000			02950naaaa2200289uu 4500
001			https://directory.doabooks.org/handle/20.500.12854/70856
020			_a9780367508142
020			_a9780367508166
041	0		_aEnglish
042			_adc
072		7	_aJN _2bicssc
100	1		_aElf, Nikolaj _4auth
700	1		_aTroelsen, Solveig _4auth
245	1	0	_aChapter 9 Between joyride and high-stakes examination : Writing development in Denmark
260			_bTaylor & Francis _c2021
300			_a1 electronic resource (24 p.)
506	0		_aOpen Access _2star _fUnrestricted online access
520			_aThis chapter analyses how writing and writing development has been and currently is prescribed and enacted in the curriculum for Danish as a subject (L1) in Years 1–9. Highlighting historical points of impact for writing in curricula from the early–nineteenth century through frequent reforms in the twentieth and twenty-first centuries, we focus empirically on the 2014 ruling curricular document Common Standards and auxiliary documents framing writing assessment at the school-leaving exam, as well as empirical classroom studies. Analyses of steering documents indicate that there has been an unprecedented push towards outcome-based and competence-oriented writing curricula. Following Ivanič's Discourses of Writing (DoW) framework, process writing is found to be the most dominant discourse from Grades 1–7. The analysis of the enacted writing curriculum, which focuses on empirical studies from 2009 until now, reveals that the enacted curriculum is misaligned with the prescriptive curriculum and tends to position the student in ambiguous ways—from joyful writer to a writer tested in high-stakes exams. For discussion, we call for a more coherent writing curriculum. Methodologically, we argue that the DoW framework needs to be complemented with a Nordic Bildung tradition, which accentuates personal formation, and a multimodal framework informing the Danish curriculum.
540			_aCreative Commons _fhttps://creativecommons.org/licenses/by-nc-nd/4.0/ _2cc _4https://creativecommons.org/licenses/by-nc-nd/4.0/
546			_aEnglish
650		7	_aEducation _2bicssc
653			_awriting studies, writing development, cross-national writing research, school writing, curricular analysis, curriculum, assessment tools, national education
773	1	0	_0OAPEN Library ID: https://library.oapen.org/handle/20.500.12657/49600 _tInternational Perspectives on Writing Curricula and Development _7nnaa
856	4	0	_awww.oapen.org _uhttps://library.oapen.org/bitstream/20.500.12657/49600/1/9781003051404_oachapter9.pdf _70 _zDOAB: download the publication
856	4	0	_awww.oapen.org _uhttps://library.oapen.org/bitstream/20.500.12657/49600/1/9781003051404_oachapter9.pdf _70 _zDOAB: download the publication
856	4	0	_awww.oapen.org _uhttps://directory.doabooks.org/handle/20.500.12854/70856 _70 _zDOAB: description of the publication
999			_c37796 _d37796