Evaluation of examples of meaningful written production through tutored mediation

Among the different tutoring systems that have developed in languages (among English-speakers, Spanish-speakers and French-speakers), there is a long tradition of mediation in collaborative and peer teaching. Current professional practice in the teaching of French is based on what is called the action-oriented approach. (Bucheton, 2008, p. 269). According to this approach, every action of the teacher is focused on the notion of scaffolding postures and ongoing adjustment to the situation during the teaching process. (Bucheton, 2009, p. 284). Socio-cultural dimension is an indispensable skill of reading A2 level texts in the French language such as named metacognition. A qualitative analysis was implemented and texts were evaluated using a framework related to the discourse of argumentative and creative written texts. The three participants in the tutorials were aged between nine and 16 years old. In this study, we show how we implemented the principles of a didactic approach to stimulating student written production through motivation by the teacher and the mediation of the texts on the basis of an understanding of the socio-cultural dimension, which enabled students to compose their own digitized text, to be evaluated using a set of criteria for evaluating creative argumentative writing.