Learning to plead in an authentic context: didactic challenges and immersion strategies

Abstract

This article focuses on the integration of advocacy writing, as an argumentative discursive genre, into the teaching of French as a Foreign Language, in order to promote autonomous writing among first-year university students. Through an action research project involving two groups of 48 students, a pedagogical framework based on criterion-referenced assessment and progressive scaffolding was implemented. The analysis results show that practicing advocacy writing improves argumentative structuring, the use of enunciative markers, and personal engagement in the act of writing. This study highlights the relevance of advocacy writing as a training tool for developing conscious, critical, and socially grounded writing