Apprendre à écrire des textes qui suscitent des émotions : vers un investissement énonciatif et subjectif

Abstract : Text writing giving rise to emotions is a specific situation of enunciation. This involves the investment of the writer in his discourse and strengthens the connections that the subject establishes with: the world, which is a source of emotion, the interlocutor, who must be affected, the statement, which must contain and / or communicate the emotion. As part of a multireference theoretical framework (psychology, linguistics and didactic), our work is based on the didactic assumption that enunciative and subjective investment needed to write a text raising emotions can influence the investment in writing of the students. To test this hypothesis, we have implemented a didactic experiment using high school technology students during an academic year. We evaluated the effects of this experiment by comparing two types of data collected in this class and in a control class. Data were composed of productions of students, to analyze indexes related to the enunciative and subjective involvement, and questionnaires, to observe the evolution of the writing connection of students. At the end of the experimentation, results showed that students from the experimental class were more invested in writing than students from the control class. From an enunciation perspective, these students expressed better their subjectivity and used linguistic tools, marking their investment, more varied than those of the control class. From a writing connection perspective, discourse produced by these same students contained traces of a stronger investment than those of the control class.
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Aurelie Clemenson. Apprendre à écrire des textes qui suscitent des émotions : vers un investissement énonciatif et subjectif. Linguistique. Université de Grenoble, 2011. Français. ⟨NNT : 2011GRENL013⟩. ⟨tel-00737525⟩

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