“Writing to learn” has become an area of great interest in France in the past few years, in particular because of its usefulness in terms of writing across different disciplines and writing as transversal discipline (see for example the pluridisciplinary Bordeaux conference in 2003, “Constructing Knowledge,” and the theme of the 2005 Association Internationale de Recherches en Didactique du Français conference, “French: singular, plural, or transversal discipline?” The principal question for this transversality is about the very nature of French (and thus of writing) in relation to other disciplines: “the mastery of language develops through a diversified usage of language in different specific disciplinary contexts,” which calls us to treat French not in an universal way but in a variational way” (Fisher and Simard, 2004).
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