Apprendre à raconter? Comment lisons-nous les textes des auteurs élèves?

Abstract

Our starting point is to enquire into the type of help which a teacher/adult might offer to pupils endeavouring to write stories (in the classroom). As is the case when teachers scaffold children's efforts, the adult knows full well what the child "should" produce, yet what the child produces does not conform to the adult "norm".

This essay is an attempt to analyse some of the attitudes which an adult might adopt when reading narratives of this kind.

Using examples from texts on a variety of topics produced by a child of thirteen, this analysis attempts, as a priority, to capture the "flavour" of the various texts as a function of the different topics chosen.