Assessing written expression in light of the textual approach and in relation to writing as conceived by Christine Barré de Miniac – the fourth year of middle school as a model
Article Sidebar
Main Article Content
Abstract
The concept of written expression has witnessed development in light of different educational approaches. It has shifted from being merely the production of a text free of errors, to being considered a coherent and unified text that interacts with textual linguistics. This evolution in the concept was accompanied by an evolution in the mechanisms of textual coherence, as the focus shifted toward understanding the structure of the text, its cohesion, its communicative function, and its relevance to the context.
Accordingly, this study aims to evaluate the texts of fourth-year middle-school students and analyze them taking into account the criteria of the “assessment grid” in light of the text-based approach on the one hand, and the concept of the “relationship to writing” with its five dimensions: the relationship of writing to language, to the self, to others, to knowledge, and to thinking, on the other hand.
It also seeks to address the following research question: To what extent do the criteria of the written expression assessment grid, within the framework of the text-based approach, manifest in students’ writings? And what is the nature of their relationship to writing across its five dimensions, according to the perspective of Christine Barré-De Miniac?
Plum Analytics
Artifact Widget
Article Details
In accordance with its open access publishing policy, AL-Lisaniyyat acknowledges and guarantees authors the full and exclusive ownership of copyright and intellectual property rights related to their scholarly contributions.
The publication of an article in the journal does not result in any transfer, assignment, or limitation of these rights. Authors retain full rights over their works, without the requirement to obtain prior written authorization from the journal.
References
• حسان، تمام. (1979). اللغة العربية: معناها ومبناها. القاهرة: عالم الكتب.
• شحاتة، حسن. (1992) تعليم اللّغة العربية بين النّظرية والتطبيق. القاهرة: الدار المصرية اللّبنانية.
• Adam, J.-M. (1990). Introduction à l’analyse textuelle des discours. Paris: Armand Colin.
• Adam, J.-M. (1992). Les textes : types et prototypes récit, description, argumentation, explication et dialogue. Paris : Nathan.
• Barrette, C. (2005). L’évaluation des compétences : Guide pratique. Montréal: Chenelière Éducation.
• Barré-De Miniac, C. (2000). Le rapport à l’écriture : Un concept pour la didactique. Paris : L’Harmattan.
• Dufays, J.L (2005). Pour une lecture littéraire : Histoire, Théories, Pistes pour la classe.
• Reuter, Y. (2007). Didactique de l’écriture. Paris : PUF.
• Van Dijk, T.A (1980). Macrostructures: an interdisciplinary study of global structures in discourse, interaction, and cognition. Hillsdale, NJ: Erlbaum.
• Van Dijk, T.A (1997). Discourse as structure and process. London: Sage publications.
Romanized References
• Ḥāǧ Ṣāliḥ, ʿAbd al-Raḥmān. (2012). al-Ḫiṭāb wa-l-Taḫāṭub fī Naẓariyyat al-Waḍʿ wa-l-Istiʿmāl. al-Ǧazāʾir: al-Muʾassasa al-Waṭaniyya li-l-Funūn al-Maṭbaʿiyya.
• Ḥassān, Tammām. (1979). al-Luġa al-ʿArabiyya: Maʿnāhā wa-Mabnāhā. al-Qāhira: ʿĀlam al-Kutub.
• Šaḥāta, Ḥasan. (1992). Taʿlīm al-Luġa al-ʿArabiyya bayna al-Naẓariyya wa-l-Taṭbīq. al-Qāhira: al-Dār al-Miṣriyya al-Lubnāniyya.