This article analyzes the writing competence of Norwegian students and apprentices in three professions: Healthcare, industrial mechanics and electricians. The research forms part of a large-scale assessment project in vocational education and training (VET). A subset of 108 written test-answers were subjected to an explorative analysis focusing on generic and professional writing competencies. A more text-based and trans-contextual working life for many professions requires not only profession-specific communicative competency, but also a stronger engagement in generic literacy practices. The need for written communication with customers, clients and colleagues across workplaces and countries has increased and the use of understandable language when communicating with non-peers is required. In the study, we found that the generic writing competency declined during apprenticeship, but on the other hand that the use of professional-specific terminology increased. We also found that writing competence seemed to be contextualized according to different traditions, text cultures and discourses across the three professions. The article questions the prevalence of text-based examinations in VET and analytical categories for measuring writing competence that do not take into account a multimodal character of professional communication.

本文分析了挪威学生和学徒在以下三个专业中的写作能力：医疗保健，工业机械和电工。该研究是职业教育和培训（VET）大规模评估项目的一部分。对108个笔试答案的子集进行了针对通用和专业写作能力的探索性分析。对于许多职业来说，基于文本和跨上下文的工作生活不仅需要特定于职业的沟通能力，而且还需要更强地参与一般识字实践。与工作场所和国家/地区的客户，客户和同事进行书面交流的需求有所增加，并且在与非同行交流时需要使用可理解的语言。在研究中 我们发现，学徒期间的通用写作能力有所下降，但另一方面，专业术语的使用却有所增加。我们还发现，写作能力似乎是根据这三个专业的不同传统，文本文化和话语来进行情境化的。文章质疑在职业教育与培训和分析类别中基于文本的考试的普遍性，这些内容用于衡量写作能力，而没有考虑到专业沟通的多模式特征。