Other
French
ID: <
http://hdl.handle.net/20.500.12162/1543>
Abstract
the question I ask under this article is at the heart of my research in two classes of secondary school students in Gymnase de Morges (Switzerland). My survey is to see what happens in written productions when teenagers aged 15-16 use creative (or literary) writing for more than a quarter of the periods spent learning French over a whole school year. The more specific question that I raise here, during my research, is not so much about the effects of writing workshops on pupils’ outputs, but rather of their effects on students themselves as individuals, when they are encouraged to develop a good relationship to writing, and to take ownership of it: what changes can we see in these human beings who are summoned to write in (almost) full time? In answering this question, I will start from some philosophical considerations about the human being, based on the theories of Cornelius Castoriadis (1999), but I will focus on the answers that students gave to this question when asked after a few months of great scriptural practice. I will see my thoughts in the wake of Christine Barré-De Miniac’s work on the writing report (2000; 2002) by Elisabeth Bautier on language practices (1998) and Dominique Bucheton’s work on self-determination of writing (1998).