This paper analyses the status of the text in the accounts provided by trainee primary school teachers following the implementation of a series of writing workshops designed to prepare them for professional practice. The first part defines the writing workshop as a specific space-time within the field of academic literacy and highlights the importance of research on the relationship to writing and the reader-writer subject in the didactics of writing and reading. Having formulated the research question and contextualised the study, we present a corpus comprising 16 interviews conducted with the trainers and 16 transcripts of discussions regarding the texts produced in the writing workshop. The overall implementation of the cycle is examined from the perspective of temporality. These findings are linked to the study of the relationship to writing as described by the trainers in the interviews. Two excerpts from comments prompted by the texts produced in the workshops are then analysed from the perspective of reading approaches inferable from the comments. The interweaving of diverse reading approaches, which accord the text the status of a springboard, an object, a sign or an action, enables a unique form of support that closely addresses the professional challenges faced by novice teachers.
Poujade et al. (Mon,) studied this question.