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Describing is one of the central speech acts. Mastering it is a prerequisite for others, such as arguing. In a didactic context, however, describing has hardly been empirically researched to date. This volume takes a critical look at the requirements for describing at school: from primary school to upper secondary level, from the actual use of this linguistic act to its functions in the various school subjects. The focus is on the teaching of descriptions in children's and young adult literature, written directions in primary school, thematic progression in school texts, the interplay of subjective and objective writing attitudes and the influence of linguistic means on perception and interpretation. Other topics include appropriate teaching materials, functional teaching-learning arrangements and the potential of writing in the classroom as a stepping stone to more complex language activities, such as formulating assumptions and interpretations. THE EDITORS Dr Katharina Kellermann studied teaching at the University of Freiburg and is currently a substitute professor at the PH Karlsruhe and the RPTU. Dr Sarah L. Fornol studied to become a teacher (Vechta) and is currently working as a university lecturer at the University of Bremen. Dr Sarah Olthoff studied teaching, German studies and German as a second and foreign language in Tübingen, Oldenburg and Greeley/Colorado, USA. She is a university lecturer at the University of Bremen in the fields of German didactics and German in the context of multilingualism.

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