Re-writing as a way of learning to write





Toumi, Henda

This article deals with the didactics of revising or re-writing written productions, by proposing the integration of re-writing activities as a way of improving the writing skills of students. This requires the implementation of pedagogical situations likely to create the conditions needed for re-writing. The author insists on the importance of re-writing in all activities where written text is produced, emphasizing the advantages of beginning with rough copy. The written productions of students should be considered indicators of a thought process under development: the art of writing being first and foremost the art of revising one’s copy. Based on the ability of learners to step back from an initial draft, the author proposes several didactic situations likely to create conditions suitable for re-writing, such as self-evaluation (casting a critical eye on one’s writing) or rendering an evaluation on someone else’s writing, re-writing situations calling for imitation and/or offering constraints (where the student must produce writing based on a proposed model) as well as differed writing where the apprentice writer is placed in a situation requiring an improvement to the initial rough text. In concluding, the author recommends that re-writing/revision be integrated in all teaching/learning programs to refine the writing abilities of students.


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