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            <title xml:lang="en">Writing Classes: Working Together on the Writing Process (Grades 4 to 6)</title>
            <title xml:lang="fr">Des classes « écrivantes » : travailler ensemble le processus de l’écriture en cycle 3</title>
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                <title xml:lang="en">Writing Classes: Working Together on the Writing Process (Grades 4 to 6)</title>
                <title xml:lang="fr">Des classes « écrivantes » : travailler ensemble le processus de l’écriture en cycle 3</title>
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              <p>This article reports on work carried out as part of a collaborative research project involving researchers, teachers and educational advisors, combining collective and individual time. The collaborative teaching programme presented here is centred on co‑writing practices and is being tested in four so‑called “writing” classes (grades 4 to 6). The idea is that writing together allows pupils to develop an author-reader stance and the teacher to collectively manage the writing process. The system is based on a teaching sequence consisting of six sessions, promoting the construction of a “genetic file”. Co‑writing proves to be a facilitator for the development of writing strategies, it supports reflexivity and anchors learning in a progressive and shared approach.</p>
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              <p>Cet article restitue des travaux menés dans le cadre d’une recherche collaborative associant chercheurs, enseignants et conseillers pédagogiques, articulant temps collectifs et individuels. Le dispositif collaboratif d’enseignement présenté ici est centré sur des pratiques de coécriture et mis à l’épreuve dans quatre classes dites « écrivantes » de cycle 3. L’idée est qu’écrire ensemble permet aux élèves de développer une posture d’auteur‑lecteur et à l’enseignant de gérer collectivement le processus d’écriture. Le dispositif s’appuie sur une séquence pédagogique constituée de six séances, favorisant la construction d’un « dossier génétique ». La coécriture s’avère facilitante pour le développement de stratégies d’écriture, elle soutient la réflexivité et ancre l’apprentissage dans une démarche progressive et partagée.</p>
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