Cover not available

In:Applying Corpora in Teaching and Learning Romance Languages
Edited by Henry Tyne and Stefania Spina
[Studies in Corpus Linguistics 122] 2025
► pp. 113–131

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload Book PDF
authorization required

Chapter 5
Towards an adjustment of the teaching of writing to the skill level of writers

 | University of Bordeaux
 | Sorbonne Nouvelle University
Published online: 20 November 2025
DOI logo with link
https://doi.org/10.1075/scl.122.05doq
Abstract
In this chapter, we seek to examine the use of corpora in teaching writing in French. We first begin by presenting the specificities of the ECRISCOL (Écritures scolaires) corpus. ECRISCOL includes more than 2,000 texts, along with their drafts, written in French as a first language, and offers access to the different rewriting operations. We then conduct a study on the corpus to highlight some characteristics of learner writing at school. After sharing findings on the use of connectors at different grade levels, we conclude by recommending that adjustments in teaching and pedagogy be made to suit students’ writing skills according to their grade level.
Article outline
  • 1.Introduction
  • 2.The ECRISCOL corpus: A focus on writing operations
  • 3.Levels of students’ metalinguistic reflection
  • 4.Possible future uses of the ECRISCOL corpus
  • Notes
  • References
References (31)
References
Alamargot, Denis & Fayol, Michel. 2009. Modelling the development of written composition. In Handbook of Writing Development, Roger Beard, Debra Myhill, Martin Nystrand & Jeny Riley (eds), 23–47. Los Angeles SA: Sage. Google Scholar logo with link to Google Scholar
Authier-Revuz, Jacqueline. 1995/2015. Ces mots qui ne vont pas de soi. Boucles réflexives et non-coïncidences du dire. Limoges: Lambert-Lucas.Google Scholar logo with link to Google Scholar
Brissaud, Catherine & Chevrot, Jean-Pierre. 2011. Acquisition of a major difficulty of French inflectional orthography: The homophonic /E/ verbal endings. Writing Systems Research 3(2): 129–144. Google Scholar logo with link to Google Scholar
Coats, Sandra. 1987. Teaching the use of connectors. Journal of Developmental Education 10(3): 2–5.Google Scholar logo with link to Google Scholar
Council of Europe. 2020[2001]. Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion Volume. [URL]
David, Jacques, Doquet, Claire & Rinck, Fanny. 2018. Que faire avec les écrits des élèves ? Le français aujourd’hui 203: 7–12. Google Scholar logo with link to Google Scholar
Doquet, Claire. 2011. L’écriture débutante. Pratiques scripturales à l’école élémentaire. Rennes: Presses Universitaires de Rennes.Google Scholar logo with link to Google Scholar
Doquet, Claire & David, Jacques. 2018. Collecter, interpréter, enseigner autrement l’écriture. Analyse linguistique des écrits d’élèves. Repères 57. Google Scholar logo with link to Google Scholar
Doquet, Claire, Fleury, Serge, David, Jacques (eds). 2017. Corpus 16 (Spécificités et contraintes des grands corpus d’écrits scolaires: Problèmes de transcription, d’annotation et de traitement). [URL]
Fabre, Claudine. 1990. Les brouillons d’écoliers ou l’entrée dans l’écriture. Grenoble: Ceditel.Google Scholar logo with link to Google Scholar
Fayol, Michel. 1986. Les connecteurs dans les récits écrits: Étude chez l’enfant de 6 à 10 ans. Pratiques 49: 101–113. Google Scholar logo with link to Google Scholar
. 1989. Une approche psycholinguistique de la ponctuation. Etude en production et en compréhension. Langue française 81: 21–39. Google Scholar logo with link to Google Scholar
Fordham, Finn. 2009. I do I undo I redo. The Textual Genesis of Modernist Selves in Hopkins, Yeats, Conrad, Forster, Joyce, and Woolf. Oxford: OUP.Google Scholar logo with link to Google Scholar
François Thomas, Gala Nùria, Watrin, Patrick & Fairon, Cédrick. 2014. FLELex: A graded lexical resource for French foreign learners. In Proceedings of the Language and Resources Evaluation Conference (LREC 2014), Reykjavick, Iceland, 3766–3773. Paris: ELRA.Google Scholar logo with link to Google Scholar
Gabler, Hans Walter. 2016. The draft manuscript as material foundation for genetic editing and genetic criticism. Variants 12–13: 65–76. Google Scholar logo with link to Google Scholar
Ghienne, Cécile. 2019. L’opération de suppression comme indice de compétences dans des réécritures de textes narratifs de 5ème primaire et de 6e. PhD disseration, Toulon university.
Grésillon, Almuth. 1985. Débrouiller la langue des brouillons. In Leçons d’écriture, ce que disent les manuscrits, Almuth Grésillon & Mickaël Werner (eds), 321–332. Paris: Minard, Lettres modernes.Google Scholar logo with link to Google Scholar
Hay, Louis. 2016. Genetic criticism: Another approach to writing? In Writing Research across Borders Conference, Vol. 3, Charles Bazerman, Christiane Donahue, Fabienne Rondelli & Sylvie Plane (eds), 531–547. Google Scholar logo with link to Google Scholar
Jenny, Laurent, Watts, Richard. 1996. Genetic criticism and its myths. Yale French Studies 89: 9–25. Google Scholar logo with link to Google Scholar
Jobeen, Agsa, Kazemian, Bahram, Shahbaz, Muhammad. 2015. The role of error analysis in teaching and learning of second and foreign Language. Education and Linguistics Research 1(2): 52–62. Google Scholar logo with link to Google Scholar
Kinderman, William, Jones, Joseph & Gosman, Alan. 2009. Genetic Criticism and the Creative Process: Essays from Music, Literature, and Theater. Rochester NY: University of Rochester Press. Google Scholar logo with link to Google Scholar
Lacoste-Doquet, Claire. 1998. Analysis of the writing processes of 10-year-old children at school, with the help of the ‘Genèse du texte’ word processing program. In Writing and Learning to Write at the Dawn of the 21st Century, Proceedings of the EARLI SIG writing conference, Marie-Françoise Crété & Eric Erpéret (eds), 127–132. Poitiers: University of Poitiers.Google Scholar logo with link to Google Scholar
Lahire, Bernard. 2008. La raison scolaire: École et pratiques d’écriture, entre savoir et pouvoir. Rennes: Presses Universitaires de Rennes. Google Scholar logo with link to Google Scholar
Lee, Willam B. 1993. An alternative approach to traditional schools. Canadian Social Studies 27(4): 146–151.Google Scholar logo with link to Google Scholar
Murrow, Patricia. 2005. Analysis of grammatical errors in students’ writing: Indicators for curricula enhancement. [URL]
Pacton, Sébastien & Deacon, Hélène. 2008. The timing and mechanisms of children’s use of morphological information in spelling: Evidence from English and French. Cognitive Development 23(3): 339–359. Google Scholar logo with link to Google Scholar
Peyronie, Henri. 2017. La pédagogie Freinet: Quelle(s) influence(s) sur l’Ecole publique française? Spécificités 10: 12–37. Google Scholar logo with link to Google Scholar
Saussure, Ferdinand de. 1983[1916]. Course in General Linguistics, English translation and editorial matter by Roy Harris. London: G. Duckworth.Google Scholar logo with link to Google Scholar
Sénéchal, Monique, Basque, Michelle & Leclaire, Tina. 2006. Morphological knowledge as revealed in children’s spelling accuracy and reports of spelling strategies. Journal of Experimental Child Psychology 95: 231–254. Google Scholar logo with link to Google Scholar
Sicard, Monique (ed.). 2015. Genesis 40 (Photo-graphies). [URL]
Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue