“Et bra prosjekt som har gjort meg til en bedre skriver”– arbeid med skrivestrategier i videregående skole
DOI:
https://doi.org/10.5617/adno.4025Keywords:
skolebasert arbeid med skriving - eksplisitt skriveopplæring – skriverammer - femavsnittsmetodenAbstract
Temaet for denne artikkelen er skriveopplæring i videregående skole. Artikkelen studerer en intervensjon med eksplisitt skriveopplæring og innføring av skrive¬ramme. Intensjonen har vært å se hvordan lærere kan samarbeide om skrive¬opplæringen på tvers av fag, og hvordan femavsnittsmetoden fungerer som redskap og strategi i opplæringen. Vi har primært vært interesserte i elevenes tanker om skriveopplæring og egen skrivekompetanse, og dette ser vi i sammen¬heng med hvordan faglærerne opplever å samarbeide på tvers av fagene. Data¬materialet vårt er observasjoner og spørreundersøkelser i etterkant av inter¬vensjonen. Analysen viser i hovedsak at elevene opplever at de har hatt nytte av femavsnittsmetoden, og at de ser stor verdi i at lærerne i ulike fag bruker en noenlunde lik tilnærming til skrivingen. Det kommer også fram at elevene finner det utfordrende å skrive gode fagtekster. Svarene fra lærerne peker i samme retning. Lærerne oppfatter at felles satsing på skriving er nyttig, og de fram¬hever verdien av lærersamarbeidet på tvers av fagene. Et interessant funn er at arbeidet med skriverammer har satt i gang betydningsfulle samtaler rundt skriving og tekstkompetanse både i kollegiet og i klasserommene.
Nøkkelord: skolebasert arbeid med skriving, eksplisitt skriveopplæring, skrive-rammer, femavsnittsmetoden
Abstract
The subject of this article is discursive writing. The article studies an inter-vention focusing on explicit teaching and implementation of writing frames in upper secondary school. The aim is to investigate the students’ perspectives regarding the teaching and their evaluation of writing competencies. These results are analysed in connection with the teachers’ experiences from teacher learning groups across disciplines. Our data are based on observations and surveys from both students and teachers. The results show that in general, the students have benefited from explicit teaching and a common approach across the disciplines. However, they also report on the difficulties regarding dis-cursive writing. The results for the teachers are similar. In addition, they report that teachers’ learning communities are valuable. The most interesting finding of this study was that the explicit teaching initiated meaningful discussion concerning learning and student writing.
Keywords: teacher learning communities, explicit teaching, writing frames, five paragraph essays
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