Les modalités énonciatives de la reformulation. Comparaison entre écriture d’enseignement et de recherche

Bertrand Daunay 1 Isabelle Delcambre 1, 2
2 Théodile-CIREL
CIREL - Centre Interuniversitaire de Recherche en Education de Lille (CIREL) - EA 4354 : EA1764
Abstract : The aim of this paper is to compare two types of writings, produced by faculty: didactic writings, developed for distance learning, and research writings for the scientific community. The comparison focuses on enunciative modalities of rewordings made in these writings. More specifically, it focuses on the ways a writer marks his/her stance in the text when he/she takes over a discourse of others in his/her own discourse. After presenting their theoretical framework and the terminology they offer (including the identification of two poles of enunciative modalities of reformulation, they call paraphrase and metaphrase), the authors describe their corpus and methodology before submitting their results, including the clearest one: the respective share of metaphrase or paraphrase is different in teaching writing and research writing.
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Bertrand Daunay, Isabelle Delcambre. Les modalités énonciatives de la reformulation. Comparaison entre écriture d’enseignement et de recherche. Langues, cultures et sociétés, 2016, 2 (1), pp.23-37. 〈http://revues.imist.ma/?journal=LCS&page=article&op=view&path%5B%5D=5783&path%5B%5D=3725〉. 〈hal-01575477〉

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