Lire des textes d’élèves: une approche longitudinale centrée sur les qualités des textes
DOI :
https://doi.org/10.26034/tranel.2000.2689Résumé
An analysis was done of the written productions of children over several years, from the beginning of primary school to the end of secondary school. The analysis illustrates a way of reading these productions which focusses on their qualities. This enables us to define levels of development in written expression:
– an elementary level, where productions are simple frames which allow the child to assemble a few elements of written language into one or two sentences;
– a level where stable and regular writing procedures appear, making it possible to compose real texts for the first time;
– a level of writing techniques, where the child fashions his texts and creates localized effects by engaging in specific work on writing and language;
– finally, a level of writing strategies where the child chooses and exploits a coherent and organized set of techniques to compose a complete text.