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Syftet med denna undersökning var att få en djupare förståelse varför gymnasieelever särskriver. I undersökningen analyserades ett urval elevuppsatser från tre gymnasieklasser, i årskurserna ett och tre, för att se vilka typer av särskrivningar som förekom. Särskrivningarna delades in i olika kategorier beroende på förledets ordklasstillhörighet, om det var ett flerstavigt förled eller om förledet innehöll diakritiska tecken. Ett samband mellan elevuppsatsernas och samhällets särskrivningar (reklam, skyltar, matvaruförpackningstexter) undersöktes. För att få ytterligare förståelse i elevernas sätt att särskriva intervjuades respektive klasslärare om fenomenet särskrivning och hur de arbetar med att förebygga dessa. Resultatet som visades var att flerstaviga förled samt när förleden var substantivistiska var de faktorer som dominerade bland särskrivningarna i undersökningen. Av lärarintervjuerna drogs slutsatsen att den troligtvis största bidragande faktorn till särskrivningar hos gymnasieelever var påverkan från det engelska språket i det svenska språket. Slutsatsen som drogs utifrån min undersökning var att det inte gick att bevisa att engelskan var den största bidragande faktorn, utan detta gick bara att spekulera kring.

According to the curriculum for compulsory school (Skolverket, 2018), it is essential to use formative assessment to support the pupils' progress in their learning. This study's purpose and aim are to give an insight into what extent and how formative assessment is used by teachers to pupils in elementary school. The research question is as follows: To what extent (and how) is formative assessment used in the English classroom in Scania (Sweden) in grades F-3. The study's results imply that most teachers use formative assessment in their English classroom, and it is mostly given orally. In addition, when the decision is made not to use formative assessment, it is due to a lack of time and resources.  The result is aligned with previous research that has been conducted in other countries.

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This thesis is based on Kågeträskdagboken, a peasant diary written by sisters Greta and Lovisa Dahlqvist near Skellefteå in northern Sweden between 1981 and 1901. The research has sought to establish whether centripetal or centrifugal forces determine the orthographical choices Greta and Lovisa make in their writing as well as what kind of impact these forces have on these authors’ linguistic identification. When centripetal forces are at play, people tend to write in a way that agrees with conventions and standardised language which means that orthographical patterns are applied. Centrifugal forces move away from centring institutions and apply heterographic patterns that challenge a language’s norms and conventions. Research in this thesis was conducted using a variety of orthographic variables and meticulously reviewing the source material. After gathering the data, a lengthy process of analysis, interpretation, and compilation began. Based on the results, it is apparent that both centripetal and centrifugal forces influence the linguistic choices of the writers, as evidenced by the diary’s prevalent orthographic and heterographic spelling patterns. One further finding is that these forces are having a cumulative impact on the writers, creating an identification linguistically with both their local dialect, skelleftemål, and the standardised written language of Swedish.