The aim of this essay is to discuss some of the possible changes than can occur when an adaptation is made, especially in connection to the story telling and possible change in thematic themes, in this paper it’s the ethical point of view that’s examined. Furthermore, the thesis reviews how such changes can involve and affect the viewer in contrast to the reader. This is achieved by analysing The Walking Dead, the comic as well as the TV-show.

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The aim of this master’s thesis is to see how a medial transformation of a book with a focus on the book’s intrigue can give a new depth of reading to the children that has joined the activity boktrailerkollo. What extent the project can give a deeper understanding for the children that has been involved in the creating process or if book trailers foremost will be a sweetener for reading.  I am using a quality interview as method with a book talk template as framework. My informants are the three children that has created the book trailer. The essay’s perspective is in the literature didactic fork of literary studies. Book trailer camp was a literary experiment and the five parts (reading, discussion, producing, watching our production, discussing our production) made it a kind of intense multi activity that I want to connect to Art literacy. My primary material was the book Spökjägare by Martin Jern, it’s content the children and I have analysed and shaped thru a book trailer.  To recreate the book became complex and almost impossible, instead it became two separate works from the same basic plot: the book trailer became our own production of such a common interpretation we could achieve.  A clear result was that the children wanted to create another book trailer, which means that they will read again and reflect over the intrigue of the book. Since the children were accustomed readers, they would most likely have done it anyway, but they resumed an extra experience this time with the reflections of characters and the intrigues - even though the story partly lost its meaning due to practical interpretations. One of the children said that he has recommended the book and lent it to friends which also is a result: spreading the word of reading. Through these observations I think that book trailers is a good tool for exploring reading, and will work with those students that have expressed that they don’t read much and need a goal and a sweetener with reading.

Working with students on the spectrum, I often find myself trying to clarify and mediate misinterpretations between students, interruptions in conversations, and reminding them to be active listeners. This essay aims to explore ways in which literature could enhance social cognitive skills among students on the autism spectrum by utilizing Michelle Garcia Winner's methodology, the ILAUGH model, in conjunction with Mark Haddon’s novel The Curious Incident of the Dog in the Night-Time. In order to build social-cognitive skills among ASD students, literature offers concrete examples of social interaction, non-verbal language, perspectives of others, and role models that the students can mimic. The ILAUGH model's clear structure facilitates the approach to literature in the classroom and can become an instrument in the school environment that raises confidence and helps students feel safe and free from anxiety.

Syftet med föreliggande uppsats är att undersöka detektivkaraktärerna Artur Lind i Ingen kan hejda döden och Julia Gabrielsson i UltiMatum utifrån Scott McCrackens beskrivning av de klassiska detektivegenskaperna. Studien avser också undersöka eventuella skillnader i verkens gestaltning av detektiven som kan tyda på genrens utveckling från Trenters tid till vår egen samtid. Hur framställs detektiven såsom hendefinieras av McCrackensom ”vetenskapsman”, ”ensamvarg” och ”modern individ” i de olika verken. Finns det några likheter eller skillnader mellan karaktärernas gestaltning när det kommer till dessa egenskaper?

Denna undersökning analyserar de framträdande problemformuleringar, frågor och perspektiv som präglat kanondebatten i svensk press 2010–2020. Syftet är att förstå hur dessa kommit till uttryck samt relatera dem till svenskämnet med särskilt fokus på den litteratursyn som möter i ämnet i läroplanen för gymnasiet, Gy-11. Forskningsfrågorna är utformade så att detta syfte är möjligt att uppnå, med målet att ringa in de diskursbildningar som gör sig tydliga i kanondebatten samt förstå deras möjliga kopplingar till och implikationer för svenskämnets litteraturundervisning. Inom ramen för undersökningen blir kanondebatten analyserad som ett uttryck för viktiga tendenser i samtiden. Med hjälp av ett kritiskt teoretiskt ramverk tecknas samtidens viktiga och utmärkande drag samt hur kanondebatten kan ses som en reaktion mot dessa och de problem och utmaningar de för med sig. I akt och mening att göra relationen mellan kanondebatten och sagda samtidsanalys tydlig har en eklektisk diskursanalytisk metod använts. Genom denna framgår att kanon kan förstås som ett element, ett särskilt omtvistat begrepp, i två centrala diskurser: en svenskhetsdiskurs respektive en bildningsdiskurs. I undersökningen framgår att kanon som element associeras med ideologiskt oförenliga perspektiv och tolkningar. Dessa ringas in i olika subjektspositioner och med diskursteoretiska ekvivalenskedjor tydliggörs deras plats i diskursen och associationer till kanon. / This study analyzes the salient problem formulations, questions and perspectives that pervade the canonical debate in swedish press between 2010 and 2020. The intention is to better understand their expressions and their relations to swedish language studies, with a particular focus on how literature is viewed in the swedish subject as it is formulated in the high school curriculum, Gy-11. The questions asked are phrased in line with this purpose, with the goal of distinguishing the discourse formations that manifest themselves in the canonical debate and how these relate to and might have implications for the study of literature in the subject of swedish. Furthermore, the study aims to understand the canonical debate as an expression of certain important tendencies of our contemporary situation. With the help of a critical theoretical framework, the important and salient features of the present are drawn and shown to correspond with the reactionary trends that underpin the canonical debate as a solution to problems and challenges characteristic of our time. For the purpose of showing the relationship between the canonical debate and the diagnostic determinations of the present, the study used an eclectic discourse analytical approach. Through this, the canon was understood as an element, a particularly contentious concept, in two central discourses: one pertaining to questions of swedishness, the other to questions of educational refinement. The study shows that the canon is associated with ideologically separate perspectives and interpretations. These are in turn understood as different subject positions. Chains of equivalences were then used to clarify these subject positions within the discourse and the terms with which canon as an element were associated and understood.

This essay focuses on how heteronormativity is depicted and challenged in Nancy Garden’s Annie on My Mind, and the value of using the novel in the Swedish EFL classroom in order to deconstruct and challenge heteronormativity. The point of departure is that dominating discourses produce knowledge and information in favour of heteronormativity, which results in the oppression of other sexualities, but also that normative expectations are limited to their context. This essay shows that by applying a queer perspective on the novel, it is possible to analyse how the author challenges heteronormativity and thereby denaturalise it. Since a queer reading of the novel can pose a challenge to heteronormativity, it is valuable to use Annie in the EFL classroom to assist pupils to analyse and question the norms surrounding them. Rather than focusing on how some individuals deviate from the norm, a queer perspective on Anniemakes it possible to problematise the construction of normalcy.

Research has pointed to the influence of the first language (L1) in the acquisition of the second (L2). In this study I investigate the interface between siSwati as an L1 and the acquisition of Academic English by students of the tertiary institutions of Swaziland. I examine five theoretical frameworks which are germane to L2 acquisition – error analysis, interdependency, transfer, interlanguage and fossilization. I discuss how these frameworks can help explain the low levels of proficiency in Academic English among learners in tertiary institution in Swaziland. In my research I employ qualitative research methods – questionnaires with both students and lecturers on initial and subsequent encounters with reading and writing both in the L1 (siSwati) and the L2 (English) – as well as quantitative research methods including statistical analyses of demographic and biographic data. In addition, in order to gauge the impact of the L1 on the L2 I analyse written texts of first and final year students at a number of tertiary institutions in Swaziland. Findings reveal that the students' L1 does, to some extent, interfere with their ability to properly acquire Academic English but cannot entirely explain the students' failure to acquire competency or near native proficiency in Academic English. Other militating factors include early educational environments which were not conducive to stimulating bilingualism, poor supply of text resources in both the L1 and the L2, the lack of a culture of reading in either the L1 or L2, the remoteness of English mother-tongue contexts, peripheral normativity practices in the institutions and indeed the emergence and development of a new variety of English in Swaziland. My own assessment criteria were critiqued during the course of this study and suggestions were made as to the validity of some of my assumptions about what constitutes "correct English". This insight should necessitate a new study on how English competency is assessed in Swaziland and to what it extent it is in line with contemporary views of what constitutes Standard English. It is hoped that the findings of this study will inform current debates on language teaching and assessment in tertiary institutions in Swaziland and also highlight areas of concern for academic programmes that focus on developing language and writing skills. Finally, I recommend that it is literacy in the L1 that needs to be addressed at the grass-roots route level in order for transfer to the L2 to occur successfully. Ultimately I conclude that efficient acquisition of Academic English can only be achieved when cognitive abilities have been properly developed in the L1.

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