Research suggests that student development as writers requires a supportive environment in which they receive sustained opportunities to write. However, writing researchers in general know relatively little about the actual writing opportunities embedded in students' language arts lessons and how students' production of texts in class is framed.…

This article traces the trajectory of one particular scene in the work of three media students writing and filmmaking. The analysis scrutinizes the role of semiotic tools, such as synopsis and storyboard, in students' filmmaking practice. Moreover, the use of interactional data combined with textual data allows for a rich recording of the…

The article consists of two parts: One introduces the concept of positioning as a framework for inspecting and relating major tendencies regarding research on writing; the other gives a historic outline of how research on writing in Norway first emerged. The triadic semiotics of Buhler, Bakhtin, Habermas, and Halliday are combined, and then…

This article enters an ongoing discussion about the usefulness of different theories and different research designs in the analysis of classroom writing. Starting with questions about how students interpret the norms of writing and their own selves in school writing, it demonstrates the relevance of an ecological theory of writing,…

The article presents the cultural background, methodological design, theory, and results of a comprehensive research project where the doxa and textual norms of the judges at the national writing exam in Norway were studied. The background of the study is the quite comprehensive reforms in Norway of the way writing is taught in the upper secondary…

This article focuses on supervising professors' and master's degree students' understanding and experiences of supervision practices in a Norwegian university, with focus on differences in text cultures and text norms between and within three academic disciplines. The interview study shows that each discipline is a heterogeneous discourse…