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Le personnage, une entrée pour l'écriture du récit à l'école primaire
Auteur(s)
Tauvernon, Catherine
Date de parution
1995
In
Bulletin VALS-ASLA, Association suisse de linguistique appliquée (VALS-ASLA), 1995/61//101-117
Résumé
Teaching how to tell a story at school is focused on the “narrative pattern”, which seems to be the final solution to the children' s writing problems at school. Yet, but if is a delusive solution as its scope is extremely restricted and as the ways in which if is taught dangerously reduce the genre. The more ambitious attempts only arrive at a loose set of activities as if the narrative technique was nothing but the sum total of sub-techniques. We hold as founding principle that the character is the most natural introductory means into the narrative technique and that, as a highly unifying concept, it links together the majority of the writing-problems met by children. That principle leads us into suggesting a definition of the character that can work in the class-room. And from this definition, we infer a model of the narrative construction focused on the character highlighting the complex interwining of the operations to be completed to carry out the task, and, as a consequence, the complex interwining of the competences to be developed. From the network thus drawn and the problems the children come upon, a teaching programme is suggested (illustrated in the present case through the example of the description) aiming at coherence and cohesiveness but not covering up for difficulties.
Identifiants
Type de publication
journal article
