Pondering the relationship to writing in relation to scriptural competence
Taking a reflective perspective to the work we have been carrying out for more than twenty years on the relationship to writing, we show here that this notion is heuristic and operational in the development of writing competence. We first define our conception of the relationship to writing which constitutes our theoretical anchoring; we then review the various tools which, on the methodological level, have enabled us to identify and develop the writing subject’s relationship to writing in university, school and non-school literacy contexts. Lastly, we report on salient results that highlight the interdependence of the dimensions of the relationship to writing as well as their links with knowledge and skills.