Production de textes en situation de groupe

Comparison between the processes of textual production in collaboration followed by two groups of 33 years old pupils, girls and boys, allows to advance the hypothesis that explicit instruction about the discursive and textual features of written argumentation has some influence on the kind of process actually followed. The group which had received such an instruction followed a complex process, relating the thematic contents with the discursive situation in which the text was composed; in contrast, the group which had not received such instruction followed a simple process and attended almost exclusively to the production of thematic contents.