Self-writing in French primary education: a brief history of a school genre
Self-writing in primary education is rarely regarded as a specific school genre. However, it has recurring traits and is part of a history linked to thee changes in the conceptions of school writing. This article is aimed to outline this historical record during which the experience of pupils was mo...
Enregistré dans:
| Dans: | URI:https://journals.openedition.org/reperes, |
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| Auteur principal: | |
| Format: | Article ou chapitre numérique |
| Langue: | Français |
| Publié: |
Repères
2013
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| Accès en ligne: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Résumé: | Self-writing in primary education is rarely regarded as a specific school genre. However, it has recurring traits and is part of a history linked to thee changes in the conceptions of school writing. This article is aimed to outline this historical record during which the experience of pupils was mobilised to varying degrees according to the challenges of education. Two main objectives alternated: writing to learn to write or writing to express oneself. Self-writing occupied a more or less recognised place according to the options taken and the priorities given to composition. |
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