This thesis investigates the role of discourse in our understanding of environmental issues, using an argumentative discourse analytical approach developed by Maarten Hajer. The case under study is the public debate around the Preem refinery expansion in the Swedish town of Lysekil, which mainly took place between 2019–2020. Particularly interesting about this case was the puzzling fact that all actors involved used climate-change mitigation as their main argument, regardless of being for or against the expansion, thus signalling differences in problem perception and representation. The ensuing public debate furthermore provided the opportunity to study Swedish environmental discourse in a non-traditional political arena. The results show the existence of four distinct discourses in the debate: one reformist, one pragmatic, one legalist, and one industrialist. All four refer to climate-change in their arguments but use it to promote different and conflicting actions. Interestingly, the results also show that both the reformist and the industrialist discourses were equally frequent in the debate, indicating the presence of two dominant discourses rather than one. Furthermore, despite the reformist being strictly anti-expansion and the industrialist being for expansion, they showed similarities in their ideological standpoints. Both discourses showed signs of ecomodernism, indicating a diversity within the Swedish ecomodernist discourse. Lastly, I conclude that the different discourses can be understood through the concept of discursive closure, where the ambiguity and simplification of concepts like climate-change lead actors to interpret it differently despite agreeing on the realness and severity of the issue.

This essay aims to examine texts written by students in upper secondary school year 10 to see which conjunctions and linking words students at that level use, the normalized frequency as well as how they are used. For the investigation, a corpus, the Swedish Learner English Corpus (SLEC), was searched using AntConc, a corpus analysis toolkit for concordancing and text analysis. The investigated and compared groups are vocational and academic students, girls and boys, all studying the English 5 course, and no one speaking English as their native language. The hypotheses were that academic students, due to higher motivation, would use a higher normalized frequency of internal conjunctive relations which create text cohesion compared to the vocational students, and also that girls would use a higher normalized frequency of the same type of conjunctive relations than boys due to better results in general. The results were as predicted that the students enrolled in the academic programs do use a higher frequency of conjunctive relations of the internal kind than students in the vocational programs, apart from the temporal category, and that the girls use a higher frequency of conjunctive relations of the internal kind, than the boys within all functions except the temporal.

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Syftet med denna studie är att undersöka hur undervisning med genrepedagogiska drag påverkar elevers argumenterande texter i åk 6. Studien utgår från tre frågeställningar som ligger till grund för undersökningen. Dessa frågor rör vilka genredrag elever använder i argumenterande texter före undervisning, hur undervisningen genomförs och vilka genredrag elever använder i argumenterande texter efter undervisningen. Materialet för studien baseras på observationer av genrepedagogiskt baserad undervisning och elevtextanalyser av argumenterande texter skrivna av elever i årskurs 6. Till grund för studien ligger den sociokulturella teorin där läraren stöttar eleverna i sitt lärande samt cykeln för undervisning och lärande. För att analysera texterna före och efter undervisning används en checklista med genretypiska drag för den argumenterande genren. Studien visar tydligt att före undervisning med genrepedagogiska drag har eleverna svårigheter med att skriva väl fungerande argumenterande texter. Med stöd av undervisning om genredrag i argumenterande texter utvecklar eleverna sitt skrivande och skriver i högre grad texter med genrespecifika drag. Dock visar studien att ytterligare stöttning av läraren och mer tid för att lära sig de genretypiska dragen för en text behövs för att eleverna ska klara av att göra egna kreativa val i sina texter.

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The practice of "kidfluencing," or using children as social media influencers to promote commercial products and services, raises ethical concerns about the commodification of childhood, them being viewed as products, and their rights falling between the gaps. This essay critically examines the moral dilemmas and challenges in regulating kidfluencing practices from a Kantian and virtue ethics perspective, analyzing the implications of commodifying childhood and the potential harm it can cause. The UN Convention on the Rights of the Child is used as a framework for evaluating the moral interests of children in the context of kidfluencing practices. Arguments for and against regulating kidfluencing practices and the challenges and dilemmas in achieving effective and consistent regulation are presented. The essay concludes with a summary acknowledging the limitations and the need for further research.

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