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By: Marie-Hélène Giguère, Ph.D., Professor in the Department of Specialized Education and Training, Université du Québec à Montréal Abstract The mandatory MEQ tests demonstrate that Quebec students experience recurring difficulties with the Syntax and Punctuation (SP) criterion. Indeed, they demonstrate difficulties in constructing simple and complex sentences. In addition, punctuation used to delimit and mark movements is also problematic. Linguistic criteria may be at fault for these shortcomings, the definitions of what a sentence is are often vague (one idea = one sentence; who does what), but the compartmentalized teaching of SP can also contribute to exacerbating these difficulties and preventing learning from transferring to a writing context (learning the 20 rules for using a comma). A didactic sequence was therefore co-constructed by a team of didacticians, educational advisors and teachers, then validated in 17 classes (10 control classes). Composed of three devices, it is experienced both in the 3rd cycle of primary school and in the 1st cycle of secondary school, a pivotal moment in the development of students' writing skills. The dissemination of this didactic sequence poses challenges on two levels: that of the grammatical notions called upon (for example the notions of graphic sentence and syntactic sentence) as well as that of the didactic practices allowing interactions in class, the support of the teacher, the systematic use of syntactic manipulations and metalanguage. A digital self-training was therefore also co-developed with a team of teachers and educational advisors to allow a more detailed understanding of the expected knowledge and practices. This conference will present the sequence and the challenges of digital self-training on the teaching of syntax and punctuation. https://www.collectif-cle.com