In:Writing(s) at the Crossroads: The process–product interface
Edited by Georgeta Cislaru
[Not in series 194] 2015
► pp. 229–252
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Professional writing as institutional norm and personal style
Inspection reports in French elementary schools
Available under the Creative Commons Attribution-NonCommercial-NoDerivatives (CC BY-NC-ND) 4.0 license.
For any use beyond this license, please contact the publisher at rights@benjamins.nl.
Published online: 5 August 2015
https://doi.org/10.1075/z.194.12doq
https://doi.org/10.1075/z.194.12doq
The present study is based on 85 inspection reports in primary schools, composed during the 2010–2011 academic year by six National Education Inspectors in an academy in Brittany, France. Our main objective is to describe the genre of the report in a text statistics framework, using both extralinguistic (enunciative situation, pragmatics) and linguistic characteristics. Among the results we obtained, we noted that the reports were significantly grouped together by author. In spite of significant compositional and generic constraints, strengthened by the report model recommended for use by the Academy, some authors clearly distinguished themselves from the others and this allowed us to consider “personal styles” of writing for these administrative reports.
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