In this study, genre is a central concept. With a theoretical basis in three pragmatical genre traditions, an analytical tool is formulated, making it possible through different criteria to identify varied expressions of the genre notion in the syllabus for Swedish with a focus on early compulsory school and three textbooks with explicit focus on the teaching of genres. The analysis mainly draws upon six writing discourses (Ivanič, 2004), which enables me to study the actual and potential expressions of genre in the curriculum and study materials.The analysis shows that the written genre expressed in the analysed text materials is heavily influenced by a sociosemiotic perspective of genre, emphasizing internal structure, and that it is, regardless of study material, situated within the genre discourse. The variation in how genres are expressed in the texts concern whether they are influenced by the process discourse or social practices discourse as well. Genre is also discussed from a sociorhetorical perspective, focusing on the social context, but is shown to have limited expression in the text materials within this study.The study concludes that the genre notion within the Swedish curriculum for the school subject Swedish in primary school and within the study materials have de-emphasised the social purpose of genres. It also concludes that genre is too varied and complex in its semantic and pragmatic variation in different discourses inside and outside of school practises to be recognized in actual teaching.

E-book and market: players and discourses This text is a discourse analysis and will focus on the Swedish e-book market and its development between 2010-2020. The text will go over where the current debate of e-books lies and who are the  main players in the debate and what their stands are on the topic. The text will go over the background and the various definitions of the word e-book, the problem that we have found and will focus on within this text. The text will also go over previous research covering this topic, suchs as what e-book is as a medium as a media within the society, the e-bookmarket on a general scale and finally the e-book reader themself. The last part of the text will be about what theory and methods we have been using following our analysis and our results, then end with a final discussion and what kind of research could be interesting to do in the future.

In Xinjiang, China’s largest autonomous region situated in the country’s north-western corner, severe violations against the human rights of its inhabitants, primarily the native muslim minority Uyghur people, has been committed by the Chinese state. According to investigations from the European Parliament in 2020, over a million people are currently, or have previously been, incarcerated in so-called internment camps in 2020. These internment camps have received worldwide attention since their reveal; something that the Chinese state have worked to succumb by restricting access by foreign journalists through barring their entrance to the Xinjiang province, an action taken to limit the reports about the camps, according to Amnesty International.In view of this background, this study aims to draw conclusions on the ability of Swedish journalists to accurately report on the issue of the Uyghurs given the Chinese authoritarian rule. It also focuses on investigating how the media reporting frames the Uyghur issue and creates a discours for reporting on this very issue. Continuing, the study consists of interviews with six Swedish correspondents based in China and one foreign editor, as well as a critical discourse analysis of 16 articles from the Swedish newspaper Dagens Nyheter. Given the research questions and the interviews, this study draws the conclusion that the interviewed Swedish foreign correspondents lack proper access to the issue at hand to accurately report on it. This, because of actions taken by the Chinese state to limit access to the Xinjiang region through surveillance and pressure. This, furthermore, creates a situation in which the reporting could be considered static given this very lack of access and new information on the issue. Additionally the analysis of the 16 articles show that there is an apparent lack of cohesion in what words are used primarily describing the camps in Xinjiang; which in turn creates different connotations for the readers.

Dissertation｜2460442M Abstract The discourses structuring news coverage of terrorist attacks influence our understanding of the nature, drivers and severity of the threat emanating from a specific extremist actor category. Therefore, they are a powerful tool to further socio-political goals. Acknowledging the role of language in shaping reality, this dissertation project uses Critical Discourse Analysis/Critical Discourse Studies to reveal current discursive trends in the understudied coverage of Islamist and right-wing extremist attacks in the Swiss press. With the dominant social factor distinguishing the two extremist categories being ethnicity, it hypothesises that Western media discourses reflect the presuppositions of Orientalism and Critical Race Theory. Both theories expect texts to express, enact and legitimise social hierarchies based on racial affinity to solidify the supremacy of the white elite. The exemplarily analysis of the reporting of two recent extremist incidents by three newspapers representing political perspectives from the right-wing to the left-wing shows that while the Swiss press is indeed influenced by and reproduces racial inequalities, publications do so to a varying degree.

This study investigates how Greenpeace, a non-profit environmental organization, and Preem, a for-profit fuel company, construct sustainability in their external communication. Through Foucauldian discourse analysis, we explore the interests, values, and discursive strategies employed by Greenpeace and Preem and how they shape sustainability discourses. Our findings reveal distinct perspectives on sustainability: Greenpeace emphasizes vast and complex environmental issues such as climate change, pollution, and destruction of nature, advocating for radical societal changes and global solutions. Aligning with the dominant sustainability discourse, Greenpeace strategically leverages its legitimacy to promote an alternative discourse. On the other hand, Preem opposes the holistic discourse of Greenpeace, advocating for incremental reform and technological innovation within the existing politico-economic system. Thus, both organizations assert their authority and employ discursive strategies to legitimize their interests. Greenpeace portrays sustainability as a struggle, underscoring the need for collective action, while Preem presents sustainability as a journey, emphasizing individual responsibility in line with a neoliberal ideology. Our research contributes to our understanding of sustainability discourses in organizational communication. It sheds light on how different actors strategically construct and communicate sustainability messages, focusing on the ideological foundations, values, and interests that underlie these discourses. By enhancing our understanding of discourse transformation in shaping legitimate sustainability actions, our findings have implications for policymakers, researchers, and society at large.

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How do shifting geopolitical landscapes influence foreign policy discourses and identities of international actors? This thesis analyses the discursive identities constructed in the European Union’s official foreign policy discourse on China since Russia’s full-scale invasion of Ukraine. The EU-China relationship is complex, and recent literature has identified that the EU’s discourse toward China has become more assertive and securitized. The analysis is undertaken to gain insight into how identities are constructed against the backdrop of deteriorated and ambiguous EU-China relations and China’s influential role in the war. It takes a poststructuralist approach to discourse analysis, building on the work of Lene Hansen (2006), arguing that identities are relational and constructed through discourses. The analysis examines how Presidents of the EU’s supranational institutions constitute the EU’s identity vis-à-vis China in speeches. The analysis finds that China’s identity often is constructed as a threat to the identity of the EU and the rules-based world order, while simultaneously recognizing China as an invaluable partner that the EU cannot break away from. The thesis provides a deeper understanding of the main structural point of this relationship and the ambiguous nature and dynamics of identities in foreign policy discourses in a new, high-stake empirical context.

Tracing the construction of gender neoliberalism in the United Kingdom with the context of austerity measures and increased social divisions stemming from the European Union referendum, this research analyses the way political discourses act to legitimize gender neoliberalism as the hegemonic rationality in the Conservative Party. Undertaking a comparative case study approach, this study aims to examine the evolution of neoliberal rationality in political discourses between the two female Prime Ministers of the country, namely, Margaret Thatcher and Theresa May. It seeks to add to the body of literature on right-wing politics and gender, through the theoretical framework of intersectionality to consider the implications of the rhetoric on intersecting forms of oppression, specifically, of gender and socioeconomic status. This aim will be achieved through the research question of: How is (implicitly and explicitly) gendered and classist neoliberal rationality promoted and legitimized in the political discourses of Margaret Thatcher and Theresa May? Additional sub-research questions will guide the research in terms of its comparative approach and consider the prominence of neoliberal feminism in the discourses as well. This analysis will be conducted through a corpus of speeches, articles, and interviews by the two politicians in their first year and a half in office. The research employs a feminist critical discourse analysis to understand the way ideology and power in discourses maintain gendered social hierarchies. The analysis found a relatively stagnant evolution of gender neoliberalism between the leaders, where deeply gendered and classist discourses continued to be legitimised but through a different neoliberal focus.

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This project questions a core value that writing center workers have long held about tutoring writing: that we change writers. Applying sociocognitive and Bakhtinian lenses, I was able to complicate theory-practice connections. Tutor-tutee negotiations during tutorials, tutees' perceived learning outcomes, and their revisions were compared with their reasons for revising so that I could investigate what tutees potentially learn from their tutors, how, and why. Data indicated if tutors' information/advice became, in Bakhtin's terms, internally persuasive to tutees. When the authoritative discourses tutors represent or endorse converge with students' internally persuasive discourses, they converge in students' revision choices as tutor-tutee interdiscursivity. I proposed that such a convergence can lead to "changed" writers, writers who alter their understanding of themselves as writers and/or modify their thinking about a given paper, concept, or process. Even though students granted their tutors considerable authority, most tutees examined their tutors' comments to see if they made sense and were worthy of internalizing as generalized concepts to help them meet current writing goals. In short, tutors do indeed change writers, as I have defined change in the context of this study. Work with specific papers can impact students in terms of their larger process and development as writers; tutors' strategies/concepts can become writers' strategies/concepts to be applied again in new contexts. However, even when tutees were internally persuaded and appeared to have changed as writers, analyses into their tutorials, revisions, perceived learning outcomes, and reasons for revising showed that some students took up their tutors' information/advice in ways beyond their tutor's control. What some students internalize can be situation-specific and may not necessarily translate to other writing projects, can be significant yet limited understandings of rhetorical concepts, and may not appear in their revised drafts. Students can also be resistant to rhetorical concepts and revision strategies, especially those they perceive as antithetical to their ideological views about process, content, or structure. Given the variety of reasons students revise, the multiple contexts and influences affecting tutorials, and the ensuing challenges inherent in assessing tutorials, I recommend that tutors do not measure their success based on the Northian idea of a writing center. Though we do change writers, I recommend writing center workers think about successful tutorials in more complex ways than our Northian goal might imply. Tutors' successes are not dependent on changes to writers but on their ability to collaboratively negotiate with writers. Instead of trying to prove the efficacy of writing center tutorials as direct cause and effect relationship, I recommend that writing center administrators try to demonstrate how tutorials foster several habits of mind that college students need to cultivate to become successful writers.