{"id":43060,"date":"2013-07-15T08:41:04","date_gmt":"2013-07-15T12:41:04","guid":{"rendered":"https:\/\/rire.ctreq.qc.ca\/expression-ecrite\/"},"modified":"2023-07-18T12:26:24","modified_gmt":"2023-07-18T16:26:24","slug":"expression-ecrite","status":"publish","type":"post","link":"https:\/\/rire.ctreq.qc.ca\/expression-ecrite\/","title":{"rendered":"Am\u00e9liorer l\u2019expression \u00e9crite des \u00e9l\u00e8ves gr\u00e2ce \u00e0 la r\u00e9troaction des enseignants"},"content":{"rendered":"","protected":false},"excerpt":{"rendered":"
\u00c9crire est exigeant. Le scripteur doit prendre en compte simultan\u00e9ment l\u2019organisation de ses id\u00e9es, les diff\u00e9rents \u00e9l\u00e9ments permettant une coh\u00e9rence textuelle, la syntaxe et l\u2019orthographe, tout en s\u2019adressant \u00e0 un lecteur absent. Devant l\u2019ampleur de la t\u00e2che, certains apprenants perdent la motivation. Une chercheuse de l\u2019Universit\u00e9 de Toronto, Shelley Stagg Peterson, propose dans ce rapport [\u2026]<\/p>\n","protected":false},"author":14,"featured_media":48079,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[1],"tags":[],"yoast_head":"\n