The Text Production Activity Under The Theory Of Enunciative Operations’ Principles

Abstract

The reflections presented in this article aim to indicate the complex relation, which we find flagrant, among text production as a school activity, students’ writings in response to proposed exercises and the teachers’ evaluation of the text production process. Our observations focus on students’ reading comprehension of given text production exercises that lead to written compositions. That reading comprehension is studied through two different theoretical perspectives and it is observed from the concept of creativity. The first perspective focus on school principles in which we base the teachers’ evaluation of students’ compositions, and the second refers to the theoretical and methodological principles of the Theory of Enunciative and Predicative Operations, whose author is linguist Antoine Culioli (1990). Our option for the second perspective is justified by the fact that it is established on cognitive and linguistic issues, in which we base our reflections about language teaching.