Le lexique fourni et interiorisé: un moyen efficace pour construire un genre ?

Cet article présente les premiers résultats d’une recherche s’intéressant à l’articulation entre imitation et invention dans l’écriture chez les jeunes scripteurs. L’étude s’attache à observer les modes de récupération de ressources textuelles fournies par les conditions de production. L’expérimentation a été conçue pour observer l’appropriation d’un genre. Des dispositifs didactiques ont été proposés à plusieurs classes de fin d’école primaire française, à partir de textes littéraires issus de la robinsonnade mis à disposition soit simultanément à l’acte d’écriture soit lors d’une seconde écriture. L’étude montre comment les élèves ont recours à deux procédés contrastés : le réinvestissement du lexique et la reformulation. Les données recueillies mettent en évidence la reprise attendue de mots caractéristiques du genre, et révèlent l’ingéniosité des scripteurs pour restructurer des matériaux langagiers. Certaines stratégies témoignent des difficultés rencontrées par les élèves qui ont eu à interpréter le lexique littéraire puis à le transférer dans leur propre récit. Des modes de reformulation différents coexistent dont on peut offrir une première catégorisation en fonction d’une appropriation plus ou moins réussie du genre considéré.ABSTRACT This article presents the first results of a research on the relationship between imitation and invention in the writing process amongst young writers. The study aims at observing the recovery modes of textual resources provided by the circumstances of production. The experiment was designed to observe the acquisition of a genre. Teaching tools have been proposed to several French classes of Primary school. They were literary texts derived from Robinson-type stories, that were available either immediately when writing, or during the time of a secondary writing. The research shows how students use two contrasting methods, the reinvestment of the lexicon as well as rephrasing. The data highlight the expected reuse of characteristic words of the genre, and reveal the ingenuity of writers in the restructuring of language materials. Some strategies reflect the difficulties faced by the pupils who have had to interpret the literary lexicon and then to transfer it into their own story production. Different rephrasing modes coexist that we can categorize according to a more or less successful appropriation of the genre considered

Corticomotor control of the genioglossus in awake OSAS patients: a transcranial magnetic stimulation study

<p>Abstract</p> <p>Background</p> <p>Upper airway collapse does not occur during wake in obstructive sleep apnea patients. This points to wake-related compensatory mechanisms, and possibly to a modified corticomotor control of upper airway dilator muscles. The objectives of the study were to characterize the responsiveness of the genioglossus to transcranial magnetic stimulation during respiratory and non-respiratory facilitatory maneuvers in obstructive sleep apnea patients, and to compare it to the responsiveness of the diaphragm, with reference to normal controls.</p> <p>Methods</p> <p>Motor evoked potentials of the genioglossus and of the diaphragm, with the corresponding motor thresholds, were recorded in response to transcranial magnetic stimulation applied during expiration, inspiration and during maximal tongue protraction in 13 sleep apnea patients and 8 normal controls.</p> <p>Main Results</p> <p>In the sleep apnea patients: 1) combined genioglossus and diaphragm responses occurred more frequently than in controls (<it>P </it>< 0.0001); 2) the amplitude of the genioglossus response increased during inspiratory maneuvers (not observed in controls); 3) the latency of the genioglossus response decreased during tongue protraction (not observed in controls). A significant negative correlation was found between the latency of the genioglossus response and the apnea-hypopnea index; 4) the difference in diaphragm and genioglossus cortico-motor responses during tongue protraction and inspiratory loading differed between sleep apnea and controls.</p> <p>Conclusion</p> <p>Sleep apnea patients and control subjects differ in the response pattern of the genioglossus and of the diaphragm to facilitatory maneuvers, some of the differences being related to the frequency of sleep-related events.</p

Le déjà-là chez des scripteurs apprenants : des ressources diversement exploitées

Cet article porte sur la manière dont des scripteurs débutants emploient et réinvestissent des matériaux linguistiques issus à la fois d’un texte qu’ils ont eux-mêmes produit et d’un corpus de textes littéraires qui leur a été fourni. Il s’intéresse aux modes de récupération de ces matériaux et à la façon dont ceux-ci s’intègrent au texte nouvellement produit. Les observations menées pour identifier et caractériser ces traitements ont porté sur la production de récits ou de suites de récits relevant du genre de la robinsonnade par 48 élèves de fin d’école primaire au cours de deux phrases d’écriture. Ces élèves ont eu à leur disposition un corpus d’extraits littéraires de robinsonnades lors de la deuxième phase d’écriture. L’analyse des données mène vers deux constats. D’une part, on note que la récupération des éléments provenant des textes sources s’effectue selon deux formes différentes de fidélité à ces textes, l’une privilégiant le prélèvement d’éléments, l’autre la restitution sémantique. D’autre part, on observe deux tendances contrastées lors de la réécriture, l’une consistant à maintenir le système déployé en première version et à accorder la prépondérance aux matériaux issus de cette première phase, l’autre dans laquelle les actes décisionnels sont largement déterminés par le substrat littéraire fourni. Ces tendances présentent elles-mêmes des variantes qui sont marquées par l’influence du déjà-là culturel dont dispose l’apprenant. Ces constats fournissent des éléments pour caractériser des modes d’écriture et devraient ouvrir vers des pistes didactiques.This article examines how novice scriptwriters use and reinvest linguistic elements from both a text that they had previously written themselves and a corpus of literary texts that had been provided to them. In particular, this article focuses on how such elements are re-exploited to fit into a newly generated text. The observations carried out to identify and characterise these processes derive from the production of narratives and of successions of stories of the “robinsonade” genre by 48 pupils at the end of primary school following a two-phase process. These pupils were provided with a body of “robinsonade” extracts during the second writing phase. The data analysis leads to two conclusions. First, the recycling of elements from the source texts stems from two different forms of loyalty towards the said texts: one favouring the removal of elements, the other favouring semantic restitution. Secondly, two contrasting trends are observed when it comes to rewriting. The first one consists in maintaining the system originally used to produce the first version and to favour elements used during this first phase. In the second one, decision-making is largely determined by the literary substrate that is provided. Variants exist amongst these tendencies and they are influenced by the “already-there” culture of the one who learns. The above findings provide material to characterise ways of writing and should help open new didactic approaches

L'apprentissage de la redaction à l'epreuve des manuels scolaires

A prática da redação desde o início da escolaridade tem espaço na França oficialmente a partir de 1880. Contudo, seu ensino não se impôs sem dificuldades. Na verdade, os programas dão diretrizes às vezes contraditórias e os procedimentos utilizados pelos professores se revelam parcialmente ineficazes, assim como os resultados esperados pela Instituição são muito fracos. Na batalha das ideias que conduzem a uma evolução dos textos regulamentais, mas também às práticas divergentes, qual a função dos livros didáticos? Nossa contribuição se propõe a alimentar a reflexão sobre as funções e o lugar dos livros didáticos nas salas do final da escola primária (curso médio) ao longo do período que se estende do pós-guerra até o “Plano de renovação do ensino francês” (1971). Essas três obras (1947, 1956, 1969) revelam, através das respectivas interpretações dos programas, as influências sociais e ideológicas constrantantes. Eles informam sobre as interrogações que atravessam a comunidade educativa sobre o status dos saberes, os modos de ensino e de aprendizagem, bem como as finalidades da escola.The policy consisting in teaching structured writing from the very beginning of school has been officially established in France in the early 1880s. However, this policy did not prevail without difficulties. Indeed, official programs have at times given contradictory guidelines and the procedures established by the teachers have proven partly ineffective. As a consequence, results have been considered insufficient by the Institution. What was the role of textbooks in the debate that made official instructions evolve while generating divergent practices in the field? Our contribution aims at fostering ideas on the institutional function and on the prac-tical role of textbooks in the teaching of writing. To this end, we compare three textbooks in use in primary school late classes during the aftermath of World War II and until the advent of the “Renovation Plan for the Teaching of French” (1971). These three books (1947, 1956, 1969) reveal contrasting social and ideological influences, through different interpretations of the official progams. They provide information on the questioning that animate the educational community regarding the status of knowledges, teaching methods, learning dynamics, and the finalities of school.La pratique de la rédaction dès le début de la scolarité se met en place en France officiellement à partir de 1880. Toutefois, son enseignement ne va pas s’imposer sans difficulté. En effet, les programmes donnent des directives parfois contradic-toires et les procédures mises en place par les enseignants se révèlent partiellement inefficaces si bien que les résultats sont estimés trop faibles par l’Institution. Dans la bataille des idées qui conduit à une évolution des textes réglementaires mais aussi à des pratiques divergentes, quel a été le rôle des manuels ? Notre contribution se propose d’alimenter la réflexion sur les fonctions et la place des manuels dans l’enseignement de la rédaction à travers la comparaison de trois manuels scolaires à usage dans les classes de fin d’école primaire (cours moyen) au cours de la période allant de l’après-guerre jusqu’au « Plan de rénovation de l’enseignement du français » (1971). Ces trois ouvrages (1947, 1956, 1969) révèlent, à travers leurs interprétations des programmes, des influences sociales et idéologiques contrastées. Ils renseignent sur les interrogations qui traversent la communauté éducative sur le statut des savoirs, les modes d’enseignement et d’apprentissage et les finalités de l’école

Diaphragm pacing failure secondary to deteriorated chest wall mechanics: When a good diaphragm does not suffice to take a good breath in

AbstractDiaphragm pacing allows certain quadriplegic patients to be weaned from mechanical ventilation. Pacing failure can result from device dysfunction, neurotransmission failure, or degraded lung mechanics (such as atelectasis). We report two cases where progressive pacing failure was attributed to deteriorated chest wall mechanics. The first patient suffered from cervical spinal cord injury at age 45, was implanted with a phrenic stimulator (intrathoracic), successfully weaned from ventilation, and permanently paced for 7 years. Pacing effectiveness then slowly declined, finally attributed to rib cage stiffening due to ankylosing spondylitis. The second patient became quadriplegic after meningitis at age 15, was implanted with a phrenic stimulator (intradiaphragmatic) and weaned. After a year hypoventilation developed without obvious cause. In relationship with complex endocrine disorders, the patient had gained 31 kg. Pacing failure was attributed to excessive mechanical inspiratory load. Rib cage mechanics abnormalities should be listed among causes of diaphragm pacing failure and it should be kept in mind that a “good diaphragm” is not sufficient to produce a “good inspiration”