L'exemplification dans la dissertation : étude linguistique et didactique

Abstract : Written papers of beginners in the art of dissertation (15-16 year-olds, fifth form) bring into light a paradoxical rule : the ability of debating about general ideas while associating them to particular examples (N.B. : the word "dissertation" is here used in a generic meaning). This paradox creates difficulties that can be observed in beginner's papers from argumentative, semanticoreferential and linguistic points of view. After analysing the various theoretical frames treating of functions and forms in the way of exemplifying (rhetoric, natural logic, cognitive psychology and linguistics), two points are then studied : first the textualisation of examples in argumentative texts, then the use of two typical markers : par exemple and comme. Two didactic studies are following : the first examines a corpus of dissertative texts as concerns textual coherence and exemplifying strategies ; the second proposes a didactic sequence built around the problem of exemplifying in the production of a text. These two studies bring into light the fact that examples are not a determining element for the textual coherence of a dissertation but they appear as the focal point of differentiation between great textual achievements and great difficulties in discourse and linguistics (noticeably about comme)
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Isabelle Delcambre Derville. L'exemplification dans la dissertation : étude linguistique et didactique. Littératures. Université Paul Verlaine - Metz, 1994. Français. ⟨NNT : 1994METZ011L⟩. ⟨tel-01776023⟩

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