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dc.contributor.authorSkar, Gustaf Bernhard
dc.contributor.authorAasen, Arne Johannes
dc.date.accessioned2021-06-17T08:26:36Z
dc.date.available2021-06-17T08:26:36Z
dc.date.issued2021
dc.identifier.urihttps://library.oapen.org/handle/20.500.12657/49601
dc.description.abstractSome 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.en_US
dc.languageEnglishen_US
dc.subject.classificationthema EDItEUR::J Society and Social Sciences::JN Educationen_US
dc.subject.otherwriting studies, writing development, cross-national writing research, school writing, curricular analysis, curriculum, assessment tools, national educationen_US
dc.titleChapter 10 School writing in Norwayen_US
dc.title.alternativeFifteen years with writing as key competenceen_US
dc.typechapter
oapen.relation.isPublishedBy7b3c7b10-5b1e-40b3-860e-c6dd5197f0bben_US
oapen.relation.isPartOfBook725b8c90-0be6-4c36-ace4-16975d3010c4en_US
oapen.relation.isbn9780367508142en_US
oapen.relation.isbn9780367508166en_US
oapen.imprintRoutledgeen_US
oapen.pages26en_US
peerreview.anonymitySingle-anonymised
peerreview.idbc80075c-96cc-4740-a9f3-a234bc2598f1
peerreview.open.reviewNo
peerreview.publish.responsibilityPublisher
peerreview.review.stagePre-publication
peerreview.review.typeProposal
peerreview.reviewer.typeInternal editor
peerreview.reviewer.typeExternal peer reviewer
peerreview.titleProposal review
oapen.review.commentsTaylor & Francis open access titles are reviewed as a minimum at proposal stage by at least two external peer reviewers and an internal editor (additional reviews may be sought and additional content reviewed as required).


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