<p>This essay analyses fifty electronic Nigerian scam letters or spam in order to find out whether they can be considered a genre of their own according to Swales’ (1990) definition. It is comparing the Nigerian scam letters to sales promotion letters, as presented by Bhatia (1993). The functional moves Bhatia (1993) found in the sales promotion letters were applied to the Nigerian scam letters, and three functional moves unique for the scam letters were established. The functional moves specific to the Nigerian scam letters together with the scam letters’ compatibility with Swales’ (1990) definition of genre, give support for this essay’s argument that the Nigerian scam letters constitute a genre of their own.</p>

<p>Abstract</p><p>This essay will discuss why one would use a literary text such as Jane Austen’s Pride and Prejudice (1813) in a classroom. There is a certain focus on what Pride and Prejudice might have to offer both male and female students, since research has shown that boys tend to resist reading romantic novels and stories about girls. This essay attempts to show that a gender focused reading of Pride and Prejudice might make it interesting to male students as well, since the way that the unequal relationship between men and women is portrayed concerns them as well as the female students.</p><p>Regarding the reasons for using literature in the classroom, I will investigate what it is that literary texts can offer to its readers. This essay will argue that reading literature is an aesthetic experience, which is what separates literary texts from other non-literary texts. Aesthetic experiences have to do with the way student’s feel about and experience certain texts, and also with the artistic values of a text. To have an aesthetic experience is very important since the English classroom is a place where the students´ feelings and experiences normally are not given enough neither time nor space.</p><p>This essay attempts to show that by looking at stereotypical characters in Pride and Prejudice, as well as looking at what qualities in men and women were considered desirable, a very interesting discussion might arise in the classroom, concerning gender roles, and inequality between men and women. A discussion of this sort gives the students an opportunity to question the gender roles we have in today’s society, as well as the relationship between men and women.</p><p>Keywords: Literature, reading, aesthetic experience, gender, stereotypes.</p>

This study intends to discuss what might motivate Swedish upper secondary students to read literature in English. The study was performed through interviews with both teachers and students, as well as questionnaire studies with both students and teachers. The students give different interpretations of what the definition of motivation is, ranging from definitions of extrinsic motivation to signs of their definitions leaning toward intrinsic motivation. The conclusion is that although the English language itself is not a barrier for students’ reading motivation, the majority of them are not motivated to read. They wish to speak more in the classroom, although the teachers report that a lot of the exercises used in connection to the reading assignments consist of the students talking to each other about the texts.

The purpose of this study is to contribute knowledge on how pedagogues use play as a way to expose children to the English language. I chose the qualitative method of interviews to conduct my study. The objects of study were four English speaking pedagogues at a preschool with English in their profile. This profile was a major factor when choosing where to carry out the study, as not every preschool in Sweden offers English. The interviews were conducted in English, as all four pedagogues were native English speakers and I did not want a possible language barrier to influence the results. The questions were composed with play as a focal point and a way to expose the children to English. My findings showed that play is an important tool for children to take part of and learn English. The pedagogues intentionally used play both when it was initiated by the children, but also in planned activities lead by the pedagogue. All four pedagogues expressed that play is the way through with children learn, and therefore an important factor to consider. / Syftet med denna studie är att bidra med kunskap om pedagogers arbete med att genom lek stimulera det engelska språket. Jag valde att göra en kvalitativ undersökning i form av enskilda intervjuer med fyra engelsktalande pedagoger på en förskola. Förskolan erbjuder engelska i sin profil och detta styrde mitt val av undersökningsobjekt. Intervjuerna genomfördes på engelska, då alla fyra pedagoger har engelska som modersmål och jag inte ville att en eventuell språkbarriär skulle påverka resultatet. Frågorna utgick ifrån leken som möjlighet för att stimulera det engelska språket. I resultatet visade det sig att leken är ett viktigt redskap för att barnen ska få ta del av och lära sig engelska. Pedagogerna använde medvetet leken både där det initierades av barnen men även i pedagogstyrda aktiviteter. Samtliga pedagogers inställning till leken var att det är genom denna som barnen lär sig.

Syftet med studien är att undersöka hur engelskundervisningen kan anpassas för elever med dyslexi samt få en fördjupad förståelse för hur några elever med dyslexi har upplevt engelskundervisningen i grundskolan. För att få svar på frågeställningarna genomförde vi kvalitativa intervjuer med fyra lärare och tre elever. Lärarna arbetar eller har arbetat med specialpedagogiska insatser mot elever som har svårigheter i engelska, eleverna är över 15 år och har dyslexi. Studien har en hermeneutisk ansats, med en explorativ karaktär.   Resultatet visar att eleverna har upplevt engelska som det svåraste ämnet i skolan och att det har präglat deras självkänsla och motivation negativt. Vidare framgår av resultatet att det behövs tre komponenter för att det ska bli en framgångsrik undervisning för elever med dyslexi. För att kunna genomföra adekvata insatser i engelskundervisningen behövs en noggrann kartläggning av elevens specifika svårigheter och styrkor. För att kunna göra en sådan kartläggning krävs kunskaper i det engelska språkets djupa ortografi, komplexa stavelsestruktur och hur man lär ut grunderna. Det krävs även kunskaper om läs- och skrivsvårigheter samt en lyhördhet och vilja att lyssna till hur eleven själv upplever sina svårigheter och de insatser som erbjuds.

Huvudsyftet med studien är att ta reda på hur språkbegåvade barn kan utmanas och utvecklas i engelskundervisningen samt hur undervisningen kan utformas med tanke på just dessa barns behov och kapacitet. I den teoretiska bakgrunden relaterar jag till forskning om både begåvning och språkbegåvning. Här presenteras vad som kännetecknar ett begåvat respektive språkbegåvat barn, vilka behov dessa barn har och vilka betingelser som är viktiga att beakta i undervisningen. I denna del integreras även kopplingar till skolans styrdokument. I intervjustudien redovisas hur fyra verksamma lärare ser på begåvade barn och hur man kan utmana dem i engelska. I varje del av uppsatsen kretsar resonemanget kring undersökningens övergripande frågeställningar: Begåvade barn – vilka är det? Vad behöver de begåvade barnen? Begåvade barn i engelskundervisningen – hur fungerar det? Hur kan man utmana/utveckla begåvade barn? Hur kan engelskundervisningen utformas så att de begåvade barnen utmanas? Intervjudeltagarna förmedlar en viss oro kring de begåvade barnen situation i skolan och i resultatdelen redovisas deras synpunkter på vad som är bäst för de språkbegåvade barnen samt hur de anser att engelskundervisningen kan utvecklas och förbättras. I diskussionen framgår att resultatet av intervjustudien inte går helt hand i hand med den forskning och litteratur som är relevant för studien. De största skillnaderna handlar om synen på nivågruppering och vilket syfte ett utökat samarbete bör ha – metodiskt eller didaktiskt. Ett bekymmer som delas av intervjudeltagarna och forskare på området är avsaknaden av användarvänliga metoder och tillfredsställande undervisningsmodeller. För att utmana de språkbegåvade barnen och utforma engelskundervisningen med tanke på dessa barn, visar undersökningen att både undervisningskvaliteten och förväntningarna på samtliga elever bör höjas.

<p>The aim of this paper was to investigate what linguistic markers indicate that wedding magazines are written for women. The advertisements were divided into groups according to the target of the product advertized: targeted at women, at men and at both men and women. It was determined that the majority of the advertisements were aimed at women.</p><p>All the advertisements were checked for certain linguistic features: adverbs, evaluative and non- evaluative adjectives, gender marked words and titles. Since the material comprised very few advertisements targeted at men, the focus is on advertisements for women and advertisements targeted at both men and women.</p><p>The results of the study show that the language in the magazines confirms that they are aimed at women. Therefore, this paper can come to the conclusion that wedding magazines are for women, both in terms of language, which this paper investigated, pictures and the products advertised.</p>

No description available.

<p>This study focuses on how the heritage of slavery has affected the mothering of two mothers in Toni Morrison's novels <em>Sula </em>and <em>Beloved </em>and how this is portrayed in the novels. It has made a comparison between the mothers and many similarities are found in the lives of these women although they live in different time periods. The essay also elucidates aspects of power and powerlessness as well as the consequences of motherlove.</p>

<p>This essay deals with the issue of readability, the term <em>readability</em> referring to what it is that makes a reader perceive a text as difficult or easy. Some factors are related to the reader but there are also those which depend on the text as such, one such factor being style which is the one that will be focused on in this essay.</p><p>The investigation is based on the analysis and comparison of a complete version and an abridged version of Charlotte Brontë’s <em>Jane Eyre, </em>and the questions to be investigated are whether the author of the abridged version has succeeded in making it less complicated, and<em> </em>if he or she has done so by considering stylistic features said to be affecting readability.</p><p>Further, this essay is divided into four chapters. The first chapter contains the background for the analysis and is divided into 4 parts dealing with the following aspects: the definition of readability, early research on readability, later research on readability, and difficult and easy language. Chapter two describes the limitations made and the method used for the analysis which involves looking at the noun phrase, the verb phrase, and the clause. Chapter three gives a detailed description of the corpus investigated. Moving on to chapter four, this is where the results of the investigation are presented. This is done by dividing it into four different subchapters, each of them dealing with issues related to the different areas described in the method. Each of the subchapters then begins with the presentation of the results for each edition which is then followed by a comparative discussion. The essay ends with a conclusion part where conclusions regarding the four areas presented in the analysis are made along with the answering of research questions.</p>