L'écriture entre imitation et invention à l'école primaire : Écrire des épisodes de robinsonnades au cycle 3

Abstract : This thesis describes a research conducted within the frame of the learning of writing at the end of primary school. It observes how novice writers exposed to literary texts spontaneously reinvest them in a subsequent writing or rewriting task. In particular, the research aims at observing how pupils reformulate resource texts to build a literary genre (here the robinsonnade), and how inventive imitation participates in the construction of an author's posture. The thesis focuses on the strategies implemented by the pupils to, ultimately, use them to develop didactic strategies. The analysis combines two perspectives. The first of these perspectives is that of linguistics. It relies on studies of written verbal production and of the reorganization of a linguistic substratum "already there". To read the productions of the pupils as actual writers' texts, the analysis borrows methodological approaches from textual genetics. The second analysis perspective is that of didactics. It questions the approaches that seek to improve the productions of pupils from the use of models that constitute resource texts.
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Kathy Rebours-Similowski. L'écriture entre imitation et invention à l'école primaire : Écrire des épisodes de robinsonnades au cycle 3. Linguistique. Université Paris 4 Paris-Sorbonne, 2017. Français. ⟨tel-01886846⟩

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