Där vattnet lyser blankt är en roman om minnen och om försök till försoning, även med det som inte till fullo går att förstå eller greppa. Jag letar efter svaret på varför jag blev svårt sjuk i anorexia nervosa vid 12 års ålder. I sökandet hittar jag rösten av den flicka jag en gång var. Flickan för berättelsen framåt. Hon försöker upprepade gånger ta livet av sig, och hon behandlas på både medicinska och psykiatriska avdelningar. När inget hjälper låses hon till slut in på en sluten barn- och ungdomspsykiatrisk avdelning, där delar av behandlingen gränsar till övergrepp. Men lika gåtfullt som sjukdomen en gång startade, vänder den. Det som kvarstår - även när det långsamma tillfrisknandet börjat - är det behov av kontroll som flickan känner inför det hon tycker är en obegriplig verklighet och samtid.  Tomrum är en begynnande novellsamling om det vi inte talar om men som finns mellan oss. Novellerna kretsar kring nära relationer och den skuld vi lägger på andra – men också axlar.

Many students who come to universities and colleges find it difficult to acquire a well-functioning academic language, especially in writing. This is confirmed in several studies (Ahlm m.fl. 2009, Ask, 2005, 2007, Hoel 2010). One measure that is called for is concerted activities, which help to socialize students into the academy. The aim of this essay is to use the students’ experiences to elucidate and analyse the conditions for peer response in process-oriented writing in higher education, the difficulties it entails, and its consequences for teach-ing and learning. The students’ experiences of and attitudes to peer response in relation to academic literacy are studied and analysed critically in a course on the use of academic lan-guage. The empirical section presents the implementation and results of the selected methods – a questionnaire and interview with 30 and 5 students respectively on a professional educa-tion programme during their first year of study. The result shows a close correspondence be-tween the students’ experiences of peer response linked to their experiences of their develop-ment of academic writing, but also between their experiences of peer response and attitudes to and experiences of their knowledge of academic writing. The study also demonstrates the students’ experiences of success factors and pitfalls of peer response. The success factors concern metalanguage, working with a clear structure, reading and discussion of texts, and the need for an open, secure climate. The students’ experiences of the pitfalls of peer response concern, on the one hand, socio-emotional and psychological aspects in relation to the other students, for example the difficulty of balancing the response, and especially of daring to crit-icize a text sharply. On the other hand, it concerns the fear of not being good enough because of inadequate knowledge of academic language and academic text.

It is usually said that "A picture is worth a thousand words". It is then interesting to look into how students perceive their own writing process when they use drawing as an pre-writing strategy. Previous research have shown that drawings help young pupils in the beginning of their writing development. The study is a phenomenographic study and are built on interviews and observation as method. The aim of this study is to investigate pupils perception of using drawings as a pre-writing strategy for writing. The following questions where formulated: • How do the students experience the drawing as a preparation for writing their narrative text? • How do the students perceive their own writing process? • What is the students perception of the drawing as a possible support during the      writing process? • How do the students perceive the drawing as support during their own writing process? This study is based on interviews with four pre-school students in second grade. The result in the study shows that the students are positive to use drawing as preparation for writing. It also shows that the students had different perceptions about how the drawing was as a support for writing. The drawing was perceived as a support for the working memory, a support to describe details form the drawing in the text and make structure in the text. The result also shows that the student´s perception of the drawing as a support of writing are connected to the student's perception of their own writing process.

Syftet med denna studie är att bidra med insikter om och hur digitala verktyg kan stödja elevernas skrivande av berättande texter samt om och hur digitala verktyg påverkar elevernas motivation. Det är totalt 53 elever från årskurs 3 som deltar i studien varav varje elev har skrivit två berättande texter vardera, en med digitalt verktyg och en med papper och penna. Texterna analyserades utefter följande parametrar: struktur för en berättande text, menings-byggnad med stor och liten bokstav samt interpunktion, antal rättstavade form- och innehållsord och antal skrivna ord. Utöver det studeras även elevernas motivation i förhållande till de olika skrivverktygen. I studien utgår vi från det sociokulturella perspektivet som grundteori medan vi använder begrepp rörande berättande texters struktur och språkstruktur för analys av elevtexterna. Resultatet visar att skillnader kan urskiljas mellan de texter som är skrivna digitalt och de som är skrivna analogt. Vårt undersökningsmaterial visar på flera sätt att eleverna i större utsträckning utvecklade sina digitalt skrivna texter i relation till analysparametrarna jämfört med de analogt skrivna texterna. Resultatet visar även att majoriteten av eleverna är mer motiverade att skriva med digitalt verktyg än med papper och penna. Orsaken bakom de skillnader som framgår i studien är dock något som kan diskuteras. Studien och dess resultat är endast en indikation på hur det undersökta kan se ut och kan därmed användas som utgångspunkt för vidare forskning.

Den föreliggande studiens syfte är att undersöka hur kommunikatörer som skriver på svenska uppfattar att generativa AI-tjänster som Chat GPT påverkar skrivprocessen. Dessutom syftar studien till att undersöka vilka eventuella språkliga följder som AI-skrivande för med sig. Materialet bygger på semistrukturerade intervjuer med fem yrkesverksamma kommunikatörer som har testat att använda Chat GPT professionellt. Den insamlade empirin har kodats och analyserats med hjälp av metoden reflexiv tematisk analys. Resultatet visar att kommunikatörer upplever AI-faciliterat skrivande som en linjär process, där chatboten bland annat hjälper till att generera nya utkast och disponera skrivuppgifter. Resultatet visar även att det finns en möjlighet till AI-baserad responsgivning som skulle kunna utveckla kommunikatörers språkliga förmåga. Slutsatsen är att den kognitiva avlastning som AI-faciliterat skrivande innebär både kan leda till språkliga kvalitetsvinster och förbistringar, samtidigt som det finns uppenbara risker med att ”koppla bort” människan från delar av skrivprocessen. Detta måste kommunikationsbranschen vara fortsatt vaksam på.

Syftet med denna studie är att få kunskap om speciallärares erfarenheter av språkutvecklande arbete i skolan, med fokus på återkoppling till elever när datorn som skrivverktyg används. Studien baseras på en intervjuundersökning av tio speciallärare. Det är en sociokulturell ansats som har använts vid analys- och tolkningsarbetets genomförande. Resultatet av studien visar att elevers delaktighet i ett språkutvecklande sammanhang hade betydelse när återkoppling gavs. Det är i samspel och i dialog mellan lärare och elev som möjligheter och villkor för barns delaktighet har synliggjorts. Det är när återkopplingen har skett direkt, i processen, som det har funnits förutsättningar att möta elevers olika behov och möjliggöra lärande. Det är då som eleverna har fått vägledning om hur de kan ta sig vidare för att närma sig målen. När återkopplingen gavs mot ett färdigt resultat blev återkopplingen fördröjd och ledde bort från lärandeprocessen. Då synliggjordes svårigheter att möta elevers individuella behov. Den praktiska datorkompetensen hos lärarna har i studien visat sig ha betydelse för elevers möjligheter att närma sig sina lärandemål. / The aim of this study is to gain knowledge of special education teachers´ experiences from language development in schools, with focus on feedback to pupils when the computers is used as a writing tool. The study is based on interviews with ten special education teachers. A socio-cultural model was used during the interpretation and analysing phase. It is through interaction and dialogue between teacher and pupil, that possibilities and terms for the pupil´s participation has been made visible. It is when the instant feedback given during the process, that you can find the possibilities to meet with the needs of that particular pupil to enable learning. That is when the pupils has been given guidance how to further approach his or her goals. If feedback is only provided later and is more goal-oriented, the learning process is delayed, with greater difficulties to meet with the pupil´s particular needs. The study also shows that the practical competence in computer usage among the special education teachers is important for pupils´ possibilities of reaching their goals.

The aim of the study at hand is to generate knowledge about what pupils aged nine to ten years old need to discern in order to develop the ability to write stories with a well-developed, exciting and coherent plot, and how teaching can make it possible for the pupils to develop this ability. The theoretical framework has been Variation Theory. It is a theory of learning that focuses on how discernment of aspects affects the way we perceive our world and how variation can be used to promote learning. A basic assumption is that we learn by seeing differences, not by seeing sameness. Learning Study was used to answer the research questions. It is an interventionist approach, where the focus is on an object of learning, in this case the ability to write stories with a well-developed, exciting and coherent plot. In the research process the aim was to find out which aspects were critical for the pupils to discern in order to develop the ability, and how these could be made visible in the teaching. Together with a group of teachers, lessons were planned, implemented, evaluated and refined in an iterative process. Interview data, pupils’ texts written before and after the lessons and video recordings from the lessons were the basis of the analysis. It was found that in order for these learners to handle the object of learning, they needed to discern eight critical aspects that can be related to two different areas: (a) discerning the perspective of a reader and (b) seeing that a plot consists of several problems and solutions. The aspects were made discernible by using contrast as a pedagogical tool. The result of the study contributes to previous research by identifying and specifying what the pupils need to discern, what it means in a classroom setting and how it can be taught in a powerful way.

The present study aims to examine how teachers write polemical articles. This genre often occurs in national standardized tests in Swedish schools. The study seeks to analyze argumentative structures in the articles. It also categorizes assessment notes written by the teachers in response to each others’ articles, by interpreting response texts.     The examination shows that there is uncertainty among the teachers about how to create structures in argumentative text types. As a result the persuasive function of the texts suffers.     The teachers tend to comment on macro level findings in texts. However they grade each other’s texts with high grades referring to micro level components such as spelling, sentence structure and neat wording.

Självständigt arbete på grundnivå (konstnärlig kandidatexamen) 20 hp, för kursen Kreativt skrivande III 27S10E, HT18-VT19. Utdrag ur min roman med arbetstiteln Jag är inte du. Texten består både av urklipp från olika kapitel, samt slutscenen för hela romanen.

<p>Anna Maria Lenngren (1754-1817) is known as one of <em>Stockholms Posten’s</em> sharpest satirists. Over the years many literature researchers have based their analysis and interpretations on biographical facts. This means that we miss important parts of her authorship, as she almost exceptionally has been writing role-poems. In a role-poem, the author takes a role as a fictitious narrative subject and/or another poem character. This means that the narrator's, or other subject’s opinion does not have to coincide with the real author’s. At the same time, it is important to be open to the possibility that a text in addition to a narrator, may be under the influence of an implied author. This becomes particularly clear in texts that seem to express an opinion that goes against the narrator's own. In this thesis I will show, that in order to understand Lenngren’s poems it is crucial to be aware of various narrative techniques.</p><p>I have tried to bring some of Lenngren’s poems into dialogue with each other, which is rewarding, since many themes, narrative subjects and characters are recurrent. This, combined with the awareness of diverse narrative techniques, makes it possible to see Lenngren’s works in a new light. I have mainly focused on the poems concerning young women, and those involving female writers. My analysis shows that the young girl’s reality seems to be in a cage – a cage that sometimes protects her from losing her innocence, and sometimes causes the opposite.  By drawing parallels between Lenngren's different poems, we can also imagine her way of thinking when it comes to women’s writing.  In some poems the narrative subject defends women's right to write, while other poems describe the reality that female writers in Lenngren's contemporaries had to face.</p>