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54 | 2016
La phrase en production d’écrits, approches nouvelles en didactique

The Sentence in Writing Processes: New Approaches in Didactics
Edited by Catherine Boré
Lidil, n° 54 (2016)
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218 p. - 16 €
ISBN 978-2-84310-339-1

The starting point for this issue is the recurrent questions raised by both school practitioners and researchers in linguistics and didactics about the ways of describing the organisation of students’ writing. Is the sentence the relevant unit to describe both texts and textuality in general for school writings in the making? The aim of this issue is to draw up an assessment of how theoretical approaches to the sentence as a concept can contribute to the didactics of written productions.

Several surveys and case studies highlight the decisive role—especially for younger children—of learning the syntactic sentence before the orthographic sentence and the acquisition of punctuation. This issue also looks at alternative approaches, suggesting the use of macro-syntax lessons or the adaptation of the oral grid developed by Claire Blanche-Benveniste to the writing process in order to “work” on the sentence in the text.
 

Editor’s notes

REMERCIEMENTS / ACKNOWLEDGEMENTS
Ont été sollicités pour évaluer les articles de ce numéro thématique :
Catherine Brissaud, Ecaterina Bulea Bronckart, Emmanuelle Canut, Paul Cappeau, Bernard Combettes, Jacques Crinon, Jacques David, Claire Doquet, Claudine Garcia-Debanc, Sylviane Granger, Marie-Cécile Guernier, Anne Halté, Thérèse Jeanneret, Caroline Masseron, Jean-Paul Meyer, Agnès Millet, Jean-Paul Narcy-Combes, Jean-Christophe Pellat, Fabienne Rondelli, Christine Venerin.

Et pour la rubrique Varia :
Jean-Pierre Chevrot, Daniel Elmiger, Luca Greco, Nicolas Guichon, Samia Ounoughi, Françoise Raby, Denyze Toffoli.

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