In this article, we present an analysis of writing in the subject field of Swedish. We introduce how three
teachers individually work with writing processes in their groups of thirteen or sixteen-year old
students. The study is mainly based on classroom observations and video recordings.
Our model of analysis has emerged from comparison of our data and consists of three points of
departure: chains of text (reading and writing in the classroom), talk about text, and typologies of texts
that are constructed in the classrooms.
The results of the analysis show differences and similarities in various systematic ways, concerning
the writing processes as well as the organisation of the classrooms. One of the teachers mainly focuses
on the organisation of thought, another on the organisation of the world outside school, and the third on
more general knowledge. The teachers’ didactic choices can be said to show the practical outcome of
pedagogical theories based on process discourse, functional discourse, and genre discourse.
While the classrooms differ to a large extent, the teachers nonetheless abide by the national
curricula for Swedish, but in their own way.
The study is carried out as a part of the project “Text- and Knowledge Development in School”.
: classroom research, writing research, curricula, Swedish.
Uppsala: Adolf Noreen-sällskapet , 2010. no NF 20, 105-131 p.