François Le Goff. Ecriture d'invention, réécriture et enseignement de la littérature:. Linguistique. Université Paul Verlaine - Metz, 2006. Français. ⟨NNT : 2006METZ025L⟩. ⟨tel-01752441⟩

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