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This article reviews the research carried out during the last decade on writing in science in school. New light is shed on the issue by taking into account research work published in English and in French on writing in science as well as research on didactics of the French language. During this period, the main focus of the researchers was the theoretical framework that underlies classroom implementation of writing tasks in science to facilitate learning. Two strands of research can bedoi:10.4267/2042/8783 fatcat:j4xfcgvo7rdc3olkv7pmhz6s5q