Abstract
This paper is based on a research that analyses the effects of reformulations on learning to write in the context of first grade writing workshops. It provides evidence of the need to take into account linguistic units inferior to the word and teachers' body and voice to better reflect the didactic functions of reformulations in the context of first grade writing workshops. As teachers often repeat letters, phonemes and syllables in order to help students to write, we take into consideration these linguistic units but also multimodality, our research data coming from the national project for first-grade Teaching to Read-and-Write policy (IFE) : thus, the teaching of writing questions the main linguistic theories of reformulation. In order to categorize the reformulations related to the written production or the one to be produced, that we call "written production contained in speech" reformulations, we establish a typology which makes it possible to identify indicators of professional language expertise : "written production contained in speech" reformulations with teacher's gesture and teacher's ability to provoke students' reformulations with commented "written production contained in speech".