A1 Journal article (refereed)
Kirjoittamisen diskurssit lukiolaisten kirjoittamista pohtivissa teksteissä (2019)


Erra, S. (2019). Kirjoittamisen diskurssit lukiolaisten kirjoittamista pohtivissa teksteissä. Sananjalka, 61(61), 165-181. https://doi.org/10.30673/sja.80207


JYU authors or editors


Publication details

All authors or editorsErra, Satu

Journal or seriesSananjalka

ISSN0558-4639

eISSN2489-6470

Publication year2019

Volume61

Issue number61

Pages range165-181

PublisherSuomen Kielen Seura ry

Publication countryFinland

Publication languageFinnish

DOIhttps://doi.org/10.30673/sja.80207

Publication open accessOpenly available

Publication channel open accessDelayed open access channel

Publication is parallel published (JYX)https://jyx.jyu.fi/handle/123456789/67002


Abstract

This article discusses the discourses of writing present in reflective texts written by upper secondary school students. The analysis is based on Ivanič’s (2004) framework, which can be used for identifying six discourses of writing: skills discourse, creativity discourse, process discourse, genre discourse, social practices discourse and socio-political discourse. I analyse 50 student essays and compare the findings with a previous study found in the National Core Curriculum for Upper Secondary School 2003 and the Regulations of the Finnish Matriculation Examination of the Mother Tongue (Erra & Svinhufvud 2017).

The analysis shows that upper secondary school students’ conceptions of writing differ from the way the curriculum and the matriculation examination are conceptualised, especially when it comes to creativity discourse. Students’ essays are dominated by the skills discourse and creativity discourse, which are partly opposing views. Both discourses are also present in the curriculum and the matriculation examination, but not as strong. Process discourse is present in the curriculum but is practically absent from the matriculation examination. The texts written by students have some references to the process discourse, but few students report that they actually plan or edit their texts. The genre discourse is emphasised in both the curriculum and the final examination, and some students see writing as production of a genre. The lack of social and socio-political writing discourse in the students’ views is in line with the curriculum and the matriculation examination.

This article argues that a comprehensive view of writing and paying attention to diverse writing discourses can be a useful starting point for developing upper secondary school writing instruction and assessment.


Keywordswritinggeneral upper secondary schooldiscoursemother tongue


Contributing organizations


Ministry reportingYes

Reporting Year2019

JUFO rating2


Last updated on 2024-11-05 at 18:27