Students’ relationship to writing: focusing on the metascriptural dimension
This article presents some of the findings of a study that used the Itinéraires system (Colognesi, 2015) to develop the three components of scriptural competence (Dabène, 1991) in students aged 10 to 12. The text investigates the metascriptural dimension of students’ relationship to writing by closely following four students throughout the system. In turn, this sheds light on the metacognitive mediations provided by the teacher during the (re)writing of texts. The intent is to elucidate how teachers’ metacognitive mediations lead young writers develop metascriptural competencies, and how this component influences the overall evolution of students’ relationship to writing.