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The study tracks the progress of five secondary school pupils aged 13-17 in Norway, with the data consisting of texts written for end-of-semester exams: two texts per pupil over four consecutive academic years. \nThe overall goal is to shed light on how metaphorical production changes as pupils progress through different semesters and grades in their school careers. To do so, three subordinate aims are addressed. First, the study investigates how metaphorical density varies over time, both for the group of pupils and for the individuals. In this regard, patterns for open-class versus closed-class metaphors across grade levels are also compared, to identify whether there is any particular level at which the use of the former overtakes the latter, as has been uncovered in previous research. 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