Écrire et réécrire au cycle 3 : l'effet des mots clés sur la réécriture, avec et sans assistance informatique

Abstract

Write and rewrite in cycle 3 (8 to 11 years old) : the effect of keywords on rewriting, with and without computer's help. Jacques Crinon, Denis Legros & Brigitte Marin, Coditexte / CNRS-ESA7021 (ParisVIII), IUFM de Créteil. The present study faits within the framework of researches that allowed perfecting a software to help rewriting and to compare rewritings of stories of Personal experience by pupils of cycle 3 whether they benefited or not of computerized help. The pupils of the group that take notes in the computerised database of textual resources rewrite more than the pupils of the group that benefits of textual resources presented on paper. Besides, their additions, more important on the semantic level, belong to the macrostructure of the text. We tried to understand the reasons of these results by analysing the role taken by the access to the resources through keywords. 112 pupils, shared in four groups, have written, then rewritten a story : the textual resources were presented on paper or on a computer ; the consultation was done in a linearly process or with the help of keywords describing these texts' universe. We have compared the number and the «relevance » of the additions made according to the group. The results do not show any quantitative differences between the participants of the groups that used keywords and the others. On the other hand the groups with keywords produce additions less relevant when using paper resources and more relevant when using computer resources. The number of texts available and the possibility for the pupil to find resource texts compatible with the text he is writing seem determining. The presence of keywords allows, on the computer, the efficient circulation through an important corpus. So is the function of the tool underscored : open new possibilites, in a configuration where interact numerous factors.