Introduction
The study relates to two projects carried out by teachers at vocational education and training in collaboration with OsloMet – Oslo Metropolitan University, Department of Vocational Teacher Education (YLU). Both projects were carried out and completed as examinations in the postgraduate study program Vocational pedagogical development work at own workplace (15 credits), as part of an RCN-funded project LUSY (Teacher training schools and teacher training companies in vocational teacher education), led by colleagues at YLU.

Both projects test writing templates in specific genres to develop students' skills in writing professional relevant texts. The use of writing templates indicates explicit training in genre writing that through various actions, in the form of action research approaches (Hiim, 2010), is adapted to the specific requirements of texts and to students with inadequate writing skills. The research question for this studyt is: How to develop students' competence in genre writing relevant for learning and working life?

Purpose
Both projects have as their overall goal to develop students' general writing skills, and more specifically to develop skills in writing texts that are relevant to students' learning, for their motivation for writing and for students' future professional tasks. Common to both projects is, firstly, to integrate writing in vocational training, and secondly, to give students explicit strategies in writing text. However, the two projects have different approaches and academic foundations.

One project (Project 1) deals with log writing specifically aimed at bilingual pupils as an interdisciplinary collaboration between Norwegian subject and vocational subjects/program in technological and mechanical subjects. The goal of this project is to integrate writing instruction into the program subjects, where Norwegian as second language (SNO) is realized as part of the program subjects and to increase students' motivation for writing and develop students' competence in using precise terminology. The teachers have developed a template consisting of various content elements expressed with different key words or headlines relevant to students working tasks. Furthermore, teachers have implemented sentence starters to guide students on relevant writing. This project was carried out in six classes with a total of about 65 students. The second project (Project 2) deals with documentation in the form of report writing in health work, Health and childhood-program. The teachers have developed a template for the health science report, which consists of five content elements, all of which will ensure focused and objective reporting on patients' health status. This template was developed on basis of teachers' own experiences as former nurses. The project was carried out in three multicultural classes with a sample of 12 students in total who participated in the trial. The goal of this project was to increase students' competence in writing health science reports that working life requires with emphasis on patient safety and quality.

Objective, conceptual or theoretical framework
The main theoretical perspective of this study will be linked to writing i.e. literacy integrated in all subjects which is a part of curriculum overall in Norwegian primary and secondary education. Furthermore, and more specific, the study investigates how learning to write can increase writing competence of students with shortages in writing skills by explicit genre teaching. Theoretical basis, analysis and results relates to genre pedagogy and functional writing training in a sociocultural perspective (Berge, 2001; Halliday, 1998; Dahlström, & Gannå, 2019). Key theoretical concepts in the study such as genre, vocational didactics (Hiim, 2001) and writing competence (Barton, 2007) will be discussed.

This is a qualitive study based on two different methodological approaches. One relates to text analysis of the exam report (two in total). The reports are group reports, by respectively two and five vocational teachers. The other source of information is on basis of group interviews of teachers within the two educational programs and their experiences with integrated and explicit genre training (altogehter seven teachers). Analysis of these two sources of information is triangulated by some thematic perspectives: background for integrated and explicit genre writing, experiences with teachers' choices, teaching methods, and teachers' assessments of the impact of integrated and explicit genre writing. Action research as a research approach will be presented and assessed in light of the implementation of the two projects.

The results are discussed in relation to the theoretical basis related to genre pedagogy (the Sydney School), sociocultural learning theory and functional language learning, with emphasis on the text types descriptive, explanatory and argumentative texts, but also formal and transferable language competence. This project indicates that explicit genre training in form of templates or schemes aimed at professional life do motivate students to write, students write longer texts, and they learn to use precise terminology. But they do not increase their general language writing competence in form of correct spelling and syntax.This is mainly consistent with teachers' intention to have a pragmatic and functional perspective on writing in light of students´ working life in the future. But in a long term, more writing will probably develop students fomal writing skills too. According to the teachers, the use of writing forms made it easier for teachers to teach text writing and to evaluate students' texts.

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