Conceptualizing children’s relationship to writing in the 3rd cycle of elementary school [grades 4–6]
This article sets out to conceptualize a categorization of the manifestations of third-cycle elementary school children’s relationship to writing in the context of guided rewriting workshops based on a heuristic approach to opinion letters. Three specific objectives were established: to identify, describe and categorize manifestations of a relationship to writing. The workshops were filmed, then transcribed in order to describe the manifestations of the relationship to writing and to group them, inductively, into conceptualizing categories. The relationship to writing can be broken down into four main categories: the heuristic dynamic of writing and its epistemic valence, internalization of the linguistic plurisystem, the engagement of the thinking subject, and the dialectic of critique within the discursive community. These categories can be observed concretely through the filter of twelve manifestations.