La cohérence discursive et didactique du français au collège en République du Congo

Abstract

This article questions the criteria for constructing discursive coherence in school writings in the Congolese context. The coherence reading model of M. Chuy and F. Rondelli (2010) made it possible to assess, on the one hand, the written productions of learners through an essay and, on the other hand, a text proposed by the institution. Examination of the data shows that coherence is not respected by the students due to poor use of the elements of the foundation of understanding. The practice of rewriting the essay allows you to produce more coherent writing. A discussion on the marks of cohesion allows us to rethink the didactics of coherence in all school writing.