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French
“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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English
Write-to-learn, writing across the curriculum (« WAC »):
This domain took shape in particular in terms of teacher development, in higher education and then in secondary education. That is, WAC is carried out for students through working with faculty. Writing specialists, in particular teacher-researchers, in composition theory began to work with faculty in other domains in order to encourage them to have students write as a way to learn. (see also writing in the disciplines, WiD). WAC activities can include working on paraphrase, note-taking, reading assignments, learning the writing process, one-minute essays, personal journals, reader-response journals, and a multitude of similar activities.
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