Föreliggande studie svarar mot behovet av en mer nyanserad förståelse av skrivundervisning i tidiga skolår genom att belysa återkopplande samtal under klassrumsarbete med rådgivande brev.Studiens deltagare var en undervisande skolbibliotekarie och elever i årskurs 3 som genomförde en skrivuppgift efter högläsning av en barnbok. Materialet utgörs av ljudupptagningar samt foto-graferade elevtexter. Analysen bygger på en empirinära operationalisering av Ivanićs ramverk för skrivdiskurser med fokus på hur samtalen relaterade till språklig korrekthet, struktur och kommunikativa mål. Den kommunikativa aspekten synliggörs genom Hallidays registerteori, medan interaktionen visuali-seras som diskursiva rörelser mellan dessa olika perspektiv eller textnivåer. Resultatet visar att bibliotekarien ofta motiverade en viss textstruktur genom att hänvisa till aspekter som rörde den kommunikativa kontexten, såsom nöd-vändigheten att lugna mottagaren och ge tydliga motiveringar av föreslagna råd. Bibliotekarien förde också uppmärksamheten till behovet av att vara tillräckligt språkligt explicit i konstruktionen av texten. Därmed kunde diskursöver-bryggande rörelser ses mellan ett fokus på struktur/innehåll och ett fokus på kommunikativ situation. Återkoppling gällande språklig korrekthet motiverades mer sällan med kommunikativa hänsynstaganden men detta förekom i samtal om sambandsord. Studien bidrar med en analytiskt lins som kan användas för att belysa interaktion under andra skrivdidaktiska moment.

In both current debates on the perceived crisis of young people’s writing and national research on writing instruction, there is a tendency to foreground oneparticular perspective on writing. Debaters focus on technical skills, while many researchers advocate a focus on function rather than form. Also, research on writing instruction in primary years of schooling is scarce. This article responds to the need for a more nuanced understanding of writing instruction in the primary years of schooling. Its particular focus is on the oral feedback given on letters written by students in Grade 3. The research aim is to explore and highlight movements between different perspectives on writing in the interaction. The study is based on transcribed audio recordings of nine feedback talks (1h30m) between a school librarian and Grade 3 students writing letters based on a reading of a children’s book. In the analysis of the data, Roz Ivanić’s discourses of writing are operationalized and visualized in a way which enables the detailed analysis of how oral classroom interactions relate to correctness, disposition, and the communicative context. In particular, this analytical tool highlights discursive shifts, for example between disposition and communicative function. Feedback focusing on the communicative  context is understood in light of Halliday’s contextual categories of field, tenor and mode.The writing assignment given to the students consisted of answering letters from parents seeking aid with misbehaving children. In doing this, they were expected to assume the role of the book’s protagonist, Mrs. Piggle-Wiggle. The letters they responded to had been written by peers in a previous, related assignment. The result of the analysis shows that the librarian underscored the importance of adhering to a prescribed disposition of the letter, with reference to different aspects of the communicative context. In particular, she underlined the importance of explaining why the students’ proposed solutions to children’s misbehavior would work (field) to convince and reassure the parents (tenor). Also, she drew attention to the need for explicitness in written communication, which relates to the contextual category of mode. As such, the results show a considerable interplay between disposition and communicative goals, which can be understood as discursive shifts. The students were also given feedback on syntax, interpunctuation, and spelling. This feedback was rarely related to the construction or communicative goals of the text. However, there were some exceptions, such as when the librarian commented positively on the use of exclamation marks reflecting the “energy” of Mrs. Piggle-Wiggle and guided the children in using a conjunction to give an explanation.In summary, the results highlight the potential of the interplay between different discourses of writing. It is suggested that the analytical lens developed and employed in the study can be used in other activities of writing instruction, for example teacher-led deconstructions of model texts. A more nuanced view of the interplay between textual forms and functions in on-going teaching is desirable to promote students writing and counteract the one-sided perspectives which can otherwise govern discussions about writing instruction.