When students solve mathematics tasks, the tasks are commonly given as written text, usually consisting of natural language, mathematical notation and different types of images. This is one reason why reading and interpreting such texts are important parts of being mathematically proficient, at least within the school context. The ability utilized when dealing with aspects of mathematical text is denoted in this thesis as a mathematical reading ability; this ability is useful when reading mathematical language, for example, in task text. There is, however, a lack of knowledge of what characterizes this mathematical language, what students need to learn regarding the mathematical language, and exactly which mathematical language that tests should preferably assess. Therefore, the purpose of this thesis is to contribute to the knowledge of aspects of difficulty related to textual features in mathematics tasks. In particular, one aim is to distinguish between a difficulty that has to do with a mathematical ability and another that has not. Different types of text analyses are utilized to capture textural features that might be demanding for the students when reading and solving mathematics tasks. Aspects regarding vocabulary are investigated both in a literature review and in a study where corpora are used to analyse word commonness. Other textual analyses focus on textual features that concern mathematical notation and images, besides natural language. Statistical methods are used to analyse potential relations between the textual features of interest and both task difficulty and task demand on reading ability. The results from the research review are sparse regarding difficult vocabulary, since few of the reviewed studies analyses word aspects separately. Several of the analysed textual features are related to aspects of difficulty. The results show that tasks with more words that are uncommon both in a mathematical context and in an everyday context, may favour students with good reading ability rather than students with good mathematical ability. Another textual feature that is likely to be demanding for students, is if the task texts contains many meaning relations, for example, when several words refer to the same or similar object. These results have implications for the school practice both regarding textual features that are important from an educational perspective and regarding the construction of tests. The research does also contribute to an understanding of what characterizes a mathematical language.

Magister Artium - MA / The main focus of this dissertation is a critical study of the Arabic text, titled: Lubāb al ‘Ilm Fī Sūrah al-Najm (The Kernel of Knowledge in the Chapter of the Star) by Shaykh Ahmad bin Muṣṭafā’ al-‘Alāwī. Due to the lack of research on esoteric commentaries of the Qurʾān in the English language, there is a need to embark upon an in-depth study of such texts. An important work on Shaykh al-‘Alāwī in English is Martin Lings’ A Sufi Saint of the Twentieth Century. This book is an excellent introduction to the life, works and thought of Shaykh al-‘Alāwī, but it does not deal with a specific text in any detail. Thus, the purpose of this dissertation is to examine closely the above-mentioned text of Shaykh al-‘Alāwī as a sample of his esoteric interpretation of the Qurʾān. For the purpose of this thesis, I shall undertake a translation of his exegesis (tafsīr) on Sūrah al-Najm (the Chapter of the Star). I will include with it explanatory notes and identification of key quotations and sources. This sample from Shaykh al-‘Alāwī’s work will form the basis of my critical analyses. It will also provide a means for comparison with some of his other works, and with Qurʾānic commentaries of the same genre by other Sufi scholars, both classical and modern. In this dissertation, I also seek to offer some answers and proofs concerning the validity of the existence of esoteric tafsīr and why it is needed. I will do this by examining key verses in the Qur’ān and the Sunnah (traditions of the Prophet Muḥammad). The distinction between esoteric and exoteric interpretations of the Qurʾān will also be dealt with in this dissertation. Although the emphasis will be on the esoteric dimension, neither the esoteric nor the exoteric dimension will be treated in a mutually exclusive way. Most Arabic commentaries on the Qurʾān tend towards the exoteric and literal meanings of the text, but the exoteric form also has an inner dimension which Shaykh al-‘Alāwī demonstrates in his commentary on Sūrah al-Najm.

O grande volume de informação textual sendo gerado a todo momento torna necessário o aprimoramento constante de sistemas capazes de classificar textos em categorias específicas. Essa categorização visa, por exemplo, separar notícias indexadas por mecanismos de buscas, identificar a autoria de livros e cartas antigas ou detectar plágio em artigos científicos. As técnicas de classificação textual existentes, baseadas em conteúdo, apesar de conseguirem uma boa performance quantitativamente, ainda apresentam dificuldades em lidar com aspectos semânticos presentes nos textos escritos em língua natural. Neste sentido, abordagens alternativas vem sendo propostas, como as baseadas em redes complexas, que levam em consideração apenas o relacionamento entre as palavras. Neste estudo, aplicamos a modelagem de textos como redes complexas e utilizamos as métricas extraídas como atributos para classificação, utilizando um problema de reconhecimento de autoria para ilustrar a aplicação das técnicas descritas ao longo deste texto / The large volume of textual information being generated at all times makes it necessary to constantly improve systems capable of classifying texts into specific categories. This categorization aims, for example, to separate news items indexed by search engines, identify authorship of old books and letters, or detect plagiarism in scientific articles. Existing textual classification techniques, based on content, despite achieving good quantitative performance, still present difficulties in dealing with semantic aspects present in texts written in natural language. In this sense, alternative approaches have been proposed, such as those based on complex networks, which take into account only the relationship between words. In this study, we applied text modeling as graphs and extracted metrics typically used in the study of complex networks to be used as classifier attributes. To illustrate these techniques, a problem of authorship recognition in small texts was chosen as an example

Thesis advisor: Alan Richardson / The purpose of this project is to examine how text and image function cognitively in the graphic narrative paying particular attention to its manifestation in Satrapi’s "Persepolis." The structure is such that each chapter will progressively become more specific, from medium to genre to text, drawing on specific examples from Persepolis for support. Chapter 2 will first categorize the various relationships between text and image as they function in the graphic narrative as a medium. They are described in terms of the reader’s cognitive experience of the verbal narrative line’s juxtaposition against the visual narrative line. Chapter 3 will examine how a multimodal narrative—a dual verbal/visual narrative—affects the genre of nonfiction in the graphic narrative medium. It will define not only the tensions that text and image necessarily bring to the authenticity of nonfiction, but also the benefits. Chapter 4 will focus on Persepolis as a cognitive product in its own right. Stemming from theories of autobiography which suggest that an autobiographic text is a self-construction or self-understanding of identity, one can examine Persepolis as a material product and personal construction through this lens. I offer a cognitive approach which suggests that Persepolis functions as a material anchor of a conceptual blend—cognitive theories developed by Mark Turner, Gilles Fauconnier, and Edward Hutchins which are further explained in Chapters 2 and 4. While the primary goal of this project is specific to the research goals explained above, the secondary goal is advocacy. Both cognitive literary theory and comics criticism are marginalized in current literary studies. The former—whose scientific method looms over literature—threatens to overshadow the beauty and philosophy behind prose and poetry, while the latter—as a product of mass consumption and popular culture—threatens to undermine the legitimacy of literature. However, this project will show the viability of both cognitive literary theory as a method and the graphic narrative as a subject for serious academic inquiry. / Thesis (BA) — Boston College, 2010. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: College Honors Program. / Discipline: English Honors Program. / Discipline: English.

Thesis advisor: Heather Rowan-Kenyon / Paid employment is one of the most common extracurricular activities among full-time undergraduates, and an array of studies has attempted to measure its impact. Methodological concerns with the extant literature, however, make it difficult to draw reliable conclusions. Furthermore, the research on working college students has little to say about relationships between employment and leadership development, a key student learning outcome. This study addressed these gaps in two ways, using a national sample of 77,489 students from the 2015 Multi-Institutional Study of Leadership. First, it employed quasi-experimental methods and hierarchical linear modeling (HLM) to investigate relationships between work variables (i.e., working status, work location, and hours worked) and both capacity and self-efficacy for leadership. Work location for students employed on-campus was disaggregated into 14 functional departments to allow for more nuanced analysis. Second, this study used text mining methods to examine the language that participants used to define leadership, which enabled a rich comparison between students’ conceptualizations and contemporary leadership theory. Results from HLM analysis suggested that working for pay is associated with lower self-reported leadership capacity, as defined by the social change model of leadership development, and that this relationship varies by workplace location and across institutional characteristics. The association between working status and self-efficacy for leadership was found to be practically non-significant, and hours worked per week were unrelated to either outcome. Results from text mining analysis suggested that most students conceptualize leadership using language that resonates with the industrial paradigm of leadership theory— leadership resides in a person with authority, who enacts specific behaviors and directs a group toward a goal. Disaggregated findings suggested that students who work off-campus consider leadership differently, using language consonant with contemporary, post-industrial scholarship—leadership is a dynamic, relational, non-coercive process that results in personal growth and positive change. In sum, the findings both echo and challenge aspects of existing research on leadership and working college students. Future research should explore off-campus work environments in greater detail, while practitioners and scholars who supervise students should aim to infuse post-industrial conceptualizations into on-campus work environments. / Thesis (PhD) — Boston College, 2017. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Trata-se de pesquisa empírica e documental realizada com três grupos distintos de jovens e adultos leitores habituais e leitores não-habituais. Um grupo composto por alunos do Cursinho Comunitário Pré-Vestibular Sagrado Coração Pastoral Cultural -, sediado na Paróquia Nossa Senhora do Sagrado Coração, outro grupo constituído por assíduos frequentadores da Biblioteca Pública Paulo Setúbal, ambos localizados na Vila Formosa, Zona Leste da Cidade de São Paulo, e, o terceiro grupo formado por participantes do Núcleo da Palavra, do Laboratório Experimental de Arte- Educação & Cultura Lab_Arte, da Faculdade de Educação, da Universidade de São Paulo Feusp. O Objetivo é desvelar as principais questões comportamentais e educacionais geradoras das dificuldades e/ou facilidades com a leitura de obras literárias desenvolvidas no trajeto da formação do leitor. Formação para leitura que pressupõe, nesta tese, uma fisiologia simbólica da leitura, que se instaura nos espaços-tempos familiar, escolar e cultural, conformando-se através da pessoa do leitor, num processo que perpassa a corporeidade. A pesquisa reflete sobre os leitores a partir da reflexão dos mesmos sobre suas trajetórias com a leitura de obras literárias, registradas nas redações produzidas pelos alunos do cursinho, nas entrevistas concedidas pelos leitores da biblioteca e nas produções de textos de cunho poético e narrativo, escritas pelos participantes do Núcleo da Palavra, privilegiando assim uma hermenêutica pontuada pelo gradiente-holonômico, ou seja por múltiplos olhares que integram vários pontos de vista, inclusive o do leitor, focando o tema de modo a verificar as relações que as pessoas estabelecem com a leitura, interpretando-a de modo de deleitoso ou angustiante. O referencial teórico norteador fundamenta-se em Gilbert Durand nAs Estruturas Antropológicas do Imaginário e A Imaginação Simbólica, apoiado pela compreensão do imaginário em Gaston Bachelard, Danielle Perin Rocha Pitta, Marcos Ferreira-Santos, Maurice Merleau-Ponty, Paul Ricoeur, acrescidos dos pensamentos sobre literatura, arte e educação de Antônio Cândido, Edmir Perrotti, Paulo Freire, Michel de Certeau, dentre outros. / This paper deals with empirical and documentary research data culled from 3 different habitual and non-habitual readerships comprised of youngsters and adults. The first group comprehends students from the Sacred Heart Community Pre- College Preparatory Course, located in the Our Lady of the Sacred Heart parish. The second group comprehends regular readers from Paulo Setúbal Public Library. Both sites are located in Vila Formosa district, East Area of the city of São Paulo. The third group was formed by collaborators of the Literary Nucleus of the Art, Education and Culture Experimental Lab belonging to the School of Education of Universidade de São Paulo (FEUSP). The aim of the present work is to reveal the main behavioral and educational issues which generate both the difficulties and ease of understanding literary works, and which occur along the formation of readerships themselves. Reading formation presupposes herein a symbolic reading physiology, which settles upon family, school and cultural space-times and shows itself through the figure of the reader, in a process which lies beyond readers´ actions. The research reflects on readerships based on their own perception about their track records in reading literary works, which were registered in prep courses´ students´ essays, in interviews with library readers and in poetic and narrative texts written by Literary Nucleus collaborators. Thus there is herein the prevalence of hermeneutics marked by an emerging paradigm, that is, by multiple looks which belong to several viewpoints, including that of the reader, framing the subject matter so that relations between reader and reading process might be verified, the last being interpreted as either pleasant or annoying. Theoretical references are mainly Gilbert Durand´s works (Anthropological Structures of the Imaginary and The Symbolic Imagination), supported by the understanding of the imaginary in Gaston Bachelard, Danielle Perin Rocha Pitta, Marcos Ferreira-Santos, Maurice Merleau-Ponty and Paul Ricoeur, as well as by thoughts about literature, art and education in Antonio Candido, Edmir Perrotti, Paulo Freire, Michel de Certeau, among others.

Esta pesquisa reconhece a existência de sinonímia e quase-sinonímia na terminologia jurídica, mais especificamente nos ramos do Direito do Trabalho e do Processo Trabalhista, analisa morfológica e semântica-discursivamente as variações denominativas utilizadas pelos magistrados, bem como evidencia que essas variações, no discurso jurídico, tendem a dificultar a comunicação entre os especialistas da área e o usuário comum.O tema se justifica, na medida em que alguns autores, no domínio da Semântica e da Lexicologia, julgam desejável, nos discursos especializados, a eliminação de várias denominações para uma mesma noção, porém outros estudiosos discordam dessa postura e apontam que a sinonímia é presença incontestável em linguagens de especialidade. Discutem-se, assim, dentre outras, as teorias de Barbosa, Alves, Araújo, Faulstich, Ullmann, Bloomfield, Lopes, Geckeler, Lyons, Wuster, Boulanger, Auger, Cabré, Dubuc, Duque-Picard acerca do fenômeno linguístico em análise, como também conceitos e critérios de base para seu reconhecimento. Discutem-se, ainda, tipologias da sinonímia que podem ser aplicados à Terminologia, ainda que formulados no âmbito da Linguística, pois concebe-se que esta ciência não é desvinculada daquela. Demonstram-se termos da área do Direito que estão ou não em relação sinonímica, extraídos de decisões judiciais, as quais possuem estruturação, características linguísticas e objetivos específicos, mas, devido a, sobretudo, o uso de uma terminologia jurídica específica, não possui linguagem simples e objetiva. Percebe-se a necessidade de se analisar as unidades terminológicas em seu habitat natural, isto é, in vivo, dentro da comunicação especializada, no locus material dos discursos, por meio da análise de textos produzidos de maneira real, e não in vitro, fora do contexto de uso habitual. Observa-se que o trato da sinonímia em Terminologia deve ser bastante criterioso, não só quando se visa à elaboração da macroestrutura, da microestrutura e dos processos de remissivas em um trabalho terminográfico, mas também para se evitar ambiguidade nos textos de especialidade. Nessa direção, estabelecem-se, com esta pesquisa, paradigmas para uma futura elaboração de um glossário no domínio do Direito do Trabalho e do Processo Trabalhista. / This research recognizes the existence of synonymy and almost-synonymy in the law terminology, more specifically in the Labor Law and Labor Suit fields; analyses morphologically and semantic-discursively the variations used by the magistrates, and also makes evident that those variations, in the law discourse, tend to make more difficult the communications between the specialists in the field and the common user. The theme is justified, in the sense that some authors, in the Semantics and Lexicology domains, consider preferable, in specialized discourse, to eliminate the various denominations for the same notion. On the other hand, other scholars disagree from that posture and point out that synonymy is an incontestable presence in specialized languages. The theories from Barbosa, Alves, Araújo, Faulstich, Ullmann, Bloomfield, Lopes, Geckeler, Lyons, Wüster, Boulanger, Auger, Cabré, Dubuc, Duque-Picard are then discussed about the linguistic phenomenon under analysis, as well as concepts and basic criteria for its recognition. The typology of synonyms that can be applied to the terminology are also discussed, even though they are formulated in the field of Linguistics, as we consider this science is not detached from the other. Terms from the Law field which are or are not in a synonymic relation are demonstrated, extracted from legal decisions, which have specific structures, linguistic characteristics and objectives, but, due to, mainly, the use of a specific law terminology, does not have a simple and objective language. A necessity to analyze the terminological units in its natural habitat is perceived, that is, in vivo, within the specialized communication, in the material locus of discourse, outside the context of its habitual use. It is observed that the treatment of the synonymy in Terminology must be very judicious, not only for the elaboration of its macrostructure, microstructure and the remissive processes in a terminographic work, but also to avoid ambiguity in the specialized texts. In this direction, with this research we establish paradigms for a future elaboration of a glossary in the Labor Law and Labor Suit domains.

A leitura e a escrita são importantes ferramentas para ajudar os alunos a melhor compreenderem o mundo ao seu redor. É preciso conhecer, ler, analisar e reproduzir modelos de qualidade para que seja possível escrever textos de forma mais competente. Neste sentido, as propostas de escrita podem incentivar a paráfrase de bons modelos com a finalidade de auxiliar os alunos a se comunicarem melhor, até que se constituam como autores mais autônomos. Mas, até que ponto o contato com os modelos pode afetar a liberdade de criação? É possível copiar um modelo e construir a própria autonomia ao mesmo tempo? Para responder a estas questões, George Steiner, em seu livro Gramáticas da criação, defende a idéia de que estamos a todo o momento imitando, ou melhor, repetindo modelos, ações e idéias de outros. De um modo geral, a criação estaria muito mais próxima da paráfrase do que daquilo que é visto como novo, como original. Bakhtin também disserta sobre o quanto somos ecos de outras vozes que nos cercam, repetindo idéias que não são só nossas, mas que circulam socialmente e influenciam nosso modo de pensar e de agir; interações essas que se estabelecem entre as pessoas e que nos permitem avançar em nossos conhecimentos, de acordo com a teoria sócio-cultural desenvolvida por Vygotsky. Neste sentido, é possível levantar algumas idéias sobre o papel da escola e também dos livros didáticos nesse processo de criação, ou seja, no desenvolvimento da autoria dos alunos. Neste estudo, pretende-se analisar o modo como se relacionam cópia, reprodução, paráfrase e autoria no processo de construção da autonomia dos alunos a partir das metodologias presentes nas atividades de escrita propostas nos livros didáticos. Foram analisadas seis obras de grande adoção nas escolas e que são aprovadas pelo Programa Nacional do Livro Didático. Em todas elas observou-se a presença de boas estratégias, cujo principal objetivo era apresentar um bom modelo para que o aluno conseguisse ressignificá-lo e, a partir dele, desenvolver o seu próprio texto. Partiu-se da concepção de que a criação humana é sempre mediada por algo que já existe e que não se trata de uma simples repetição: há trabalho dos sujeitos nisso, pois o autor é na verdade um aumentador, ele aumenta o mundo a partir de algo que já existe. Podemos considerar, portanto, que a idéia de criatividade relaciona-se, na verdade, com a idéia de transformação da realidade e que esse processo está presente nos materiais didáticos atuais, enquanto uma boa estratégia para formar escritores mais competentes. / Reading and writing are important tools that can be used by students to enhance their understanding about the world and the environment around them. The ability of writing requires prior knowledge of certain quality standards that must be properly evaluated and reproduced if one wishes to accomplish a good quality text. Thus, the best way to enhance a student´s writing ability might be through writing propositions that stimulate the paraphrases of good text models, aiming at helping their communications skills, until the autonomy in writing is fully developed. In this case, however, a few important points must be considered: can such text models affect the student´s creativity? Is it possible for a student to copy/comply to a model text and, yet, develop his/her own autonomy at the same time? To answer such questions, George Steiner, in his book Grammars of Creation, points that we are always copying, or repeating models, actions or ideas learned from other people. In a general sense, creation would be much closer to paraphrases than from what is understood as original. Bakhtin agrees with this idea, pointing that we can be echoes from other voices around us, repeating ideas that are not just ours, but belong to our social environment and influence our thoughts and actions. This is one of the major driving forces to the development of our knowledge, according to Vigotsy´s Social-cultural Theory. Thus, it is possible to draw a few ideas concerning the role(s) that must be played by the school and the textbooks in the process of developing the students as efficient and autonomous authors of written texts. It is necessary to teach students to find new meanings to the model texts, so they can go beyond copying and reproducing other people´s texts, and start creating upon such new ideas, until their writing develops into true authorship. The evaluation of writing propositions contained in school textbooks might be a good way to determine how it is possible to help students to develop this process. In this work, we evaluated the interplay among copy, reproduction, paraphrases and authorship during students development as independent writers. We considered the methodologies inherent to the writing propositions found in six different school textbooks all of them are widely used in schools across the country and have been approved by the Programa Nacional do Livro Didático. All textbooks contained appropriate exercises, in which the main objective was to force students to define new meanings to model texts, developing these new ideas into an original text. Our main concept is that human creation, although often dependent on previously conceived models, cannot be considered a simple act of repetition; there is genuine input from the author, which can be viewed as an enhancer in this process, as he/she adds upon pre-existing models to develop original ideas. In this sense, creativity is directly associated with a process of transformation of the current reality and most school textbooks can be used to develop strategies to form competent writers.

Esta pesquisa toma como objeto de estudo o modo como um aluno surdo escreve, quando atende à solicitação de produzir textos dissertativos. Constituindo-se como um estudo de caso, busca investigar: 1) a natureza dos principais impasses presentes na escrita de um aluno que, antes de iniciar suas tentativas de se utilizar do sistema alfabético de representação, tinha como referência exclusiva uma língua gestual; e 2) a medida em que os desvios presentes nos textos do aluno apresentam uma lógica textual, ainda que tenham sido escritos sem o apoio da oralidade. Para dar forma à investigação, o trabalho analisou os principais desvios com relação à escrita convencional presentes em textos redigidos por um informante surdo que, à época de sua exposição à escrita, não contava com qualquer apoio de uma língua oral. Por meio do cotejamento de vinte e nove versões de textos, foram descritas as alterações nas hipóteses que o informante fez com relação aos modos de utilizar a língua escrita, em especial no que diz respeito aos aspectos formais e textuais de sua produção. A coleta dos dados foi realizada durante sete meses no contexto de oficinas de redação, oferecidas pelo Instituto da Oportunidade Social, na cidade de São Paulo, durante as quais foram trabalhadas onze propostas de produção de textos. A investigação partiu da hipótese de que a escrita de pessoas surdas, embora marcada por uma condição linguística peculiar, poderia apresentar textura, isto é, atender aos fatores de textualidade propostos por Fávero e Koch (1983), quais sejam: a intertextualidade, situacionalidade, aceitabilidade, informatividade, intencionalidade, contextualização, coerência e coesão. A partir da análise de dados, verificou-se que a escrita do aluno surdo se constitui de modo diferente do ouvinte, pelo fato de não contar com a oralidade e, também, de ter a língua de sinais como referência. Contudo, a disposição do aluno para aprender, a prática da reescrita e a posição adotada pela professora em suas intervenções foram determinantes para que a escrita do informante surdo passasse por movimentos que resultaram em expressiva melhora no trabalho com os aspectos formais e textuais de sua produção, corroborando para que houvesse textura em suas produções. Chamou a atenção, também, o fato de o aluno, em seu último texto produzido no contexto das oficinas de redação, relatar sua mudança de posição com relação ao processo de escrita. Assim, verificou-se que, mesmo sem o apoio da língua oral, a surdez não é uma condição determinante para o aluno na conquista do bem escrever. / This researchs subject is the way a deaf student writes when he is asked to write argumentative essays. Being a case study, it aims to investigate: 1) the nature of the main impasses present in the writing of a student that, before starting his attempts to use the alphabetical system of representation, had a sign language as his only reference; and 2) the extent in which the errors made by the student present a textual logic, although the texts were written without the support of oral language. In order to develop the present investigation, this research has analysed the main errors, concerning conventional writing, present in the texts written by a deaf student that do not have any support of oral language by the time he was exposed to writing samples. Through the collator of twentyfour text versions, the changes in the hypotheses the student made concerning the ways one can use language were analysed, especially the ones related to the formal and textual aspects of his production. Data collection was performed during seven months in the context of writing workshops offered by the Institute for Social Opportunity (In Portuguese: Instituto da Oportunidade Social), in São Paulo, Brazil; during the workshops, eleven essay prompts were given to the students. The investigation has been developed on the assumption that although the writing of deaf people is characterized by a peculiar linguistic condition, it could present texture, that is, fulfil the textuality factors proposed by Fávero and Koch (1983), there are: intertextuality, situationality, acceptability, informativity, intentionality, contextualization, coherence and cohesion. From data analysis it was possible to verify that the deaf students writing constitute itself differently from the hearers because it does not rely on orality, in addition, it has sign language as reference. However, the students willingness to learn, rewriting practice and the position taken by the teacher when making interventions in the texts were decisive to make the deaf students writing go into movements that resulted in a significant improvement concerning the learning of formal and textual aspects of his writing production, developing the texture in his writings. It should also be highlighted that in the last piece of writing produced in the context of the writing workshops, the student reported his change of position concerning the writing process. Thus, it was possible to verify that, even without the support of oral language, deafness is not a decisive condition in the achievement of a good writing.

I detta arbete undersöks olika aspekter som finns att ta hänsyn till vid sångöversättning. Översättning handlar om att överföra innehållet i en text från ett språk till ett annat. Vid sångöversättning behöver texten vara sångbar och detta kan vara svårt då texten är bunden till formen av musiken såsom melodi, rytm och betoningar. Syftet med detta arbete är att undersöka olika regler och modeller som finns att följa vid översättning av engelska låttexter till svenska samt hur dessa kan användas och vilka resultat det ger. I arbetet har en intervju gjorts med en översättare som även är sångare. Två engelska sånger har översatts till svenska efter att analys av originaltexten har gjorts. Resultatet visar att vid översättning behöver originaltextens struktur delvis ändras för att nå det bästa sångbara resultatet. En viss form av anpassning till det svenska språket behöver göras och översättaren behöver bestämma sig för vilket slutmål översättningen ska ha och efter detta göra vissa medvetna val. Diskussionen tar upp hur en översättning kan anpassas till det nya språket, hur det praktiskt går till vid översättning samt hur mycket en översättning behöver vara trogen originalet. / <p>4 ljudfiler är uppladdade: Jag söker än efter vägen (sång Mikaela Häger, gitarr Sebastian Nylin) I still haven't found what I'm looking for (sång Mikaela Häger, gitarr Sebastian Nylin) Mörkret (sång Mikaela Häger, piano Ebba Lorentzi) May it be (sång Mikaela Häger, piano Ebba Lorentzi)</p>