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This thesis, which is located in the current socio-political context of British university study, investigates how genres act on the production and communication of academic knowledge. It explores the work of a group of first year undergraduates from a range of disciplines including social anthropology, economics, religious studies, linguistics and politics. The data consists of pairs of written assignments; a conventional essay and a version of that essay reproduced with a different genre. Emerging from the analysis a new theorisation of genre which views it as a semiotic resource used in the process of communicating meaning is proposed, drawing on the work of Kress (e.g. 2003) and Kress and Van Leeuwen (e.g. 2001). In contrast to other genre discussion?, which consider what genres look like, as in structuralist approaches or the purposes they serve, as in functional approaches, this study is concerned with the affordances of genresi that is what genres allow in the production of texts. It identifies four orientations of genres; contextual orientation and . discursive orientation which are associated with social aspects of production; thematic orientation and semiotic orientation which are associated with material aspects of production. Through this theoretical lens, the study demonstrates how different genres orient texts and their producers towards different ways of understanding and expressing meaning. The findings present a challenge to the convention of the essay as the dominant genre in university education and suggest that through working also with other genres students can experience and develop their learning in a variety of ways

Cette recherche porte sur l’écriture d’une profession, celle des éducateurs spécialisés, réputée être en délicatesse avec l’écrit. Dans cette profession le langage, sous forme orale ou écrite, EST le travail. Depuis le début des années 2000 le secteur médico-social qui lui sert de cadre est confronté, via la mise en place de la Nouvelle Gestion Publique, à la montée du scripturaire. Cette recherche interroge la prétendue « tradition orale » dont se revendiquent les professionnels du secteur médico-social et l’examine comme un problème écran. A partir des contraintes (naturelles, non naturelles, narratives et langagières) qui pèsent sur l’écriture professionnelle des éducateurs, la recherche s’organise en deux parties. La première dresse un cadre conceptuel destiné à interroger le terrain en se fondant sur un parcours à travers l’histoire, les mots, les savoirs et le langage du travail éducatif en se référant aux travaux de Michel Foucault, Georges Canguilhem,Paul Ricoeur. La deuxième partie donne la parole aux scripteurs et aux documents à partir d’un terrain constitué par une population de 389éducatrices et éducateurs spécialisés intervenant au sein d’une association gestionnaire de 60 établissements et services accompagnant des personnes en situation de handicap. In fine cette recherche entend ouvrir des perspectives permettant d’explorer les relations avec les personnes accompagnées, les rapports de l’écrit à la professionnalité, le renouvellement des formes de l’écrit à partir de la narratologie, l’articulation entre la praxis et une « clinique » de l’accompagnement et enfin de fonder une réflexion sur la place à donner aux littéracies dans la formation initiale et continue et dans l’analyse des pratiques des professionnels concernés. / The topic of this research is education specialists’ professional writing. It is generally assumed that education specialists feel rather uncomfortable with professional writings although language whether, oral or written, IS the work. Moreover, since the early 2000’s, along with the changes implied by the New Public Management reforms, a huge emphasis is put on written activities in this profession. This research examines the real issues hidden behind the claim of an oral tradition explanation from educators specialist. Starting with the constraints (natural, non-natural, narratives, linguistics) that are bearing upon these educators’ professional writing, this work is organized in two parts. The first part is setting up a conceptual frame based on history, words, knowledge and language of educational workers through authors like Michel Foucault, Georges Canguilhem, Paul Ricoeur. The second part focuses on what educators, employed in a non profit organization, actually say about their practices through a quantitative enquiry and on analysis of documents. This non profit organization (OVE) dedicated to persons with special needs, manages 60 institutions and services and employs 389 teachers. To the end this research opens new ways of considering relations between professionals and persons with special needs, connections between profession and writing and, through narrative method, renewed forms of professional writing. Through thinking a new articulation between praxis and the clinical of care, a reflection on the place of literacies and pratices’ analysis is therefore needed in the educational training of this professionals.