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In this paper, we present some creative writing activities in which three techniques have been used: the comics, the writing marathon, and the lost manuscript. The activities were organised in a rural school, and the participants were some secondary school students. In this study we analysed the organised learning activities and their results. The tasks given, the way of organising the activities, giving positive feedback during the activities, led the students to value the activities as interesting, motivating, challenging, and to continue the writing process outside the school. As a result of applying these three creative writing techniques, the students wrote interesting narrative texts, while their degree of complexity increased by rewriting the texts, this way proving their efficiency. We came to the conclusion that one of these creative writing techniques, well explained by the teacher and correctly applied by the students, stimulated the creative process and gave them the opportunity to be as creative as possible and to create interesting stories in a geographical area described with sufficient details regarding space and time.

Plusieurs chercheurs s'accordent sur le fait que le potentiel didactique de la carte thématique reste souvent sous-exploité, voire ignoré dans les écoles. En effet, l'enseignement de la lecture de la carte thématique se fait d'une manière non systématique et ne dépasse pas la localisation des phénomènes géographiques et la dénomination des lieux. Or la lecture de la carte thématique s'avère un exercice pertinent, car elle permet de développer chez l'élève l'esprit critique et le raisonnement géographique. Cet article propose une stratégie de lecture de cartes thématiques, basée sur le modèle de Zgor, visant le développement du raisonnement géographique chez l'élève du secondaire. Il est illustré par un exemple sur la densité de la population en Tunisie., According to many researchers, the map's didactic potential is often underestimated or even unknown in schools. Indeed, thematic map reading instruction is not systematic and does not go beyond locating geographic features and place name identification. However, thematic map reading is proven to be a relevant exercise which helps students to develop their critical mind and their geographic reasoning. This paper suggests a learning strategy for thematic map reading, based on Zgor's model, which aims to develop geographical thinking among secondary school students. It is illustrated by an exercise on population density in Tunisia.