Syftet med studien är att genom en kvalitativ metod undersöka elevers skrivande och därmed bidra till befintlig forskning om elevers skrivande och vad som kan motivera dem att skriva. Tre frågeställningar har formulerats: Vilka tankar har elever om de egna texternas innehåll? Vad motiverar elever till att skriva? Hur tar lärare tillvara innehållet i elevers texter i sin undervisning enligt dem själva? För att besvara dessa frågor har semistrukturerade intervjuer genomförts med en grupp elever i årskurs 2 och 3 och deras lärare. Databearbetningen har skett med hjälp av en fenomenografisk metod och det sociokulturella perspektivet har fungerat som teoretiskt ramverk. Resultatet visar, i enlighet med tidigare forskning, att elevers skrivande framförallt sker med utgångspunkt i deras egna erfarenheter och intressen, samt att det skrivande de säger sig tycka allra bäst om och därmed även uppfattar som mest motiverande är det där de själva får bestämma över innehållet. Av resultatet framkommer det även att läraren har betydelse för elevernas motivation, till exempel genom sin förmåga att motivera eleverna att skriva utifrån elevernas specifika intressen eller erfarenheter. / The purpose of this study is to, through a qualitative method, examine pupils’ writing, and in doing so contribute to the existing research regarding pupils’ writing and what might motivate their writing. Three research questions are formulated: What thoughts do the pupils have regarding the content of their own texts? What motivate the pupils to write? In what way do teachers, in their own opinion, utilize the contents of the pupils’ texts in their practice? To answer these questions semi-structured interviews were conducted with a group of pupils in grades 2 and 3 and their teachers. Data was processed with a phenomenographic method, and the sociocultural perspective was used as a theoretical framework. In accordance with previous research, the result shows that the pupils’ writing begin with their own experiences and interests. The type of writing they prefer, and regard to be most motivating, is when they themselves can decide the content. From the result it also emerges that the teacher has importance for the pupils’ motivation, for instance in their ability to motivate the pupils to write using their own experiences and specific interests.

This study investigated the approximations of disciplinary literacy in high school English Language Arts students’ writing. To study the development of these disciplinary conventions, the portfolios of written literary analyses were examined from fourteen twelfth-grade students over their last two years in high school. The conceptual framework for analysis of data was informed by a developmental approach. Intermediate forms, approximations, or incremental moves students made as they progressed toward the more expert or conventional forms of literary discourse were identified. Analysis focused on macro-characteristics of literary analysis, adapted from the literature on literary studies, rhetoric and composition, and systemic functional linguistics, including Appreciation, Interpretation, Textual Evidence, Warrant, and Response to Literature Genres. Analysis included a cross-case descriptive analysis of macro-characteristic scores on a rubric designed for the study and a cross-case analysis of literary discourse approximations as seen in students’ writing portfolios. Analysis of scores on midterms and finals found that students’ scores increased from Year 1 to Year 2, with Appreciation scores increasing the most. Analysis of literary discourse approximations resulted in several findings: 1) Development in Interpretation was characterized by increasing accuracy of comprehension, logical consistency, and depth of interpretative meaning; 2) Development in Appreciation was characterized by a growing awareness of the role of the author in a literary text; and 3) Response to Literature Genres demonstrated a range of genres, including Character Analysis, Thematic Interpretation, Thematic Analysis, Critical Response, and alternative or hybrid genres. Thematic Analysis is a proposed new genre that differed from the Thematic Interpretation on the elements of subject, audience, and purpose. Additional analysis of student writing portfolios found a growing awareness in many students of the values and beliefs of the academic literary community, or habits of mind of literary disciplinary literacy, including 1) Increased level of familiarity with the audience’s common knowledge in the field, as demonstrated in use of definitions; 2) Understanding of the value of multiple interpretations of literature, as demonstrated in use of graduation resources, such as epistemic hedges or epistemic boosters; and 3) Ability to engage with multiple voices, as demonstrated in instances of intertextuality.

Tidigare forskning belyser att digitala verktyg fått en allt större plats i förskolan vilket innebär både för-och nackdelar med införandet (Forsling, 2020; Kervin, 2016; Marklund och Dunkels, 2016). Studiens syfte är att bidra med kunskap om barns möjligheter till skrivutveckling med hjälp av digitala verktyg utifrån ett förskollärarperspektiv. Olika aspekter av skrivutveckling digitalt eller analogt presenteras i samband med förskollärarnas viktiga roll kring reflektion och närvaro. Det teoretiska perspektiv som genomsyrar detta arbete är det pragmatiska perspektivet och den metodologiska teorin är positivismen. Som datainsamlingsmetod valdes en webbaserad enkät. Resultatet presenteras utifrån de två forskningsfrågorna som studien utgår från för att stödja studien att svara till syftet. Resultatet presenterar olika påverkande faktorer som påverkar barns tillgång till skrivutveckling genom digitala verktyg. Det främst framträdande faktorer är förskollärarnas ämneskunskaper, tillgängligheten av digitala verktyg och förskollärares inställning till digitala verktyg. Barns erfarenheter som grund till utbildningen framställs som en betydande faktor för förskollärarna i resultatet. Utmaningar med skrivutvecklingen genom digitala verktyg är tillgängligheten. Om tillgängligheten inte finns är det svårt att arbeta med. Studiens resultat och diskussion bidrar med kunskap om barns möjligheter till skrivutveckling med hjälp av digitala verktyg utifrån ett förskollärarperspektiv och ger avslutningsvis förslag på vidare forskning.

Digitaliseringen är ett faktum samtidigt som elever uppvisar en viss skrivproblematik sett utifrån de nationella proven i årskurs 6. Delade meningar råder om hur stor plats digitalt skrivande bör få i undervisningen. Föreliggande studies syfte är därför att undersöka sex mellanstadielärares uppfattningar om elevers skrivande utifrån analogt respektive digitalt skrivande i ämnet svenska. För att besvara studiens syfte samlades material in genom semistrukturerade intervjuer med behöriga mellanstadielärare som undervisar eller har undervisat i ämnet svenska. Det insamlade materialet analyseras efter innehållsanalys och studiens teoretiska utgångspunkt grundar sig i The Simple View of Writing. Resultatet visar att såväl analogt som digitalt skrivande används i undervisningen. Lärarna kan se både likheter och skillnader i elevtexter som skrivs analogt och digitalt. Framförallt karaktäriseras den digitala texten av att vara mer utvecklad, beskrivande och längre. Rättstavningsprogram kan dock medföra en viss problematik då elever begränsas av felmarkeringar eller förhastar sig genom arbetet utan vidare reflektion. Utifrån det analyserade empiriska materialet konstateras att lärares didaktiska kompetens är avgörande och att varken det ena eller andra skrivsättet bör uteslutas i undervisningen. Lärare behöver reflektera kring vilket skrivsätt som fungerar bäst i sammanhanget för att främja elevers skrivutveckling.

[pt] Esta tese analisa o processo de escrita de alunos do terceiro e quinto anos do Ensino Fundamental, com foco nas ações de revisão realizadas. Investigamos em que medida as ações de revisão dos alunos dos dois grupos se diferenciam em termos quantitativos e qualitativos, em tarefas de revisão do próprio texto e em tarefas de revisão de textos escritos por seus pares. O referencial teórico adotado abarca estudos em Psicolinguística, Psicologia Cognitiva e Linguística textual. Foi realizado um conjunto de três atividades experimentais, que abordaram tanto a revisão de aspectos formais quanto de aspectos de conteúdo do texto. Os resultados obtidos indicam que a quantidade e o tipo de ação de revisão variam de acordo com o nível de escolaridade, o tipo de tarefa de escrita (enredo livre e reprodução de histórias conhecidas) e a familiaridade com texto (se o aluno revisa o próprio texto ou um texto produzido por um colega). Nas categorias estabelecidas para as ações de revisão, há diferenças expressivas tanto na comparação da frequência de revisão em cada categoria e também diferenças entre o grau de complexidade das ações propostas na mesma categoria. Quatro aspectos da revisão foram analisados de forma mais minuciosa neste trabalho, buscando examinar grau de refinamento entre ações de revisão: ortografia, pontuação, correferência e incoerências semânticas. Os resultados contribuíram para a elaboração de possíveis marcos de desenvolvimento associados ao expertise em escrita. Além da contribuição teórica relacionada aos estudos sobre desenvolvimento da escrita, esta tese possui um potencial aplicado, por meio da elaboração de uma matriz com habilidades associadas a aspectos linguísticos-textuais relevantes para o ensino da escrita ao longo do Ensino Fundamental, considerando as demandas cognitivas e linguísticas envolvidas na produção textual. / [en] This work analyzes the writing process of 3rd and 5th grade students, focusing on the revision actions they produce. We investigate if the revision actions of both groups differ in quantitative and qualitative terms, in tasks where they revise the text they have written and also in tasks where the text was written by another person. Our theoretical framework includes studies in Psycholinguistics, Cognitive Psychology and textual Linguistics. A set of three experimental activities was carried out, which addressed both revision of formal aspects and aspects related to the textual content. The results indicate that the amount and the type of revision actions vary according to schooling, the type of writing task (free plot and reproduction of known stories) and familiarity with the text (if the student revises his own text or a text written by another person). Concerning the categories established for revision actions, there were significant differences both in the comparison of categories and also differences between the degree of complexity in the same category. Four revision aspects were analyzed in a more detailed way: orthography, punctuation, coreference and semantic inconsistences. The results contributed to set possible development stages related to writing expertise. Besides the theoretical contribution to writing development studies, this thesis has also an applied potential: a grade of linguistic-textual abilities which are relevant to teaching writing in Elementary school and that considers the cognitive and linguistic demand involved in textual production.

The aim of the study is to examine the teachers’ working methods for reading and writing development among adult learners who are at the beginning of their literacy development, as the methods for reading and writing development can vary depending on research, activities and teachers. Semi-structured interviews and observations are used to answer the research questions, and the data that emerges is processed with a thematic analysis method. The results show that repetition and support, both by teachers as well as students, are integrated parts of study path 1. According to the findings, study part 1’s primary goal is to help students become functionally literate, which calls for a basic understanding of reading and writing. At the same time, methods for reading and writing development such as the sound method, the Witting method, the whole word method and visual support (which is compared to the Bornholm model in this study) are useful for the study path’s goal. Following this, the results based on the research methodologies are compared to the theoretical foundations and the prior research before being further analyzed from a critical perspective. In conclusion, it is possible to notice a degree of agreement amongst the interviewed teachers and how their methods and strategies are practiced during the observations with the aim of enhancing the reading and writing development among adult learners who are at the beginning of their literacy development. Song and imagery are employed as a tool to contextualize the sounds and the new words, whereas the sound method, the Witting method and the whole word method are recurring and more well-established techniques.

No description available.

No description available.

At the writing of this paper, no research on teachers’ formative assessment practices of writing for English as a foreign language (EFL) in a Swedish upper secondary context was found. How EFL teachers relate to formative assessment practices affects their implementation of it. Therefore, the aim of this research was to elucidate Swedish upper secondary school teachers of English’s perception of formative assessment, their reported perceptions regarding the utility of formative assessment, and how their perception affected their implementation of formative assessment of writing practices. The study used a qualitative approach by conducting semi-constructed interviews of four English teachers. The participants had a concurrent view of formative assessment as an on-going process for facilitating student development; however, their reported practices of applying formative assessment of writing differed. In general, the participants reported practices met the demands of the curriculum of Swedish upper secondary school and English syllabi and aligned with theoretical concepts formative practices, and previous research on implementing teacher feedback for assisting student writing development. Although, the analysis of reported practices also aligned with Burner’s (2016) findings of teachers not fully inviting students into the formative process in terms of participating in assessment and self-assessment. Moreover, the support of colleagues for implementing formative practices emerged as a theme among the participants. With that said, the results of this research cannot be generalized to the Swedish upper secondary context due to its small scale. Furthermore, all results of perceptions and implemented practices were self-reported and not reinforced with objective observations.

Born into a visual culture, today’s generation of learners generally prefer a visually-rich multimodal learning environment. Tapping into the potential of visuals in language pedagogy, this study was aimed at discovering the impact of a visual presentation of grammatical concepts related to sentence structure on student writing. The study used a mixed methods design to analyse the impact of the visual approach first by statistically measuring sentence variety and syntactic complexity of student pre and post intervention texts and then using interviews to explain the nature of the impact of visuals on student conceptual understanding and its effect on their writing development. Statistical findings reveal that the experimental groups of Chinese students who were taught grammatical concepts in the context of writing instruction using a visual approach outperformed the students in the control groups who were given similar lessons in the context of writing instruction but using traditional printed hand-outs. Qualitative findings suggest that the visuals seems to have increased these students’ conceptual understanding of grammatical items that were taught, and this resulted in more sophisticated and syntactically complex texts after the intervention. The study supports the theory of contextualized teaching of grammar and proposes the use of external visuals that lead to internal visualization based on the cognitive theory of multimodal learning. In so doing, it extends the use of visual learning to grammar pedagogy. However, the findings also suggest that the visual approach would not work effectively in cultures that promote rote learning and decontextualized exercises in grammar with the sole aim of passing the exams. A shift in attitude towards grammar pedagogy in China is deemed necessary.