Réécrire et apprendre à réécrire : le rôle d'une base de données textuelles

Abstract

Three studies evaluate rewritings by students from 8 to 12 years old who used a resource texts database. This paper stresses the importance of the semantic treatment in the processes of writing and rewriting, describes the rewriting assistance system, and introduces to some important results. The students who use the system rewrite more, add macrostructure propositions and produce original propositions rather than propositions borrowed from the resource texts ; the system helps the unskilled writers ; access to the resource texts by criteria is more helpful than free navigation ; the students who learned how to rewrite with the computer system succeed in better using the paper resource texts and transfer their skills to other text genres.