In this article, we have chosen to study the issue of the resumption of the discourse of others within the master dissertations. We will examine the practice of reformulating the discourse of others implemented by students in the development of the literature review in their master's dissertation. In particular, we will look at the reconciliation between citation and the different types of reformulation identified in the corpus. For operational reasons, we will leave aside the analysis of the citations themselves by focusing on the analysis of the reformulations produced by the students and how these represent a continuation of the citation at the enunciative level by the proximity face to the speech of others.
In this article, we have chosen to study the issue of reformulation in master dissertations, and more precisely within the literature review, a compulsory chapter in any research work. We have noticed that students very often use elementary reformulation, ie reformulation very close to the source text to reformulate the discourse of other authors. From a corpus made up of extracts from master dissertations written in French as a foreign language and in Romanian as a mother tongue, we will examine the practice of elementary reformulation implemented by the students during the development of the literature review. When students write in French, in addition to the standards to be respected as well as the mastery of scientific knowledge of which they are not yet experts, they must handle one more knowledge : French as a foreign language. In this perspective, the comparative approach will allow us to see if the practice of elementary reformulation is linked to the mastery of scientific discourse or to the linguistic skills of young writers.
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