The main purpose of the study is to see if there is a difference in level of inferences pupils do with different amount of teacher support during text conversations. The focus of the text conversations is making inferences and asking questions to the text with the purpose to make balanced inferences. The selected pupils were in grade three and took part in a text conversation on a picture book. The groups were, by the teacher, pre-divided into a group of weaker readers and a group with stronger readers. The differences between the groups was not known before the study and is therefore considered a coincidence. The lessons the groups took part in are based on David A. Kolb (1984) experiential learning model and the teaching model reciprocal teaching (RT). Together they are the foundation of the text conversations. RT focuses on reading strategies and the teachers role in the development of reading comprehension and Kolb focuses on the different phases of learning. The result from the two lessons are analysed with the purpose to find level differences in the inferences the pupils do on balanced inference questions and non balanced inference questions. The results from the two lessons are compared with the aim to see if there is a difference between lessons with more teacher support, and lessons with less teacher support. The study shows that there is a difference in inference levels between the two lessons and the conclusion is that it is necessary to give weaker readers greater teacher support. This is then transmitted to concern all students in their early reading because a greater teacher support in learning reading strategies gives a better reading comprehension.

This essay explores the theme of identity in Kiley Reid’s Such a Fun Age (2019). The study departs from intersectionality (Crenshaw 1989; McCall 2005) and focuses on the concepts of race (Barnshaw 2008; Keaton 2018), social class (Peckham 2010) and privilege (Bhopal 2018), which rest on a common ground of gender. Moreover, these are all elements of a person’s social identity (Eriksen 2014) and will be examined as such. Through the main characters of Emira and Alix, this essay analyzes and compares the construction of the self, how their social identities affect that process of construction, and how they relate to those social identities.

In this essay, the novel Beloved, by Toni Morrison is observed using a working psychoanalytical approach. Story is observed as an important factor in engaging the reader on a personal level with the experience of trauma. By surveying Morrison’s use of imagery and language, this essay will examine how Morrison employs literary methods that imitate the psychological processes regarding how trauma is communicated to the waking state from the unconscious. The resulting testimony of the novel that arises as the result of these processes is also observed. This essay concludes that Morrison’s use of these literary methods functions to obligate the reader to involve themselves in the process of trauma and its resolution.

Studien består av en jämförelse av två simulerade läsningar och resulterande analyser av boken Sent i November. En med metafiktionellt perspektiv och en utan. Utifrån resultatet av dessa diskuteras begreppet metafiktions lämplighet i gymnasieskolans svenskundervisning i förhållande till dess läroplan. Metafiktion bedöms vara ett möjligt begrepp att använda i undervisning av gymnasieskolans senare svenskakurser.

This essay explores the character development of Ronan Lynch in Maggie Stiefvater's The Dream Thieves (2013) with the intention of showing the process of self-acceptance through the narratological concepts character and characterization as well as Young Adult literature research focused on coming-of-age in terms of self-discovery and sexual identity. It was found that Ronan does reach self-acceptance. In terms of characterization, this can be seen through his relationships with other characters and his role in the narrative. When it comes to coming-of-age, his self-acceptance is seen through his self-discovery in regards to sexuality, and especially through his identity construction in relation to his supernatural ability.

Annihilation is the first novel in the trilogy named “The Southern Reach,” a ScienceFiction/Horror series of books written by Jeff VanderMeer. Annihilation focuses on a team of scientists on an expedition into an area where the very nature has been altered in mysterious ways. The scientists’ goal is to study this area to come to an understanding of what is happening, but like the eleven previous expeditions, they fail.   With the aid of narratology, I will argue that Jeff VanderMeer’s Annihilation is an unreliable narrative. To prove that, I will analyse and discuss specific passage’s unreliable narration used in the novel, as well as incorporating themes from the novel that directly correlate with the unreliability of the novel’s narrative.  Annihilation is filled with ambiguous language and events that are on almost every  level unexplainable using scientific methods. The way that the novel is written makes the narrator, the biologist, unreliable in her narration of the events that take place around her. She is tormented by both her past and by the beings that inhabit Area X, such as the Crawler. The results of this study exemplify the ambiguity of VanderMeer’s writing and how he uses this ambiguous language to further thrust the narrative into a void of chaotic unreliability. There is nothing in the novel that can be trusted as fact in the context of the world in which the characters inhabit, down to the characters own thoughts and memories. The presented themes of Annihilation are in direct correlation with the unreliability of the narrative and show how deep VanderMeer went into constructing the most unreliable narrative possible.

Syftet med denna studie är att jämföra hur genus och sexualitet skildras i Jessica Schiefauers roman Pojkarna (2011) och dess filmatisering från 2016. Studien ämnar även att utröna hur skillnader i fråga om hur medierna skildrar genus och sexualitet påverkar deras didaktiska potential i svenskundervisningen på gymnasiet. Både romanen och filmen analyseras med ett queerteoretiskt perspektiv. I analysen tillämpas Yvonne Hirdmans genuskontrakt (1997,2001) för att analysera hur medierna förhåller sig till det normativa system i vilket mannen utgör normen. För att analysera hur karaktärerna förhåller sig till socialt konstruerade föreställningar om genus tillämpas Maria Nikolajevas (2017) schema över stereotypiskt kvinnliga och manliga egenskaper. Konstruktioner av genus och sexualitet analyseras med Judith Butlers (2007, 1993) teorier om genus performativitet och den heterosexuella matrisen. I syfte att utröna filmens didaktiska potential i förhållande till romanen används Martha Nussbaums (1997) teorier om världsmedborgare och narrativ fantasi. Analysen visade att det både finns skillnader och likheter i fråga om hur genus och sexualitet konstrueras i de två medierna. Skönlitteraturens förmåga att skildra karaktärernas inre liv gör att romanen i större utsträckning kan skildra hur enskilda karaktärer påverkas av genusföreställningar. Filmen ger dock en komplexare förståelse för hur vissa av karaktärerna förhåller sig till genusstereotyper och den heterosexuella matrisen. Den didaktiska analysen visade att både romanen och filmen kan användas i syfte att utveckla elevernas narrativa fantasi, även om det finns mindre skillnader som bör beaktas i didaktiska sammanhang.

This essay analyses the representation of trauma and gendered violence in Colleen Hoover’s novel It Ends With Us. To do this, trauma theory and the notion of gendered violence are applied in the analysis, as well as Dorrit Cohn’s ideas of diary novels, dissonant narrator and consonant narrator. The findings show that the protagonist, Lily’s, way of coping with her trauma and gendered violence during her teenage years, was to keep a diary, effectively using scriptotherapy. When that was not enough, however, she actively suppressed her problems. The essay also shows that Cohn’s ideas of dissonant and consonant narrator play a part in how Lily’s development is shown throughout the novel.

This essay explores the concept of hybridity and its relation to cultural identity in Mohsin Hamid's The Reluctant Fundamentalist (2007). Changez' identity is analysed by using postcolonial theory and its notion of hybrid identities. By analysing Changez' cultural identity, I came to the conclusion that his hybridity is not fixed, but rather fluid and changing. At the beginning of the novel, Changez' hybrid identity is fractioned and unstable, leading him to become ashamed and uncomfortable with who he is and his Pakistani culture. At the end of the novel he realises that his experiences in America will always be part of who he is - part of his identity - and his hybridity becomes harmonious and stable, in turn allowing him to use Western culture against itself; a key part of hybridity in postcolonial theory.

Écriture féminine moving towards Others writing: A close reading of Mara Lee’s literary figuration strategies and the Other in Kärleken och hatet (2018) This essay examines how Mara Lee re-negotiates écriture féminine through an artistic writing practice from a contemporary horizon of queer-theory and post-colonial perspectives on the immanent power structures of language. Arguing for the relevance of écriture féminine as an entry to understand the figurations of the Other, through the similar literary strategies that navigates past the repressive and subordinating structures of language. Using Mara Lee’s thesis När Andra skriver (2014) to approach and display the literary figuration strategies of the Other at work in her poetic text Kärleken och hatet. Departing from écriture féminine Lee re-use and add to the defining features that operate through a critique of the binary system of language and the notion of uniform meaning. Lee presents time as a new perspective to negotiate the old concepts and puts temporalization into practice as a strategy to elude the double bind of difference. The common tendency of Lee’s literary strategies works through a subversive opening of the language, dislocating, shifting, and forcing it into motion. Lee displays how motion precludes stagnation, binary conceptions, and stereotype images. By using metaphors and imagery with multiplying, moving, and floating qualities as a way to return to and invoke the body Lee brings forward the subordinated experience. The body works as a common denominator for both the Other and the female experience of historically being reduced and referred to primarily as object and body rather than subject. Intertextuality, autofiction, and rebellious crossing of genres, mixing different styles of text, and refusing to conform to the expected linear narrative is another defining aspect of écriture féminine that echoes in Lee’s work. Kärleken och hatet departs from the poetic format and uses an extensive number of intertextual references that activate the infinite textual potential and destabilize uniform meaning as it continues towards other literary contexts. Through subjectivity and the fragmented, non-uniform subject Lee aligns with the strategies of écriture féminine while giving voice to the lived bodily experience of the Other. The spiral works as a returning yet opening motion through the metaphorical imagery and the narrative as repetition with a slight shift that re-negotiates the production of meaning. With this spiraling motion, Lee addresses revolutionary time and enforces a return to the repressed experience of the body while insisting on difference as a continuous process.