”Det bedste er at skrive sammen med andre”

This article presents results from an exploratory ethnographic study of children’s writing in free-time author schools. The article is based on material from a larger project motivated by an interest in investigating writing enjoyment empirically. In existing research, knowledge about children’s own perspectives on writing enjoyment is scarce. The article analyzes selected examples of children’s concrete writing experiences in author schools. In the analysis, the empirical material is foregrounded, and the article is anchored primarily in theory on children’s perspectives and writing experiences. The result of the article’s analysis is that a deeper understanding of these children’s experiences leads to enhanced attention to the establishment of a particular writing community, which for the children is a crucial aspect of their writing enjoyment. The article therefore unfolds characteristics of this experienced writing community in the author schools where one important feature is togetherness, in terms of both sharing and being in writing. Attention is drawn to the role of the adult author as a writing instructor, and following this, the article discusses whether this knowledge about the experienced writing community in author schools can inspire new ways of thinking about writing in the Danish L1 subject and about the Danish teacher as writing instructor. The article thus encourages a renewed focus on the experience of writing, establishing an active practice of writing in classrooms, and the teacher’s participation in this practice.