Write right! Writing in Swedish syllabi and National Tests from primary to upper secondary education

Abstract This article examines the underlying beliefs about writing and learning to write as reflected in the curricula of the Swedish as L1 and L2 subjects in Swedish compulsory and upper secondary school. It also analyses the National Tests in Swedish at all levels and compares them with the findings from the curriculum analysis and discusses the alignment. Drawing on Ivanič's Discourses of Writing and Learning to Write , the study shows that when the Swedish syllabi are compared with the National Tests, writing appears in a narrower form in the tests, reflecting only a few discourses and showing a progression mainly toward genre‐based writing. A progression of a social practical discourse is also found while process, creativity and sociopolitical discourses remain weaker.