The aim of this study has been to examine which of Ivaničs discourses of writing and learning to write could be found in three popular textbooks for ages 8-9 in the subject Swedish, and which of these the books focused on the most. The study has focused on written tasks and texts that cover writing and have been analysed using Ivaničs framework in Discourses of writing and learning how to write. The analysis and results of the study has then been compared to results from research about the Swedish subject in the curriculum to see how the textbooks actually follow our current curriculum. That research was done by Caroline Liberg et al, and has been essential to reach the results, seeing as it directly connects with this study. By conducting this research, I have aimed to shine a light on what these textbooks actually contain regarding discourses of writing, and whether or not it corresponds with the current curriculum for Swedish.

The results have shown that writing tasks and other text that can manifest a discourse of writing in textbooks for the Swedish subject, ages 8-9, focuses mostly on the skills and genre discourses. It also excludes the discourse regarding a sociopolitical discourse completely. This tells us that even though all three examined textbooks contain elements of our current curriculum, not one of them follows everything in it. The results and analysis has also shown us that many interpretations of the curriculum exist, and that it is difficult to decode exactly how a textbook should follow it. To decide which parts of the curriculum that are vital to follow is also a difficult matter to determine from this textbook sample. As a result of this study I have also learned that the responsibility to decide which textbooks that are used and why, is up to the teacher, and that it demands a lot of her/him to make an informed decision.