Students’ relationship to writing as a core component of two systems for teaching and learning writing
This article, which comes under the fields of literacy and the didactics of writing, provides a comparative reading of two teaching-learning experiments geared toward writing and addressed to two very different Francophone audiences, namely under-educated writers undergoing socio-professional reintegration in Belgium and master’s students in France. The two systems employed are based on a vision of writing as a process, the central concept of students’ relationship to writing, and tools borrowed from textual genetics. The text puts special emphasis on the relationship to writing, showing how this concept is both heuristic and operational in designing, implementing and assessing systems aiming to develop the scriptural competence of writers with very different profiles.