Conference on
Languages of schooling within a European Framework for
Languages of Education: learning, teaching, assessment
Prague, 8-10 November 2007
WRITING GENRES IN LANGUAGE AS A SUBJECT (LS)
Laila Aase, Nordisk Institutt, Norway
Writing in LS differs from writing in the language across the curriculum (LAC) in the broad
scope of genres and purposes for communication. Whereas in LAC the emphasis is on text
forms specific to a school subject, LS has overall responsibility for developing text
competence in a variety of genres used and valued in society. The broad scope also applies to
variations in style for expressing nuances of meaning. It also implies an awareness of the total
context of communication: purpose, personal involvement, discourse etc. LS thus seeks to
widen the scope of text from everyday language in two different ways: towards a precise
analytic language and towards a poetic, experimental language.
These writing competences may be expressed in different ways in curricula and exam tasks in
different countries: as genres (write a story, write an article, write a report, write a letter) or as
modes of expression (discuss, present, inform, analyse, argue, reflect upon).
Two main types of writing tasks:
- Fiction/ creative tasks
- Factual texts/ discussion/ personal opinions/ analysis/ descriptions
It seems that writing often is an integral part of work in most areas of LS. Pupils produce the
same text that they read and analyse so as to have the benefit of the synergy between
productive and receptive competences. The range of genres as work forms might however be
wider than the genre- competences generally required at exams. Nevertheless, exams seem to
contain a broad range of choice for writing in many modes and genres.
EXAMPLES FROM EXAMS AT THE END OF COMPULSORY SCHOOL:
Writing to inform, explain or describe
England: Write informatively about a journey you have made and describe the things you saw
on the way.
Remember to:
Inform your reader about your journey! describe the things you saw! use language to inform
and describe. (27 marks)
Writing to discuss a problem and to give reasons
Germany: Less and less young people regularly read a daily paper. Give reasons and discuss
the advantages of making use of this medium daily.
Fiction
Norway: Write one or several scenes in a radio play or a drama about the relationship between
young people and their parents. Choose your own title
Writing based on a text or a picture
Germany: 1. Summarise the text. 2 Write a scene on the basis of the literary text (note
characters, surroundings, time). Dialogues and stage directions should reveal the inner life of
the characters. Note the last two lines of the text in particular
England: Look at the photograph on the insert. Imagine you are there. Describe what you see
and your thoughts and feelings as you look around.
Remember to: imagine you are in this place! describe what you see, think and feel! use
descriptive language. (27 marks)
Norway as an example: exam genres and work forms
(Note: The examination is under revision; the example reflects how it has been
in recent years)
2 Written exams on two separate days - one in each of the two languages.( 5- 6 hours
each day)
1st day: Factual genres
In preparation for this exam students get a booklet of texts ( about 20 pages) in different
genres but with a thematic frame, for instance “ It is hopeless but we are not giving up”
(theme: justice) or “ The future in my hands”( theme: future/growing up). Students are
then supposed to create their own writing project inspired by the texts. They can make
notes and are allowed to bring one sheet of notes with them to the exam. They get
instructions on what genres they may choose. The range is wide: descriptive,
argumentative, analysing, informing, discussing, reporting etc. They are supposed to use
their knowledge and genre awareness and use style and language according to the genres.
Irony, for instance, may well be used in the genre causerie, but not in an informative
article.
2nd day. Fiction
The second exam requires no preparation, but the students know they are going to write a
literary text. On the day of the examination they are given a leaflet with tasks often
connected with pictures or short texts, normally about 7 different tasks to choose between.
Genres may be: short stories, fairytales, scenes in a play, poetic prose, first chapter of a
novel, poems. The exam is organized as a mixture of individual writing and sharing ideas
and giving/receiving a response. Students produce an individual text, but have two
sessions of sharing: one for ideas, one for giving and receiving responses from peers in
small groups.
Future model: Digital exam : one day, two different text (one fiction, one factual).
One day’s preparation. No process / sharing on exam day.