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Resumo

In this article we explore four textbooks in the subject Norwegian for first year of upper secondary school that follow the most recent curriculum. We want to find out what kind of understanding the concepts of sakprosa (discourse of things) and litterær sakprosa (literary discourse of things) is communicated, what role sakprosa has compared to fiction and whether the categories are discussed as literature. To understand this, we also look at the text examples together with the exercises included in the four books. We argue that an open understanding of sakprosa and litterær sakprosa is important for pupils' analytic and critical capacities which in turn are important for their writing abilities. Do the textbooks convey this, or do they rather communicate an instrumental and closed understanding of sakprosa? Since 2006 sakprosa and fiction are considered as equal in the Norwegian schools, which should imply that both categories deserve analytic and critical attention, and interpretation. This study shows that there are big differences in the understanding of sakprosa in the textbooks and that there still do not exist a well-established and common understanding of the concept.

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