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Den här studien är ett försök till att kartlägga hur manliga och kvinnliga författare förekommer och presenteras i två olika läromedelsserier som används på gymnasiet i ämnet svenska. Undersökningen genomförs med hjälp av kvalitativ och kvantitativ analys samt så genomsyrar en genusteori undersökningen. I den kvantitativa analysen undersöks tre läromedel från vardera serie och i den kvalitativa analysen undersöks ett läromedel från vardera serie. Resultatet visar att det förekommer skillnader i hur manliga och kvinnliga författare förekommer och presenteras i läromedlen. Den kvantitativa analysen visar att det förekommer fler manliga författare i båda läromedelsserierna och den kvalitativa analysen visar att det förekommer störreskillnader i det ena läromedlet än i det andra.

Assessment for learning or formative assessment and feedback are useful tools for teaching and learning. Researchers demonstrated their effectiveness through a great number of international examples. Swedish policy integrated them in their official documents. However, we do not know how they are done in the French Foreign Language (FFL) classroom in a Swedish upper secondary classroom and certainly not how the students perceive them. This qualitative empirical study examines these phenomena through a case study. Ethnography methods such as observations and interviews are used to be as close as possible to the target: FFL classroom, the students, and their teacher. Consequently, a content analysis is done to investigate and to scrutinise the data collection. The results show that formative assessment and feedback in FFL classroom have been done mostly in concordance with Swedish official policy and recommendations and follow the national and international previous research results on second and foreign language pedagogy. Moreover, the results demonstrate that the students in FFL need and want more feedback and assessment for learning because it helps their learning process and development, and then their knowledge.

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Born out of an interest in the subjective perception of time, and a desire to test the possibilities of applying the structuralist/poststructuralist analytical framework laid out by Roland Barthes in his S/Z on a contemporary work of fiction, this essay is first and foremost a foray into the shifting meanings of time in Don DeLillo’s 2010 novel Point Omega, and by extension the post-millennial era as a whole. Against a complex backdrop concerning the nature of time in postmodernity, gleaned from a review of articles by Mitchum Huehls, Frederic Jameson and Ursula K. Heise, the analysis in this essay investigates how, together, the different characters experiences of temporality in Point Omega suggest that time is an unreliable measurement of human experience.This essay identifies and explains the key concepts of Barthes’ analysis in S/Z, and describes the structure of his analysis. The description of readerly and writerly texts, the breaking apart of a text into lexias, as well as the definitions of Barthes’ five codes of meaning, are supplemented by a brief consideration of his final work, Camera Lucida, which is also relevant to this investigation of temporality in DeLillo. Though in the short time allotted for the writing of this essay it was only possible to emulate a fraction of the extensive detail achieved by Barthes in S/Z, the application of his codes to thirty excerpts selected from Point Omega within, coupled with an analysis of these excerpts, together produces a comprehensive image of time’s potential for having multiple meanings in the modern world. Though this essay is a work of some hybridity, its works to highlight some of the lasting possibilities, advantages and limitations of applying Barthes’ theory in a specialized reading of contemporary American literature. The conclusion that emerges from my analysis is that time is an often-changing, arbitrary concept.

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<p>Godkänt datum 2021-01-17</p>