Abstract

The article presents a study in student writing in religion in Danish upper secondary schools. The study is part of an ongoing Danish research project “Writing to learn, learning to write – literacy and disciplinarity in upper secondary education». The research project is introduced in the first part of the article, with a special focus on the analytical concepts and models which are brought to bear on a student paper in the second part of the article. The student paper is examined as part of a ‘constellation of literacy events’ consisting of writing prompt, paper, teacher comments, and an interview with the student on the commented paper. This constellation is analysed as a textual chain, a discoursal transformation, and a series of social acts. The main result of the analysis is a pattern of ambiguity in which a framework of investigative action covers a well-known school practice of documenting learning. Læs mere om bogen her.