This study explores underlying beliefs and values about writing and learning to write that are present in curricula. Primary and upper secondary school curricula are analyzed to understand what writing pupils in the Swedish educational system are taught. Ivanič’s (2004, 2017) framework for discourses of writing is employed as an analytical tool, enabling a comprehensive understanding of writing. Furthermore, the concept of discourse density (Peterson et al., 2018, p. 504) is used as a tool to analyze to what extent different kinds of writing are elaborated on. Preliminary results reveal writing as a set of skills and genre and less focus on other discourses. The results will be discussed in relation to progression in the curricula.