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Although the affective dimension of writing is important and well documented, we know less about how teachers and students are making use of the blog in classrooms to advance specifically cognitive goals connected to writing. It is with this in mind that a case study was carried out to closely document the effect of classroom blogs on the development of writing in 6th grade pupils. The study intended to a) describe the kind of support about writing provided by teachers and b) describe how writing strategies and processes were used by the pupils while they were using the blog. Two teachers and the students in their classrooms participated in our study. Data were collected from classroom observations and interviews. We used Hayes and Flower’s writing processes, elaborated in 27 writing strategies, to analyze the classroom data. The results reveal that teachers focused the most on planning and revising processes.  LE SOUTIEN D’ENSEIGNANTS ET LES STRATEGIES D’ECRITURE D’ELEVES DU PRIMAIRE DANS UN ENVIRONNEMENT D’APPRENTISSAGE EN RESEAU INTEGRANT UN BLOGUE  Bien que la dimension affective de l’ecriture soit importante et bien documentee, peu d’ecrits ont etudie comment les enseignants et les eleves font usage d’un blogue pour travailler les aspects cognitifs de l’ecriture. C’est avec cette preoccupation en tete que nous avons documente l’incidence d’un blogue sur le developpement de l’ecriture d’eleves de 6 e annee du primaire. Les objectifs de l’etude ont ete les suivants: a) decrire le type de soutien a l’ecriture fourni par les enseignants et b) decrire comment les processus et les strategies d’ecriture ont ete utilises par les eleves pendant leur usage du blogue. Deux enseignants et leurs eleves ont participe a l’etude. Les donnees ont ete collectees a partir d’entrevues et d’observations en classe. Nous avons utilise les processus d’ecriture de Hayes et Flower, declines en 27 strategies, pour analyser les donnees. Les resultats indiquent que les enseignants ont mis surtout l’accent sur les processus de planification et de revision.

Teachers’ Support and Pupils’ Writing Strategies in a Networked Elementary-School Learning Environment Integrating a Blog