No description available.

Voice is an integral part of writing instruction, and over half of state writing assessments include voice on scoring rubrics; yet, there is a dearth of research on voice and writing instruction with adolescents. Increasingly new literacies and digital tools are being used in the high school English classroom but with relatively little known about how these tools can teach voice during writing instruction. This qualitative single-case study examined how a public school, ninth-grade English teacher used new literacies to develop voice in students' writing and participants' perception of these instructional choices. The sample included the teacher and 14 students, and data collection included classroom observations, participant interviews, motivation inventories, reflective logs, state writing scores, students' writing folders, and wiki documents. An iterative process of inductive and deductive analysis led to key findings about instructional planning, purposeful writing assignments, teacher feedback, and participant response. Findings indicate that further attention is needed with respect to text structure development, writing pedagogy, and voice in writing; teachers' response to students' writing in digital environments; and motivation and adolescent writing. / Ph. D.

Ce mémoire prend comme point de départ le paradoxe central qui marque l’écriture de Pierre Perrault : le fait qu’en dehors de son travail cinématographique, il écrit des textes littéraires alors qu’il refuse à la fois le statut d’écrivain et la catégorie même de « littérature ». L’analyse du discours des poèmes du recueil Gélivures et des essais du recueil De la parole aux actes permet de montrer que Perrault arrive, grâce à tout un imaginaire de la parole, à écrire en se dégageant symboliquement de la littérature, dont il critique la volonté de conquête. Ce mémoire fait appel à une critique où la réflexion sur la langue joue un grand rôle, à la croisée de l’histoire et du social. Le premier chapitre traite de ce que signifie la parole chez Perrault et de ce qu’elle implique. Sont abordés en particulier le champ sémantique qui entoure ce motif omniprésent dans son œuvre ainsi que les rapprochements métaphoriques entre parole, mémoire et identités. Le deuxième chapitre porte sur les manifestations plus directes de la parole, soit le don que fait Perrault de la parole à travers son œuvre. Sont étudiés l’intertextualité, la mise en page et le travail de la citation. La volonté de prise de parole de Perrault lui-même est étudiée au dernier chapitre. Son écriture est alors envisagée comme un combat pour la défense d’une parole qui est d’ailleurs étroitement liée à sa quête identitaire, laquelle inspire un style foncièrement polémique et la recherche d’une énonciation qu’on pourrait qualifier de performative. / This memoir stems from the central paradox which defines the writings of Pierre Perrault : the fact that apart from his cinematographic work, he writes literary texts all the while refuting the status of writer as well as the category of literature. Analysis of the poetic discourse in the poems of Gélivures and the essays from De la parole aux actes demonstrates that Perrault is able, by grace of the imaginary of speech, to write while symbolically withdrawing from literature, which he whole heartedly criticises. This memoir calls on the idea that language plays a significant role on the crossroad of history and society. The first chapter deals with the significance of what is voiced by Perrault and what this implies. The subjects treated in particular are the semantic aspects which encompass the omnipresent motive in his work including the metaphoric ties between one’s voice, one’s memory and one’s identity. The second chapter reflects upon more discreet manifestations of one’s voice, namely, the contributions Perrault makes through his work to what is voiced. Addressed are intertextuality, page layout, and quotation. Perrault’s desire to take his leave to speak is studied in the final chapter. His writing is envisioned as a struggle to defend a voice which is linked directly to his quest for identity that inspires a strongly polemic style and the search for an enunciation which leads to action.

No description available.