I “Det finns även personer som...”: En transitivitetsanalys av trans*personer i text undersöks tre olika texter. Texterna är från riksdagen, Regeringen och Socialstyrelsen och alla handlar om eller riktar sig till trans*personer i olika utsträckning. Syftet med uppsatsen är att undersöka hur trans*personer skrivs om eller till i texter som kommer från inflytelserika myndigheter och samhällsinstanser. Med utgångspunkt ur den systemisk-funktionella grammatiken samt intersektionella perspektiv på diskriminering görs en transitivitetsanalys som kombineras med den analytiska modellen genderism. Resultaten visar att det grundläggande verkar vara svårt att alls skriva om eller till trans*personer, men att texterna utvecklar ett antal olika metoder för att ändå försöka göra detta. Det sker ofta genom att antingen abstrahera med långa komplicerade omskrivningar, eller försöka hålla ett direkt ’du’-tilltal. Det är tydligt att författarna försöker undvika problematiska kategoriseringar, men det visar sig riskera att leda till bortnämningar istället. Det visade sig också finnas en intressant tendens att både gå emot och samtidigt bekräfta och cementera en cisnormativitet. Den här kandidatuppsatsen skrevs vårterminen 2020 av Jack Ohlson. Handledare var Ulf Larsson.

This essay analyzes the written narrative competence of some pupils in the sixth year of Swedish primary school. Using an assessment tool rooted in the genre pedagogy that stems from systemic functionals linguistics view on language, the author provides a situated picture of the current narrative competence of the previously mentioned pupils through a genre pedagogic perspective. Through a qualitative text analysis, the study focuses on the genre pedagogic register in which field, tenor and mode are examined in each pupil’s written work. Furthermore, by combining the qualitative text analysis with a comparative method the study compares the pupils written narrative competence to a model text that fulfill all requirement for the highest possible grade in the Swedish school system.The conclusions of the study found that the included texts spans from a higher to a lower quality. Some showcased a wide range of lexical resources in creating the narrative register while others hardly use any lexical resources at all. The most eye-opening conclusion does not stem from the qualitative analysis, but rather from the lapse of potential texts due to the pupil’s ineptitude in writing stories that contains a complication as well as a resolution. Considering these findings, the author of the essay argues that there is a more fundamental flaw in the genre specific structure of a narrative text.Considering the findings associated with this essay a study that examines a wider range of pupils is proposed. This in order to determine if the fundamental flaws in genre specific structure and language that the pupils in this study showcase is just a local phenomenon of if it is a more common flaw in the sixth year of the Swedish primary school.

SammandragSyftet med studien var att undersöka förkomsten av olika typer av semiotiska resurser som har betydelse för förståelsen av texten i läromedel, med fokus på hur bild och text samspelar som stödstrukturer. Två läromedel i svenska som andraspråk för kurs 1, 2 och 3 framställda efter den aktuella läroplanen (Gy 11) undersöktes (Sätt full fart och Språkporten). En kvalitativ studie genomfördes där bild, text och faktarutor analyserades utifrån en analysmodell (Björkvall 2009) som är baserad på metafunktionerna i Systemic functional linguistics (SFL). Studiens resultat visade att bildernas placering gav reellt (specifikt) informationsvärde samt att deras interaktion med läsaren var av erbjudande karaktär. Studien visade på att det finns stora likheter mellan läromedlen gällande på vilket sätt bild/faktarutor/verbaltext används, men att Språkporten använder layout i högre utsträckning. Läromedlens variation av semiotiska resurser, i synnerhet i Sätt full fart, kan antas fungera som stöttning för helhetsförståelsen, vilket i tidigare studier har visat sig vara ett stöd för elever generellt men för andraspråkselever i synnerhet. / nej

No description available.

No description available.

In this dissertation, I explore to address the problem of the identity of Paul’s interlocutor(s) in Rom 1–3 and the subsequent issue of whether Paul only includes non-Jewish Gentiles as recipients of his gospel teaching. In order to deal with the research question in a linguistically informed manner, I draw from Systemic Functional Linguistics and use two related notions of cohesive chains and grammatical metaphor (nominalization). By applying both methods to the text, I identify twenty-three active cohesive chains and five most important instances of nominalization in the text. Based on the linguistic data elicited solely by examining the interaction patterns among the chains and by explicating the various textual effects that nominalization brings about, I conclude that the linguistic evidence points to the possibility that the interlocutor is an ethnically Jewish man and Paul thus does not exclude his fellow Jews from his presentation of the gospel in Rom 1–3.

This study attempts to analyze the Eucharist in the Synoptic Gospels including their co-texts (Matt 26:14–35; Mark 14:10–31; Luke 22:3–23, 31–34), via a Mode Register Analysis based on Systemic Functional Linguistics. The purpose of this study is threefold: (1) to model a linguistic methodology and to apply it to each text of the Eucharist and its co-texts in the Synoptic Gospels, (2) to find meaningful linguistic characteristics of each designated text via a comparative analysis based on the preceding study, and finally (3) to suggest a balanced and plausible hypothesis which may offer convincing explanations of the Synoptic Gospels' construction process. The thesis of this study is as follows: in the Synoptic Gospels' construction process, each constructor reflected the oral Gospel tradition(s) significantly, as the one who had formed/contributed the tradition (probably Matthew), or the one who delivered it (probably Mark), or the one who preserved it (probably Luke), though there is also the possibility that each of them made use of written sources including the other Gospel(s).

No description available.

Since the school subject Swedish as a second language was established in the Swedish school system in the mid-1990s, the organization of the subject has varied widely across schools, and the outcomes have been poor. This thesis investigates these problems linguistically. The main objective is to explore the school subject Swedish as a second language in relation to the language of students taking the subject. Another aim of this thesis is to illuminate the complex relation between the Swedish language and the use and conception of Swedish as a second language. A critique of the concept of ‘language’ and of language attitudes in the school context is a recurring theme in the thesis. The thesis contains four papers addressing different aspects of the school subject Swedish as a second language. Paper I examines texts and oral presentations from a group of students born in Sweden, analyzing their language from a normative, mainly grammatical, perspective. Paper II develops a model for analyzing text as activity. In Paper III, the model from paper II is applied to analyze students’ narrative texts written as responses to an assignment, focusing on texts that received failing grades. Papers I and III include comparisons with Swedish as a language and as a school subject. Paper IV, finally, analyzes views of language in policy documents. One critical result of the thesis is the identification of a need for a raised awareness about language in schools and society. In the current situation it is hard to establish a discrete boundary dividing the language of students in the subject Swedish as a second language from the language of students in the subject Swedish, but differences can be observed, which in some sense resonates well with the definition of the subject given by the policy documents. Swedish as a second language in schools can be vaguely defined as Swedish with non-Swedish or foreign markers. The vague definition of the subject and the many linguistic conditions built into the subject entail that Swedish as a second language does not seem well-suited for anyone. Employing a combination of a traditional and an alternative view of language, as proposed in this thesis, may be a fruitful way to accommodate all students.

This study examines the use of discourse-organising nouns (DONs), such as fact, issue, and problem, in Swedish advanced students’ academic writing in second language (L2) English, and in what ways texts produced by the L2 students resemble or differ from those produced by advanced native-speaker (L1) students and from expert writing in this respect. The study uses corpus linguistic methodology and is set within the frameworks of Halliday’s systemic-functional linguistics and Granger’s Contrastive Interlanguage Analysis. Results show both similarities and differences across the writer groups. Noteworthy similarities include overall frequencies of DONs and their modifiers. Differences include variety of usage and register appropriacy. These differences were often the largest between the L2 student writing and the expert writing, though findings suggest that both student groups can usefully be thought of as learners of academic writing in English in this respect. Specifically, the students’ usage was found to be less varied than the expert writing, and to be characterised by more frequent use of semantically vague nouns (e.g., thing and fact) and nouns marking attitude and involvement (e.g., opinion and question). Other central findings include the tendency, on the part of the students, to use DONs less frequently in syntactic structures prototypical of formal academic prose, and to use them more frequently in structures with the potential to express stance, compared to the expert writing. The study also found more frequent use of evaluative modifiers of DONs in the student writing. In sum, the L2 student writing and, to a lesser extent, the L1 student writing, was found to approximate the corpus of expert writing in many respects, but with less variety, fewer markers of formality, and more frequent occurrences of interpersonal features in their use of DONs. The result is discourse that can in part be characterised as vague and subjective, as well as involved and informal. / This study examines the use of discourse-organising nouns (DONs), such as fact, issue, and problem, in Swedish advanced students’ academic writing in second language (L2) English, and in what ways texts produced by the L2 students resemble or differ from those produced by advanced native-speaker students and from expert writing in this respect. Results show both similarities and differences across the writer groups. Noteworthy similarities include overall frequencies of DONs and their modifiers. Differences include variety of usage and register appropriacy. In short, the L2 student writing and, to a lesser extent, the L1 student writing, was found to approximate the corpus of expert writing in many respects, but with less variety, fewer markers of formality, and more frequent occurrences of interpersonal features in their use of DONs. The result is discourse that can in part be characterised as vague and subjective, as well as involved and informal. These differences were often the largest between the L2 student writing and the expert writing, though findings suggest that both student groups can usefully be thought of as learners of academic writing in English in this respect.