Résumé
In this article, we study the oral reformulations of three experienced teachers as they work with first-year elementary students at a writing workshop. We seek to determine the role of gestural/ verbal and vocal/verbal modalities in the development of students' writing skills. These multimodal reformulations often rely on hand and arm movements ("deictic" gestures and "illustrative" gestures), but there is also a vocal dimension (expressive accentuation and pause). We hypothesize that they contribute to the supervisory interaction when writing production is being evaluated. Teachers use a variety of ways to underscore the defining characteristics of the task.