In the project, we explore what characterises the more specific relationships between students' writing and metalinguistic repertoires in different writing situations in the school subject Danish L1 in Years 5 (age 11) and 8 (age 14). It is a qualitative text and classroom study in which we follow eight classes from six different schools through two teaching units that include an argumentative and a fictional narrative writing assignment, respectively. The participating teachers decide for themselves the more specific genres. As part of the study, we also conduct text interviews with focus students about what they like or think works well in their written texts. The main aims of this project are twofold: To contribute to further theorisation of the field of knowledge and to gain new empirical insights through nuanced examples of the relationship between the students' writing and metalinguistic repertoires. To arrive at this, we conduct a number of sub-studies, in which we examine student texts, text interviews and the observed writing units. We also describe trajectories of metalanguage about texts and language within and across specific contexts. Key theoretical concepts in the project are choice, creativity, agency and voice. A societal purpose of the project is to create knowledge and insights that are relevant to support middle and lower secondary students' writing in Danish, and thus, in a larger perspective, also their opportunities for participation and development of meaning-making possibilities in and beyond L1 education.  

The project includes a PhD and a postdoc.