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Didactique de l’écriture en situation de raccrochage : une entrée par les compétences ? Un début d’étude collaborative au micro-lycée de Paris

Abstract : Although the issue of writing has, to date, been accorded only scant attention in publications on the school drop-out issue, two ‘micro-lycées’(secondary schools for former dropouts) in Evreux and Paris have identified students’ difficulties in academic writing, in con-trast to their good creative writing skills. To address this gap, the following diagnostic study examines various data: classroom ob-servations, surveys among school partners and draft texts from a creative writing workshop. The study is based on sociolinguistic and (socio)didactic theories which are set out in it. It enables us to highlight the very real creative writing skills developed by these former dropouts and to evaluate the didactic issues at stake.
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https://hal-normandie-univ.archives-ouvertes.fr/hal-02367574
Contributor : Marie-Claude Penloup <>
Submitted on : Monday, November 18, 2019 - 9:41:11 AM
Last modification on : Thursday, April 2, 2020 - 3:48:35 PM

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Regine Delamotte, Marie-Claude Penloup, Anne-Marie Petitjean. Didactique de l’écriture en situation de raccrochage : une entrée par les compétences ? Un début d’étude collaborative au micro-lycée de Paris. Repères : Recherches en didactique du français langue maternelle, ENS Lyon, 2016, Décrochage, la part du français, pp.129-148. ⟨10.4000/reperes.1047⟩. ⟨hal-02367574⟩

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