Chapter 10 School writing in Norway
Some 15 years ago, all teachers in Norway became writing teachers—at least according to the new curriculum—overnight. Following a “PISA-shock” in the early 2000s, Norwegian legislators decided to reform the national curriculum by introducing five cross-curricular “key competencies” to be taught by a...
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| Fformat: | Online |
| Iaith: | Saesneg |
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Taylor & Francis
2021
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| Mynediad Ar-lein: | https://library.oapen.org/handle/20.500.12657/49601 |
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Dim Tagiau, Byddwch y cyntaf i dagio'r cofnod hwn!
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| _version_ | 1869527409086169088 |
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| author | Skar, Gustaf Bernhard Aasen, Arne Johannes |
| author_browse | Aasen, Arne Johannes Skar, Gustaf Bernhard |
| author_facet | Skar, Gustaf Bernhard Aasen, Arne Johannes |
| author_sort | Skar, Gustaf Bernhard |
| collection | Directory of Open Access Books |
| description | Some 15 years ago, all teachers in Norway became writing teachers—at least according to the new curriculum—overnight. Following a “PISA-shock” in the early 2000s, Norwegian legislators decided to reform the national curriculum by introducing five cross-curricular “key competencies” to be taught by all teachers: writing, reading, mathematics, ICT and oracy. To accommodate teachers other than language arts teachers, the curriculum was amended to include subject-specific writing characteristics. This purpose of this chapter is twofold. First, an overview description of writing instruction in Norwegian schools using official documents as the main source is provided. Second, aided by a newly developed writing competency model, a fine-grained review of the language arts subject syllabi, the chapter presents an analysis of how writing and writing development is framed in the language arts subject syllabi. |
| format | Online |
| id | doab-20.500.12854ir-70863 |
| 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-708632025-08-13T14:12:12Z Chapter 10 School writing in Norway Skar, Gustaf Bernhard Aasen, Arne Johannes 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 Some 15 years ago, all teachers in Norway became writing teachers—at least according to the new curriculum—overnight. Following a “PISA-shock” in the early 2000s, Norwegian legislators decided to reform the national curriculum by introducing five cross-curricular “key competencies” to be taught by all teachers: writing, reading, mathematics, ICT and oracy. To accommodate teachers other than language arts teachers, the curriculum was amended to include subject-specific writing characteristics. This purpose of this chapter is twofold. First, an overview description of writing instruction in Norwegian schools using official documents as the main source is provided. Second, aided by a newly developed writing competency model, a fine-grained review of the language arts subject syllabi, the chapter presents an analysis of how writing and writing development is framed in the language arts subject syllabi. 2021-02-10T12:58:18Z 2021-06-17T08:26:36Z 2021 chapter https://library.oapen.org/handle/20.500.12657/49601 9780367508142 9780367508166 https://directory.doabooks.org/handle/20.500.12854/70863 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/20.500.12657/49601/1/9781003051404_oachapter10.pdf https://library.oapen.org/bitstream/20.500.12657/49601/1/9781003051404_oachapter10.pdf https://library.oapen.org/bitstream/20.500.12657/49601/1/9781003051404_oachapter10.pdf Taylor & Francis Routledge fa69b019-f4ee-4979-8d42-c6b6c476b5f0 International Perspectives on Writing Curricula and Development 9780367508142 9780367508166 Routledge 26 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 Skar, Gustaf Bernhard Aasen, Arne Johannes Chapter 10 School writing in Norway |
| title | Chapter 10 School writing in Norway |
| title_full | Chapter 10 School writing in Norway |
| title_fullStr | Chapter 10 School writing in Norway |
| title_full_unstemmed | Chapter 10 School writing in Norway |
| title_short | Chapter 10 School writing in Norway |
| title_sort | chapter 10 school writing in norway |
| 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/20.500.12657/49601 |
| work_keys_str_mv | AT skargustafbernhard chapter10schoolwritinginnorway AT aasenarnejohannes chapter10schoolwritinginnorway |