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This chapter explores a student’s writer development in upper-secondary education. The analysis is based on a case study that has followed Amalie as a student, among other students, for four years in a longitudinal ethnographic study from grade 9 in secondary education to grade 10-12 in upper secondary education. The case study is part of the Writing to Learn, Learning to Write (WLLW) research project (see www.sdu.dk/wllw and Christensen et al. 2014).

WLLR claims that during the latest decades the technological development in communication has altered the nature and practice of writing and brought with it a dramatic increase in the spread and significance of writing. However, there is a call to know what this means for the individual in the context of a learner biography and how the challenge is met at subject and educational levels.

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Fakta

Titel: I write therefore I am - A student’s dramatic development of writer identity in Danish upper-secondary education
Forfatter: Nikolaj Frydensbjerg Elf
Institution: Institut for Kulturvidenskaber, Syddansk Universitet
Genre: resumé
Omfang: 2
Årstal: 2016