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AB S T R A CT S

Laurent HEURLEY : La rvision de texte : lapproche de la psychologie cognitive :

During the past 25 years many studies have been done on text revision in cognitive
psychology. However, one must aknowledge that revision is still an ill-defined concept.
Revision definitions are rarely expressed in operational terms and differ from one researcher
to another. This paper aims at clarifying what we mean by text revision by reviewing the main
definitions available in cognitive psychology, the methods that are used to analyse text
revision and the different subprocesses of the revision process that researchers have
identified.
Key words : cognitive psychology, revision, revising, reviewing, monitoring, models, text.

Sabine PETILLON : Intentionnalit et rvision lpreuve du manuscrit dcrivain.

Gense de Gnitrix de Mauriac
It is in questioning the notions of intended meaning and of intention(ality) as they are analyzed
by E. Benveniste that we approach the corrections carried out in the manuscript of Gnetrix
by Mauriac. The observation of these modifications moves toward a dramatic intensification of
the novel, and this dramatization translates, from our point of view, an intention to say
(Fr. vouloir dire) in the work in the ensemble of the modifications that one may observe in the
manuscript. As much as at the macro-structural level (especially in the elimination of
digressions) as at the micro-structural level (types of naming, stylistic devices, syntactical
configurations, punctuation), the analysis reveals a semantic direction, which allows us to
perceive, at the critical points of the revision, the genesis of a text and the intention to say
of the author in a space of translinguistic dynamics.
Key words : Intentionality, intention to say, translinguistic dynamics.

Claire DOQUET-LACOSTE : Lcriture dbutante. Mise en texte et mise en graphie

lors de lcriture sur traitement de texte lcole
This paper proposes an on line analysis of writing with a word processor by ten year old
pupils. It will sketch analysis axis of pupils writings on word processors while questionning
the role of procedures of which the semantic range is very small, nay nil, in the constitution
of a text. At what times the formal called modifications take place ? What comes after, and
which semantic modifications their making is likely to have generated them ? The examining
of to meaning, will allow to work out some aspects of interactions between the
conceptualisation activity and the constraints of scripting.
Key words : metadiscursive activity, writing, enunciation, spelling.

Alexandra DEDEYAN, Pierre LARGY et Isabelle NEGRO : Mmoire de Travail et

dtection derreurs daccord verbal : tude chez le novice et lexpert
The revision of the verbal agreement is an activity requiring at first to detect an error or a
risk of error, before operating possible modifications. Two procedures of detection are
differentiated (Largy & Ddyan, 2002): an algorithmic novice procedure and an automatized
expert procedure based on the treatment of cooccurrences between inflectional morphemes
(e.g., case of two successive words respectively bent by -s and -nt). The first seems sensitive
to semantic constraints, such as the plausibility between the local noun and the verb (Largy,
Ddyan & Hupet, 2004); by contrast, the second is influenced by factors of surface
perceptive, such as the police of writing (i.e., bold, degraded, Ddyan & Largy, submitted) of
the marks of the local noun and the verb. To test the hypothesis according to which these

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factors are of visual nature, this research studies the impact of the visuo-spatial sketchpad
(Baddeley, 1986, 1992, 2003) on the novice and expert detection. To do it, children,
teenagers and adults have to detect verbal agreement errors within sentences Noun1 Noun2
Verb of which half contains a proximity concord (e.g., The dog of the neighbours arrive). A
temporal constraint is imposed. This task is realized in isolated condition at first, then
simultaneously in a secondary task implying the visuo-spatial sketchpad. The results show
differentiated profiles according to the level of expertise. It indeed seems that the experts
make more errors relative to the secondary task than the novices. The expert detection thus
seems to lean on visual cues.
Keywords : detection; subject-verb agreement; algorithmic procedure; automatized procedure;
expertise; visuo-spatial sketchpad.

Franck GANIER : La rvision de textes procduraux

The aim of this paper is to show that procedural texts offer an interesting genre for studying
revision processes in writing and for applying research results to help technical writers to
revise their texts. Indeed, because such texts require their readers to follow procedures
successfully, technical writers have to produce efficient documents. Research on revision
generally shows that the efficiency of revision is related to the use of appropriate methods.
Technical writers, however, are not always completely successful perhaps because they are
not always aware of some particular methods. Indeed, the pragmatic function of procedural
documents makes it essential to revise them. Thus, a study of users behavior can help
reveal the efficiency or inefficiency of procedural documents. Such studies can be used
to evaluate different versions of the text as they are revised. This paper aims to provide links
between procedural texts and revision processes, as well as describing the problems usually
met by technical writers when they are writing and revising such documents. It concludes with
a number of suggestions for aiding revision.
Key words : revision, procedural text, technical writing, revision aiding, models of revision
processes.

Charles TIJUS, Leslie GANET et Patrick BRZILLON : Neuf motifs de rvision des
textes procduraux : lapport de la catgorisation contextuelle et des graphes
contextuels lexplication du savoir-faire
Know-how is made of knowledge on the actions intervening in the accomplishment of a task.
Expressed verbally, this knowledge is itself a task. Studies on problem solving let us to
identify, on the one hand, the prerequisite knowledge needed to understand and learn how to
accomplish a task, and, on the other hand, the task structure in which the knowledge is
embedded. Thus, this approach allows to associate know-how with understanding, learning
and with verbal production revision. We point out how two context-based formalism for
representing knowledge and reasoning, namely contextual categorization and contextual
graphs, can be used for simulating the revision of verbal production of the know-how. The
procedural explanation, which can be analyzed in terms of exposition, categorization and
implication on the object side to justify the organization of actions in a structure of contextaware goals, is a didactical competence that is not really studied although this competence
would help to improve the writing of instructions, and more widely, the teaching of practical
knowledge. Thus, we list nine components of the process of revising the verbal production of
know-how.

Denis LEGROS, Jacques CRINON et Brigitte MARIN : Rcrire et apprendre

rcrire : le rle dune base de donnes textuelles
Three studies evaluate rewritings by students from 8 to 12 years old who used a resource
texts database. This paper stresses the importance of the semantic treatment in the
processes of writing and rewriting, describes the rewriting assistance system, and introduces
to some important results. The students who use the system rewrite more, add
macrostructure propositions and produce original propositions rather than propositions

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borrowed from the resource texts; the system helps the unskilled writers; access to the
resource texts by criteria is more helpful than free navigation; the students who learned how
to rewrite with the computer system succeed in better using the paper resource texts and
transfer their skills to other text genres.
Key words : Database assistance; Learning; Didactics of rewriting; Reading and writing
interaction; Rewriting; Semantics of rewriting.

Brigitte MARIN et Denis LEGROS : Rvision et co-rvision de texte distance. Vers

de nouvelles perspectives pour la recherche et la didactique de la production de
texte en contexte plurilingue
The ideas of the revision vary according to the field of research and the various points of view
of the researcher. We propose doing an analysis of the various points of view on the revision
in a situation where the reviser is on his own and in a situation of co-revision. Then we
propose a review of the works on the technological assistances to the production and the
revision of texts. Finally we suggest new prospects for research offered by the open-ended
Internet environments and take into account the linguistic and cultural contexts in remote corevision and co-construction of knowledge.
Key words : Revision Co-revision Remote co-revision Multilingual context Multicultural
context.