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Résumé : Teaching methods supported by technologies help to spread new types of verbal written productions. It is the case for forums, where students are required to interact in order to resolve problems and issues raised by teachers. Forum is the chosen media because of the following characteristics. As it is asynchronous, it slows down time and helps to distance (Bruillard 2010). Furthermore, as exchanges are public and interactive, it promotes explanation and structuration of point of views (Mangenot, 2002). Forum has a function of "mobilization of ideas", it allows a progressive sort through ideas, it facilitates decentration and enables gradual adoption. Furthermore, it helps to raise group’s identity by creating a sort of "groupal skin" (Rinaudo, 2010). As part of a Master of education and teacher training, students support for their research papers is provided by discussion forums. We assume that in certain conditions, writing in forums supports the construction of a "discursive community", which likely promotes reconfiguration and "secondarisation" effects on students writing. Bakhtin (1984) distinguishes between the first “gender” (spontaneous production of statements related to the context) and second kinds (production developed statements). From this, Bautier (2005) develops the concept of "secondarisation" (Bautier 2005), processes by which the student considers school activities as objects to query, which implies a shift from performance to procedure, and the adoption of a new purpose: to understand the proceedings " (Bautier & Goigoux, 2004). To understand if forums promote “secondarisation process”, we studied twenty student forums’ posts and their intermediate writings. The study shows two types of student’s productions: - One whose messages belong to a speech or a first position (Profile 1) - One whose messages show a form of secondarisation more or less accomplished (Profile 2). This analysis shows forum enables progress to those who are already in the process of secondarisation (profile 2): if the qualifications specified in writing by the research are already well developed, forums only reflect it; if they are being built, forums, in this case, seem to contribute to acquire them. However, for students who have not engaged this process (profile 1), forum is a reflection of the inability to secondarise, that appears clearly in the research’ writing. In fact, the forum seems to be mainly useful for intermediate students, allowing them to practice rigorous thinking and for the good students, as they will test their analysis and nourish their reflection with the views of others. It seems forums strongly enhances implicits in communication and contributes to promote co-construction of academic inequalities that probably correspond to the profile 1. This kind of student would need to be guided more explicitly.
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Contributor : Georges Ferone <>
Submitted on : Monday, August 24, 2015 - 7:13:55 PM
Last modification on : Tuesday, May 5, 2020 - 11:50:16 AM


  • HAL Id : hal-01186405, version 1


Richard-Principalli Patricia, Georges Ferone, Catherine Delarue-Breton. WRITING IN DISCUSSION FORUMS: BETWEEN PRIMARY GENRE AND SECONDARY GENRE . C. Bazerman, C. Donahue, F. Rondelli et S. Plane (Éds). In C. Bazerman, C. Donahue, F. Rondelli et S. Plane (Éds), Writing Research Across Borders Conference Volume III. Metz : éditions du CREM., Editions du CREM, 2015, Actes du colloque. Writing Research Across Borders Conference Volume III. ⟨hal-01186405⟩



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