Views about what writing is and how it should be taught have varied over the years as well as across contexts. Studies of curricula, teaching materials, and teaching practices have shown a strong focus on skills, genres, and processes, but few have asked teachers about their perspectives on writing. In this article we explore what views, or discourses, of writing are currently active among teachers in Swedish compulsory education, covering ages from 7 to 15. Sixty teachers answered a questionnaire with open and closed questions. Using Ivanič’s framework for discourses of writing, the answers were analyzed holistically in order to define what main discourse, or discourses, each teacher represented. Results show that most teachers represent one main discourse, but that a combination of discourses occur, in particular among teachers from the earliest school years (1–3). The most common discourse was the process discourse, followed by genre, creativity, skills, and thinking. None of the teachers represented the social practice or the sociopolitical discourse. The results concur with findings from studies of curricula, teaching materials, and teaching practices both in Sweden and globally and are discussed in relation to what literacy skills may be necessary in the 21st century in order to participate in social and political life.

中文翻译：

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教师话语中的语篇

多年来以及在各种情况下，人们对写作是什么以及应该如何教授它的看法都各不相同。对课程，教材和教学实践的研究显示出对技能，体裁和过程的强烈关注，但是很少有人问老师他们对写作的看法。在本文中，我们探讨了瑞典义务教育教师目前在7至15岁年龄段中对写作的观点或话语是否活跃。六十名教师回答了带有开放性和封闭性问题的问卷。使用伊凡尼奇（Ivanič）的书面语篇框架，对答案进行整体分析，以定义每位老师代表的主要语篇。结果表明，大多数教师代表一种主要的话语，但同时发生多种话语，特别是在最早的学年（1-3）中。最常见的话语是过程话语，其次是体裁，创造力，技能和思考。没有一位老师代表社会实践或社会政治话语。结果与瑞典和全球课程，教材和教学实践的研究结果相吻合，并讨论了21世纪为了参与社会和政治生活可能需要哪些识字技能。