The title of this monography is Discourses of Writing in the Curriculum of the A-course in Swedish. The aim of this monograph is to find wich forms and discourses of writing that are emphasized and premiered in the curriculum for the first course in Swedish during secondary education in Sweden, grades 10-12. What kind of writing are presented to the students and what potentially miss due to the selection? Is any form of writing presented more thoroughly or as more important than any other in the curriculum? The professor of linguistics, Roz Ivanic, has formed different discourses of writing that she has found being used in education of writing. With these discourses of writing  I have applied them on the curriculum and then been able to see wich forms of writing that are premiered. By using close reading as a method of analyze I have been able to interpret the curriculum. I have connected close reading as a method with the hermeneutic analysis tradition. The discourses of writing is my tool and my theory wich holds different forms of writing that are connected to earlier science of writing that I present as a background in the monograph. The conclusion I have reached are that the curriculum holds four discourses of writing. That means that the form of writing that are presented to the students are a writing to imitate other types of texts, a grammatical correct spelling, a thotoughly processed text and knowledge about their own mental process that is activated during writing. The diskourse of writing that is presented as the most important in the curriculum is the skills discourse of writing. That leads to a form of writing in grammatically correct writing and prepares the students to adjust to a writing that is presented mainly in higher forms of education.

The main purpose of this essay is to study how teaching materials, such as textbooks, handle the teaching of writing in the course Svenska 1 in Swedish upper secondary school. The writing assignments and exercises in the textbooks are analysed using Roz Ivanič’s (2004) six original discourses of writing and learning to write. The essay also examines the current curriculum for the subject Swedish and more specifically the first Swedish course for upper secondary students, Svenska 1 and analyses it using Ivanič’s discourses of writing. Through a qualitative research study with quantitative features, the data could be counted and analysed. Five out of six discourses were found, the one not identified was the social political discourse. The result of the study shows that the genre discourse was the most prominent discourse in both the textbooks and the curriculum. The least prominent was the social practises discourse in both the textbooks and the curriculum. It did, however, share the last place with the creativity discourse in the curriculum. The result shows that both the textbooks and the curriculum have a strong academical approach to writing.

Sofia Elgström och Josefine Eriksson (2023). Synsätt på skrivande: En undersökning av skrivuppgifter i läromedel för förskoleklass och årskurs 1–3. Svenska, självständigt arbete i svenska, grundnivå 15 högskolepoäng, inriktning F–3, hösttermin 2023. Institutionen för humaniora, utbildnings- och samhällsvetenskap. Vår uppsats har analyserat skrivuppgifter i läromedlet Livet i Bokstavslandet (2015, 2016, 2017 och 2018), för fyra olika årskurser: förskoleklass till årskurs 3. Syftet med denna uppsats är att bidra med kunskap om de möjligheter som läromedel riktade mot de tidiga skolåren erbjuder i arbetet med att utveckla elevers skrivande. För att få syn på vilka möjligheter läromedlen erbjuder kommer uppsatsen att analysera synsätt på skrivande samt hur dessa är fördelade på de olika arbetsböckerna. Analysen utgår från Ivanič (2004) ramverk över olika skrivdiskurser genom en kvalitativ-, och kvantitativ metod. Resultatet visar att alla Ivanič (2004) diskurser förekommer förutom den sociopolitiska diskursen. Det visar också att skrivdiskurserna: färdighet-, genre-, och kreativitet i helhet är mer dominerande än andra. Processdiskursen och diskursen om sociala praktiker kommer endast till uttryck i ett fåtal skrivuppgifter, och dessa återfinns endast i arbetsböckerna för årskurs 2 och 3.

Skrivundervisning påverkas av lärares föreställningar om skrivande, skrivinlärning och vad som bedöms som godtagbart skrivande. För att ta reda på sju lärares didaktiska val i skrivundervisningen har föreliggande studie undersökt deras uppfattningar om skrivundervisningen i årskurs 3 utifrån Ivaničs skrivdiskurser. Studiens resultat visar att lärarna förhåller sig till flera olika skrivdiskurser men vanligast är genrediskursen, färdighetsdiskursen och processdiskursen. Resultatet visar även att de nationella proven påverkar innehållet som berörs i skrivundervisningen och tre av lärarna anser att det tar för mycket tid från ordinarie undervisning. Samtidigt uppskattas det bedömningsstöd som kommer med de nationella proven eftersom det kan användas i all skrivundervisning. Lärarna anser att de nationella proven är tidskrävande samtidigt som dem kan ses som en utvärdering av skrivundervisningen. Skrivundervisningen påverkas även av elevernas olika behov och eleverna erbjuds stöd i form av kompensatoriska verktyg och specialundervisning för att stötta deras skrivutveckling och utmana de med ett utvecklat skrivande. De särskilt begåvade eleverna har istället högre krav på  i skrivundervisningen. / Writing instruction is affected by teachers’ ideas about writing, learning to write, and what is judged to be acceptable writing. To ascertain seven teachers’ didactic choices when teaching writing, the present study has investigated their perceptions of writing instruction in grade 3, based on Ivanič’s writing discourses. The results of the study show that the teachers relate to several different writing discourses, but the most common are the genre discourse, the skills discourse, and the process discourse. Another finding is that the national tests affect the content of writing instruction, and three of the teachers think that it takes too much time from the ordinary teaching. At the same time, they appreciate the assessment support that comes with the national tests, since this can be used in all writing instruction. The teachers find the national tests time-consuming, while they can simultaneously be regarded as an evaluation of the writing instruction. The teaching of writing is also affected by the pupils’ different needs, and the pupils are offered support in the form of compensatory tools and special teaching to further their writing development and challenge them to achieve more advanced writing as a result of higher demands.

By combining qualitative and quantitative methods, this study investigates which writing tasks Swedish as a second language teachers use in their teaching of the different school-related text types, how they justify their choices and adaptations of the writing task, and whether any connections can be seen to the national tests in Swedish as a second language writing tasks. The material used is survey responses and previous national tests whose results are then analysed through theories, such as genre pedagogy and Ivanic writing discourses to answer these questions. Previous research shows how factors such as writing task design and real readers can contribute to writing development in students. Previous research also shows how to work with text types in a language development way and how writing instruction is influenced by teachers' writing discourses. This paper shows from the survey responses that a trend among writing tasks in the different text types can be seen and how 8 out of 10 can be linked to previous national tests in Swedish as a second language. The results show that the teachers' reasons for their choice of writing tasks could be linked to previous national tests, to their suitability in writing the text type and the teacher's writing discourse. The teachers' adaptations of the writing tasks have been more about their way of working than the design of the writing task, but adaptations such as simplified language and adapted language have been mentioned. These results are important because they indicate how established genre pedagogy and its circular model have become in Swedish as a second language teaching and how much influence the national test in Swedish as a second language has on the teachers' choice of writing tasks in the different text types.