Promoting Writing Skills in French Classrooms: A Critical Analysis of6th-Grade Elementary School Textbooks in Morocco

Abstract

This article is set in a context where the written production skills of Moroccan sixth-grade students are considered weak, according to various national reports, notably those published by the Higher Council for Education, Training, and Scientific Research (2019). The textbook, a central resource in the teaching-learning process, plays a critical role in developing writing skills. This study, therefore, presents a comparative analysis of written production activities in three textbooks approved by the Ministry of National Education: *Mes apprentissages en français* (M.A.F.), *Le Français pratique* (F.P.), and *Parcours français* (P.f.). The methodology employed is based on a critical analysis of the types and nature of written production activities contained in these textbooks. Evaluation criteria include the diversity and progression of the proposed activities, as well as the distinction between comprehension and written production. The exercises were also examined in terms of their potential to develop textual coherence through sentence grammar and textual grammar. The results show that, although these textbooks incorporate written production activities, many of these exercises focus more on reading comprehension than on actual writing. Moreover, the emphasis on sentence grammar limits textual cohesion, hindering students’ development of fluent and coherent writing. This analysis concludes by urging textbook designers and educational engineers to review and enhance production activities, particularly by integrating textual grammar to better meet learners’ needs.

Keywords: writing skills; written production; textbook; French class.

Received Date: September 17, 2026

Accepted Date: October 09, 2026

Published Date: November 01, 2026

Available Online at: https://www.ijsrisjournal.com/index.php/ojsfiles/article/view/1047