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.