Syftet med denna studie är att ge läsaren en bild av hur skrivprocessen samt bedömningsarbetet i skönlitterärt skrivande kan se ut i grundskolans yngre år. Jag vill genom tidigare forskning ta reda på hur en skrivprocess kan vara uppbyggd, vilka viktiga delar lärarna bör att ta hänsyn till i processen samt bedömningens/återkopplingens roll. Jag undersöker hur de verksamma lärarnas arbetsgång ser ut vid skönlitterärskrivning samt hur de ser på bedömningsprocessen i samband med skrivprocessen. Studiens empiri utgörs av en kvalitativ intervjumetod, detta för att försöka skapa ett djup snarare än bredd. Informanterna som deltar i undersökningen har lång erfarenhet inom yrket vilket jag hoppas ger studien det djup jag eftersträvar.   Resultatet av min studie visar på att informanterna ej uppfattar skrivprocessen som särskilt komplicerad. Detta hänvisar informanterna till att eleverna är nybörjare i skrivandet och nivån i årskurs 1-3 är relativt enkel samt att styrdokumenten är tydliga med vad som ska bedömas. Sambedömning används endast vid bedömning av nationella prov, dock finns en förhoppning om fler sambedömningstillfällen. / The purpose of this study is to give the reader an insight into the writing process and how the assessment work of fiction writing can look like in primary school. Through previous research I wish to examine how the process of writing can be structured and what important parts of assessments the teachers take into consideration when they evaluate the process. The study examines how teachers’ work with assessment during the process of fictional writing and how they view the assessment process during the writing process. The empirical data consists of a qualitative interview in order to try to create a depth rather than a width. The informants participating in the survey have a long experience in the profession which I believe can contribute the depth I aspire. The results of the study show that the informants do not perceive the writing process as particularly complicated. The informants refer to the fact that their students are new to writing. They also conclude that the demanded level of writing is relatively simple for students in grades 1-3, and the policy documents also state this. The informants believe cooperative assessment is primarily used in national tests. All teachers in this study want more opportunities for cooperative assessment.

Orientador: João Antonio Telles / Banca: Stela Miller / Banca: Maria Cecilia Camargo Magalhães / Resumo: A dissertação tem como objetivos: 1) apresentar uma maneira de desenvolver o ensino de língua pela qual seja possível a produção de conhecimentos significativos e que considere a vida e a realidade dos alunos. 2) Produção textual Histórias de Família por meio de um percurso pelo qual os alunos possam viver os processos de produção e tenham a consciência da história familiar. As análises mostram que a escrita do gênero Histórias de Família oferece uma riqueza de dados importantes para se pensar em uma metodologia de ensino voltada para a produção de conhecimentos significativos e uma educação humana mais ampla. Promove a interação com a família e desperta a responsabilidade com as atividades de linguagem, uma vez que a palavra escrita é vista como um trabalho e socializada com interlocutores reais: a família e os leitores das narrativas. / Abstract: The study here described has two objectives: (1) to introduce a way of developing the study of a language that aims the production of meaningful knowledge and by taking into account the students' life and context; (2) the written production of family histories through a process by which students can experience the writing production process and can become aware of their own family history. The results of the analyses show that the production of the family history genre offers a wealth of important data to think of a teaching methodology focused on the production of meaningful knowledge and of an education that is more broad and human. In addition, the written production of the family history genre provides students with opportunities of interaction with their families and awakens the responsibility and involvement with language based activities so that the written language can be viewed as work and socialized with real interlocutors: the families and the readers of the narratives. / Mestre

This thesis explores how writing is made in two Swedish early childhood classrooms with a focus on how processes of writing are constituted in the writing event and what writings and writers the event offers potentials for. Theoretically, the research project takes its starting point in the assumption that processes of writing are an effect of relations between different elements, where the young writer is only one part of many human and non-human matters that make way for multiple becomings of writing and writers. In this context, the figuration of the nomad thought of Deleuze and Guattari is particularly applicable as it builds on the assumption that everything is always connected, continuously moving. The questions addressed are how the processes of writers, text-like writings and educational writing processes emerge, continue and transform in the writing event, and what writers, text-like writings and educational writing processes the event offers potentials for. The thesis consists of three research articles based on different empirical data. The first article builds on data from the thinking and talking about writing and the writing child in scholarly literature since the 19th century. The second and third articles are based on analyses of ethnographic documentation of six- to seven-year-olds’ writing activities in two early childhood classrooms. The ethnographic strategies of the audio and video recordings, field notes, informal interviews and the collection of children’s text-like writings were carried out over a period of one and a half year during which the children moved from preschool class to their first year of school. The findings of the first article suggest that the image of the ideal writing and the ideal writer has changed over time. However, the image of the young writer training for adult life predominates over time. The main result of the second article shows in specific ways that the mutual production of stabilizing processes of writing and processes of experimentation are vital components for becomings of writers and writing, irrespective of pedagogical framings. The finding of the third article illustrates how the teaching method of creative writing produced over time creates multiple pedagogical trajectories of “doing method” and “doing creativity”. The thesis posits nomadic writing as a way to account for the movement, the connectivity and change in the processes of writing, thus contributing to an understanding of how the processes of writing create potentialities for multiple becomings of writers and writing. / Baksidestext/Blurb How is writing made? How do processes of writing emerge, continue and change in educational writing events? And what kinds of writers and writings can potentially emerge from the writing event? In this thesis Carina Hermansson explores how writing is produced in early childhood education, partly through analyses of the thinking and talking about writing and the writing child provided in scholarly literature since the 19th century, and partly through analyses of ethnographic documentation of six- to seven-year-olds’ writing activities in two early childhood classrooms. The research identifies how the processes of writing are an effect of many elements assembled in the writing event, such as computers, learning outcomes, bodily movements, children and teachers, and experiences based on children’s popular cultures. Hermansson posits nomadic writing as a way to account for the connectivity, the movement and change in the processes of writing, thus contributing to an understanding of how the processes of writing create potentialities for multiple becomings of writers and writing. The findings show that the mutual production of stabilizing processes of writing and processes of experimentation are vital components for becomings of writers and writing, thus offering a way to view early childhood writing classrooms as sites of experimentation. Nomadic Writing: Exploring processes of writing in early childhood education is a book about children’s writing and writing development in a society where media, digital technology and new forms of communication and literacy are conceptualized as important in education. It provides researchers and teachers with a conceptual framework for understanding the dynamic processes of writing. / <p>The online version of the thesis differs slightly from the printed version as research articles have been removed for copyright reasons.</p>

This thesis explores how writing is made in two Swedish early childhood classrooms with a focus on how processes of writing are constituted in the writing event and what writings and writers the event offers potentials for. Theoretically, the research project takes its starting point in the assumption that processes of writing are an effect of relations between different elements, where the young writer is only one part of many human and non-human matters that make way for multiple becomings of writing and writers. In this context, the figuration of the nomad thought of Deleuze and Guattari is particularly applicable as it builds on the assumption that everything is always connected, continuously moving. The questions addressed are how the processes of writers, text-like writings and educational writing processes emerge, continue and transform in the writing event, and what writers, text-like writings and educational writing processes the event offers potentials for. The thesis consists of three research articles based on different empirical data. The first article builds on data from the thinking and talking about writing and the writing child in scholarly literature since the 19th century. The second and third articles are based on analyses of ethnographic documentation of six- to seven-year-olds’ writing activities in two early childhood classrooms. The ethnographic strategies of the audio and video recordings, field notes, informal interviews and the collection of children’s text-like writings were carried out over a period of one and a half year during which the children moved from preschool class to their first year of school. The findings of the first article suggest that the image of the ideal writing and the ideal writer has changed over time. However, the image of the young writer training for adult life predominates over time. The main result of the second article shows in specific ways that the mutual production of stabilizing processes of writing and processes of experimentation are vital components for becomings of writers and writing, irrespective of pedagogical framings. The finding of the third article illustrates how the teaching method of creative writing produced over time creates multiple pedagogical trajectories of “doing method” and “doing creativity”. The thesis posits nomadic writing as a way to account for the movement, the connectivity and change in the processes of writing, thus contributing to an understanding of how the processes of writing create potentialities for multiple becomings of writers and writing.

This study addresses a gap in the second language writing research through examining processes occurring during the pre-writing and drafting stages of adult second language learners' writing when computer-mediated communication (CMC) pre-writing activities are involved. The theoretical framework adopted in the study is Writing-as-process approach with a focus being the pre-writing and drafting stages of the writing process. The design of the study is a parallel component mixed method design with an ongoing dominant qualitative stage and a nested less-dominant quantitative stage. In the qualitative stage of the project, two case studies were conducted: a group case study of the 60 intermediate level ESL learners who participated in the study and a more focused instrumental case study of eight learners selected based on their post-treatment writing gains. The research focus was on the social environment, including the learning task, peer interaction, mode of communication, and the intertextual connections between pre-writing discussions of the participants and their first drafts. The qualitative stage findings suggested that the CMC mode of communication (synchronous vs. asynchronous) affected differently the participants' patterns of interaction as well as the intertextual connections of their first drafts with the pre-writing discussions. In the quantitative stage, the researcher compared the first-draft writings of students who participated in asynchronous and synchronous pre-writing discussions (treatment) through the analysis of eight textual features of students' first drafts, namely: (1) syntactic complexity, (2) the amount of information present in a single focus, (3) the quantity of overall information present, (4) lexical information per clause, (5) vocabulary complexity, (6) rhetorical soundness, (7) presentation and development of main ideas, and (8) overall language use. The first five textual features, presented with continuous scores, were analyzed using five ANCOVA tests with significance level alpha being set at .05; the concomitant variables were the corresponding pre-treatment scores for each of the measures. Textual features 6-8, presented with ordinal scores, were analyzed through two-tailed Mann-Whitney U tests. While no differences were found for any of the eight proposed features when the writings of the participants in the asynchronous CMC and the synchronous CMC groups were compared, the consideration of the qualitative findings suggested that further analysis of an additional textual aspect of students' first drafts, more specifically - distinct lexical items, could be informative. The quantitative analysis of distinct lexical items of students' writings completed after synchronous and asynchronous pre-writing discussions was performed through the application of a two-tailed t-test. The results of this analysis led to the conclusion that at significance level alpha = .05, the CMC mode in which the pre-writing discussion was completed influenced differently students' first drafts on a lexical level: the intertextual connections between the pre-writing interactions and the first drafts of the participants from the asynchronous group at a lexical level were significantly stronger than those of their counterparts who participated in synchronous pre-writing discussions.

The purpose of this study is to explore how experienced student writers in Swedish schools handle two different writing tasks, a lab report in physics and a text to be written within Swedish as a school subject. Applying a dialogical perspective on writing, the study is an attempt to explore what role subject contexts play for the students’ writing processes and to what extent the strategies used by the students are more individual. The writing tasks were solved outside of class, a frequent, but relatively unexplored way of organizing writing tasks in upper secondary school in Sweden.The results of the study indicate that different subject contexts enforce the emergence of different writing processes. The lab report was written in a certain order, from easy to difficult parts. Each part of the text was written on its own. Editing affecting the macrostructure of the text did not occur. In contrast, when writing the text within Swedish as a school subject, the paragraphs were developed at several different times during the writing process and questions concerning the global structure of the text seem constantly to have presented themselves. Extensive deletions were performed, and new angles to the subject introduced, affecting the macrostructure of the text.Writing processes are also individual. In a close-up study, three students – here called Kerstin, Paula and Sara – video filmed their work with the two texts. The texts were logged by the students, writing on Google Drive. In this material the individual strategies come out in basically two ways: in the resources chosen by the students as well as in their editing of their texts. Kerstin may be said to have used “herself” or, rather, a general writing ability. For Paula, her father functioned as an important resource. Sara was the one of the three who used digital media most frequently. In the students’ editing patterns, above all, Kerstin and Sara differed significantly. Kerstin did her editing during the formulation stage, regardless of writing task, while Sara mainly did her editing after the formulation stage.

Made available in DSpace on 2014-06-11T19:24:57Z (GMT). No. of bitstreams: 0 Previous issue date: 2006-09-26Bitstream added on 2014-06-13T18:53:04Z : No. of bitstreams: 1 kimura_nss_me_mar.pdf: 1143852 bytes, checksum: a3dad97925751c86f7bf247ede91ffa9 (MD5) / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / A dissertação tem como objetivos: 1) apresentar uma maneira de desenvolver o ensino de língua pela qual seja possível a produção de conhecimentos significativos e que considere a vida e a realidade dos alunos. 2) Produção textual Histórias de Família por meio de um percurso pelo qual os alunos possam viver os processos de produção e tenham a consciência da história familiar. As análises mostram que a escrita do gênero Histórias de Família oferece uma riqueza de dados importantes para se pensar em uma metodologia de ensino voltada para a produção de conhecimentos significativos e uma educação humana mais ampla. Promove a interação com a família e desperta a responsabilidade com as atividades de linguagem, uma vez que a palavra escrita é vista como um trabalho e socializada com interlocutores reais: a família e os leitores das narrativas. / The study here described has two objectives: (1) to introduce a way of developing the study of a language that aims the production of meaningful knowledge and by taking into account the students' life and context; (2) the written production of family histories through a process by which students can experience the writing production process and can become aware of their own family history. The results of the analyses show that the production of the family history genre offers a wealth of important data to think of a teaching methodology focused on the production of meaningful knowledge and of an education that is more broad and human. In addition, the written production of the family history genre provides students with opportunities of interaction with their families and awakens the responsibility and involvement with language based activities so that the written language can be viewed as work and socialized with real interlocutors: the families and the readers of the narratives.

No description available.

L’objectif de cette thèse est d’étudier l’effet que peuvent avoir les émotions, au travers de l’induction d’un état émotionnel, sur les capacités rédactionnelles, orthographiques et mnésiques d’enfants au sein du contexte scolaire. Plus précisément, en lien avec le modèle élaboré par Ellis et Ashbrook (Resource Allocation Model of Cognitive Interference, 1988), puis modifié par la suite par Ellis et Moore (1999), la thèse selon laquelle les ressources cognitives disponibles varieraient en fonction de l’état émotionnel du participant est défendue. L’influence des émotions (positive, négative et neutre) est testée sur les exercices de la rédaction de texte, de la dictée et sur une tâche de mesure de la mémoire de travail phonologique, auprès d’enfants de CM1 et CM2.Les résultats montrent que les émotions négatives sont responsables de variations sur la longueur des textes et sur l’utilisation du lexique dans le cadre des processus rédactionnels (expérience 1), mais aussi d’une diminution des performances en mémoire de travail phonologique (expérience 3). En revanche, l’induction d’une émotion positive ou négative est responsable d’une perturbation sur le plan des processus orthographiques résultant en une augmentation du nombre d’erreurs d’orthographe dans le cadre de l’exercice de la dictée (expérience 2). En conclusion, il est montré que les émotions peuvent avoir un effet perturbateur, parasitant sur certains processus cognitifs complexes chez l’enfant. De plus, ce travail a aussi permis d’interroger l’effet des activités scolaires sur le ressenti émotionnel des enfants de CE2 et CM2 (expérience 4). Il a ainsi été mis en évidence que selon l’âge des enfants et l’activité pratiquée (écoute d’un texte lu à l’oral et dictée), le ressenti émotionnel varie grandement, mais aussi que l’état émotionnel initial est corrélé aux performances en dictée.Finalement, les résultats sont discutés en lien avec le modèle considéré (Ellis & Moore, 1999). Des ouvertures expérimentales sont proposées afin d’améliorer les connaissances de l’effet des émotions sur les capacités de langage écrit des enfants d’âge scolaire. / The aim of this thesis was to study the effects of emotions, through the induction of an emotional state, on the writing processes, spelling performances and working memory capacities in children in school context. More specifically, in relation to the model developed by Ellis and Ashbrook (Resource Allocation Model of Cognitive Interference, 1988) and subsequently modified by Ellis and Moore (1999), the thesis that the cognitive resources available could vary depending on the emotional state of the participant was supported. The influence of emotions (positive, negative and neutral) was tested on the exercise of writing text, dictation and on phonological working memory, in 4th and 5th graders.The results showed that negative emotions were responsible for variations in the length of text and the use of vocabulary in the writing processes (experiment 1), and also of a decrease in performances in phonological working memory (Experiment 3). In contrast, the induction of a positive or negative emotion was responsible for a disturbance in terms of orthographic processes resulting in an increase in the number of spelling errors during dictation (experiment 2 ). In conclusion, it was showed that emotions could have a disruptive effect on some complex cognitive processes in children. In addition, this work also allowed questioning the effect of school activities on the affective states in 3rd and 5th graders (experiment 4). It has been shown that the affective states varies greatly according to the age of children and activity practiced (listening to a text and dictation), but also that the initial affective states were correlated with performances in dictation.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This paper presents the results obtained from research developed in Programa de Pós- Graduação em Educação of Universidade Federal de Santa Maria - PPGE/UFSM, linked to Line of research 1 - Training, Knowledge and Professional Development. Through this research, it was possible to realizethe ideas that guide the practice of a literacy teacher active in a rural school in Santa Maria/RS. For the writing of this work wasnecessary to use references that could buttress information gathered during the research in the fields of Life History, Literacy, History of Education, Educational Practice. To this end, stood out: Minayo (2010), Gatti; André (2010), Macedo (2006), Souza (2006), Antunes (2004, 2005, 2011, 2011a), Freire (1977, 1996), Freire; Macedo (2011), Soares (2010). The methodology that bases this research was a qualitative approach, using the Life History. For the collection ofinformation were used to report Autobiographical Writing, Meetings Approach, Semi- Structured Interview, Journaling Field. The conceptions of literacy have been built throughout his teaching career, the group work undertaken by rural teachers in multigrade classes that experience in the participant of this research appeared in his early career. Thus, it was throughout their experienceswithin the school and the countryside that the teacher has designed the current design that we have today about the process ofreading and writing. Throughout the meetings occurred during the period of data collection, there was a noticeable involvement andengagement of the teacher with the school and the rural areas, spaces that are part of their personal and professional life for 27 years. With that,during the research, it was noted the practice of liberation, emotional, loving, guiding the theory base of educator Paulo Freire (1996). / Este trabalho apresenta os resultados alcançados na pesquisa de mestrado desenvolvida no Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria - PPGE/UFSM, vinculado à Linha de Pesquisa Formação, Saberes e Desenvolvimento Profissional. Através dessa pesquisa, foi possível perceber as concepções que norteiam a prática alfabetizadora de uma professora atuante em uma escola rural do município de Santa Maria/RS. Para a escritura desse trabalho, foi necessário utilizar referências que pudessem embasar as informações coletadas ao longo da pesquisa nos campos da História de Vida, Alfabetização, História da Educação, Prática Educativa. Para tanto, destacaram-se: Minayo (2010), Gatti; André (2010), Macedo (2006), Souza (2006), Antunes (2004, 2005, 2011, 2011a), Freire (1977, 1996), Freire; Macedo (2011), Soares (2010). A metodologia que embasou essa investigação foi a abordagem qualitativa, utilizando o método História de Vida. Para a coleta das informações foram utilizados o Relato Autobiográfico Escrito, Encontros de Aproximação, Entrevista Semi-estruturada, Registro em Diário de Campo. As concepções da alfabetizadora foram sendo construídas ao longo de sua carreira docente, nos trabalhos em grupo realizados pelas professoras rurais, na experiência em classes multisseriadas que a participante dessa pesquisa atuou em seu início de carreira. Nesse sentido, foi ao longo das suas vivências dentro da escola e do meio rural que a professora concebeu a atual concepção que tem hoje sobre o processo de leitura e escrita. Ao longo dos encontros ocorridos no período de coleta de informações, foi perceptível o envolvimento e o engajamento da professora com a escola e com o meio rural, espaços que fazem parte de sua vida pessoal e profissional há 27 anos. Com isso, no desenrrolar da pesquisa, notou-se a sua prática libertadora, afetiva, amorosa, bases que norteiam a teoria do educador Paulo Freire (1996).