Continuités et ruptures dans les pratiques d'écriture à l'université : l'exemple de cursus en Sciences Humaines

The university is rarely the scene of an explicit teaching of writing, at least in France, scene of most of the survey presented here. The research hypotheses concern the impact of disciplinary frameworks on the representations of students about writing practices which they must adhere throughout their studies. The structure of the survey allows examining the relationship between reported practices of students and two variables which are the university grade levels (from first to fifth year) and the disciplines (in Humanities). The results show the complexity of students' perceptions of discipline and, on the other hand, the clarity of the evolution of these representations over time. Conceptions of writing are profoundly changing from first to last year, but the disciplinary characteristics of writings are not as clearly and massively established.