From the 1980sprocess-oriented writing has been part of Swedish teachers’ work with their students’ writing.A distinguishing quality of the writing process is, except from the fact that it is similar to thewriting that takes place outside the educational sphere, its inner capacity to work as a tool ofsolution. As the degree of difficulties in the writing task increases, writing is no longer merelya question of a working process but also a strategic solution of writing problems.
The aim of this study is to investigate how much time students of upper secondary schoolspend on writing in class and what kind of texts they write. The aim is also to investigate thestudents’ acquisition of a strategic way of thinking in a process-oriented tuition when writingessays of a comprehensive length.
The material is based on questionnaires given to 260 students and their teachers in Swedishor biology classes. The study is carried through in ten different upper secondary schools at theend of year 2 in programs preparing for higher education.
The results of the study show that the students generally wrote up to a third of theirlessons. The students of Swedish spent most time on writing texts based on discussions whilestudents of biology wrote texts based on reports. The results also show that neither studentsnor teachers stated that they used the writing process totally when dealing with writing tasksof a comprehensive length. But according to the teachers’ answers, there existed someelements of the writing process. However, the use of a strategy to solve problems at differentphases, from preparation of the task to the final writing, was low. There were also only minordifferences in what way the writing task strategically was approached between students fromthe two subjects, but what yet was there, is probably due to traditions of handling the subject,Swedish or biology.
The conclusion of the study is that the students lack the use of the writing process as a toolwhen writing discursive texts. It seems as though students practised writing but withoutgetting a promotion in developing the art of writing.
Uppsala: Institutionen för nordiska språk, Uppsala universitet , 2008. , 49 p.