MARIN, Brigitte. Écriture, stéréotypes et créativité. []. , 4, 2, pp.23-31. ISSN 2182-1372.

Our objective consists in questioning the effects of devices of teaching and apprenticeship of narrative writing, by taking as an analyzer the use of the stereotype by pupils of the end of primary school. The stereotype, considered as the commonplace of the expression (Dufays and Kervin, 2010) is potentially generative of resources (Marin and Crinon, 2014, in press) by the constraints which it leads (Plane, 2006). In grip on the apprehension of the criteria of genre, the recognition of stereotypes sends back to a particularly discriminating shape of symbolic capital (Tardy and Swales, 2008) on which it is advisable to envisage the effects on the regulation of the disparities between pupils (Rochex and Crinon, 2011). We present two complementary researches, in which the pupils benefit from different resources: in the first one, the help corresponds to the status of a technical tool (Crinon, Legros and Marin, 2002-2003), while it corresponds for the second one, to a psychological instrument (Marin, 2011). The results of these two researches show how the focus on the criteria of genre constitutes a useful resource for the pupils, the second highlighting the role of tutors while criticizing the texts of their peers, and its recursive effect on the awareness of the generic invariants of the text of fiction.

: writing; primary school; software helps; tutoring.

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