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La paraphrase dans l'approche scolaire des textes littéraires : Étude didactique

Bertrand Daunay 1, 2
1 Théodile-CIREL
CIREL - Centre Interuniversitaire de Recherche en Education de Lille - ULR 4354 : EA1764
Abstract : The prohibition of paraphrase in appreciation of literary text rests on principles theoretically uncertain, as well as an unstable definition of paraphrase : it does not relate to an identified metatextual discourse, but to a discursive effect. Such is the thesis of this work which approaches paraphrasing in the academic apprehension of literary texts, both diachronically and synchronically. Such an approach results in the rehabilitation of paraphrase, through a renewed appraisal of the part it takes in fact in learning to write and read too. The first part is a historical survey of the practise of paraphrase in its - academic or not - relationship to literary text from Antiquity up to now. The second part describes the conditions and forms of the disqualification of paraphrase in appreciation of literary text since the XIXth century, in order to emphasise on the impossibility for any objective definition of paraphrase in that context. Therefore, it is necessary to establish, in the third part, what may allow the appraiser to tell what is paraphrasing and what is not, i.e. to express a metatextual judgement of identification, which is nothing else than a judgement on the acceptability of a paraphrase. The conditions for this judgement essentially come down to the presence of a distance between discursive marks in the metatext, and the root-text. In part four, paraphrase is shown as the expression of understanding - and thus as an activity, both cognitive and discursive - related to metatextual discourse : on these bases, the fifth part propounds learning methods aiming at the metatextual development of students through the appreciation and discussion of the borders between different discursive realisations, and the effects of reception to their own metatextual productions.
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Submitted on : Wednesday, August 17, 2016 - 10:26:09 AM
Last modification on : Monday, December 14, 2020 - 10:56:01 AM
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  • HAL Id : tel-01354065, version 1



Bertrand Daunay. La paraphrase dans l'approche scolaire des textes littéraires : Étude didactique. Education. Université Lille 3, 1999. Français. ⟨tel-01354065⟩



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