Chapter 9 Between joyride and high-stakes examination
This 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...
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| Main Authors: | , |
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| Formato: | Online |
| Idioma: | inglês |
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Taylor & Francis
2021
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| Acesso em linha: | https://library.oapen.org/handle/20.500.12657/49600 |
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| _version_ | 1869515145825222656 |
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| author | Elf, Nikolaj Troelsen, Solveig |
| author_browse | Elf, Nikolaj Troelsen, Solveig |
| author_facet | Elf, Nikolaj Troelsen, Solveig |
| author_sort | Elf, Nikolaj |
| collection | Directory of Open Access Books |
| description | This 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. |
| format | Online |
| id | doab-20.500.12854ir-70856 |
| institution | Directory of Open Access Books |
| language | eng |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | Taylor & Francis |
| publisherStr | Taylor & Francis |
| record_format | ojs |
| spelling | doab-20.500.12854ir-708562025-08-13T14:12:11Z Chapter 9 Between joyride and high-stakes examination Elf, Nikolaj Troelsen, Solveig writing studies, writing development, cross-national writing research, school writing, curricular analysis, curriculum, assessment tools, national education thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education This 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. 2021-06-17T08:21:28Z 2021 chapter https://library.oapen.org/handle/20.500.12657/49600 9780367508142 9780367508166 https://directory.doabooks.org/handle/20.500.12854/70856 eng open access image/png image/jpeg image/jpeg Attribution-NonCommercial-NoDerivatives 4.0 International Attribution-NonCommercial-NoDerivatives 4.0 International Attribution-NonCommercial-NoDerivatives 4.0 International https://library.oapen.org/bitstream/20.500.12657/49600/1/9781003051404_oachapter9.pdf https://library.oapen.org/bitstream/20.500.12657/49600/1/9781003051404_oachapter9.pdf https://library.oapen.org/bitstream/20.500.12657/49600/1/9781003051404_oachapter9.pdf Taylor & Francis Routledge fa69b019-f4ee-4979-8d42-c6b6c476b5f0 International Perspectives on Writing Curricula and Development 9780367508142 9780367508166 Routledge 24 open access |
| spellingShingle | writing studies, writing development, cross-national writing research, school writing, curricular analysis, curriculum, assessment tools, national education thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education Elf, Nikolaj Troelsen, Solveig Chapter 9 Between joyride and high-stakes examination |
| title | Chapter 9 Between joyride and high-stakes examination |
| title_full | Chapter 9 Between joyride and high-stakes examination |
| title_fullStr | Chapter 9 Between joyride and high-stakes examination |
| title_full_unstemmed | Chapter 9 Between joyride and high-stakes examination |
| title_short | Chapter 9 Between joyride and high-stakes examination |
| title_sort | chapter 9 between joyride and high stakes examination |
| topic | writing studies, writing development, cross-national writing research, school writing, curricular analysis, curriculum, assessment tools, national education thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education |
| topic_facet | writing studies, writing development, cross-national writing research, school writing, curricular analysis, curriculum, assessment tools, national education thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education |
| url | https://library.oapen.org/handle/20.500.12657/49600 |
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