La lecture académique dans la perspective d’un écrit de transition
Academic reading with a view to transitional writing

Summary/Abstract: Academic reading can have different epistemic objectives and be situated at different levels, such as thedevelopment of disciplinary knowledge, the observation and development of scientific reasoning, as wellas the awareness and refinement of reading strategies. From the pedagogical perspective, given the cogni-tive complexity of academic reading, it is advisable to combine academic reading tasks with writing tasks,the so-called intermediate genres (reading report, reformulation, summary). The aim of this article is toexamine how MA students in Romance languages evaluate their reading strategies both in paired discus-sions after reading an article and in written reformulation, with a view to using its content in approachinga new research problem.

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