Les mémoires de fin d'étude en français langue étrangère et intégrité scientifique

Abstract

For a purely exploratory purpose of the production of academic writings situation in our university, this article discusses testing disciplinary and discursive consciousness in memories at the end of a second university cycle. It appears that the current situation goes back to its origins to the absence of an effective and sincere education policy and the absence of the pre-university training and also the continuity of dual learning: disciplinary and/or the textual practices since secondary and middle school