What happens when teachers from ten different school subjects start discussing students’ writing? Is it possible to agree on some minimal literacy requirements? At “Fagerbakken” upper secondary school a group of teachers from a wide range of subject areas has cooperated about students’ writing for four years. The driving force has been the teachers’ wish to arrive at some common standards across disciplines. The researcher following the project has an additional aim: to explore diverging norms and the way they are being expressed in text discussions. To what extent are assessment criteria made explicit, and what textual aspects create agreement/disagreement in the group? According to the teachers themselves the text discussions help them gain a deeper insight in aspects of text quality, and tacit knowledge has become more explicit. However, the discussion also reveal a tension between the desire to create common standards and the respect for discipline specific genre conventions. On the basis of text aspects that have caused disagreement, Hertzberg will reflect on the relevance of this kind of study to the field of writing in the disciplines in general.