Having CEGEP students read and write: a challenge for all teachers




Blaser, Christiane

Teachers in all disciplines play an essential role in the development of student language competencies. This article highlights various ways of preparing and supervising reading and writing assignments that will help students appropriate disciplinary knowledge by having them read and write not only to improve the quality of their language but also for the sake of learning. With regard to reading, a good framework rests on the principle that what is obvious to a specialist in a field is not so obvious to the inexperienced practitioner. This explains why it is important to motivate students and awaken their curiosity in order for them to persist with their reading in spite of obstacles they may encounter. With this perspective in mind, the author proposes a few interventions to carry out before reading, such as the prediction guide and encouraging note taking during reading. As for supervising writing, the author emphasizes the importance of clearly explaining to students the characteristics of the writing to be produced and to accompany them in the process of comparing and analyzing the texts, while also insisting on the importance of revising. The better the preparation for reading and writing assignments, the more the students will appropriate the knowledge in their field of training.


Article available in French only.


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