Unfolding the process of distanciation to write literature at the end of primary school
This article is intended to make observations about the role and implementation of distanciation when writing literature at the end of primary education, from the double perspective of creation and dialogue. After revisiting the prominence of such a process in various disciplines, the author draws u...
Enregistré dans:
| Dans: | URI:https://journals.openedition.org/reperes, |
|---|---|
| Auteur principal: | |
| Format: | Article ou chapitre numérique |
| Langue: | Français |
| Publié: |
Repères
2013
|
| Accès en ligne: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Résumé: | This article is intended to make observations about the role and implementation of distanciation when writing literature at the end of primary education, from the double perspective of creation and dialogue. After revisiting the prominence of such a process in various disciplines, the author draws upon the description and analysis of teaching practices and the learning of poetry in cycle 3 (the third, fourth and fifth years of primary education in France) to identify various distanciation operations, which are sometimes interwoven and embedded in the writing process itself and/or in discourse on writing. Once isolated, these operations form as many possible approaches to teach this process and help pupils become familiar with secondarised literary writing. |
|---|