<p>Syftet med studien är att få en förståelse för hur några elever i grundskolan uppfattar det engelska språket och engelskundervisningen. För att kunna besvara dessa frågor har vi valt att använda en kvalitativ metod, och intervjuat fem stycken elever i vardera av grundskolans år 1, 3 och 5. Frågeställningarna vi utgått ifrån är följande;</p><p>Hur ser några elevers attityder ut till det engelska språket i grundskolan, förändras de och i sådana fall hur?</p><p>Hur ser några elevers förväntningar ut, finns det skillnader och eller likheter mellan grundskolans år 1, 3 och 5?</p><p>Vi har kommit fram till att 14 av de 15 intervjuade eleverna ställer sig positiva till ämnet engelska och dess användningsområden. De anser att det är viktigt att kunna engelska om man ska arbeta och eller åka utomlands men också för att kunna kommunicera med människor med ett annat modersmål. Eleverna i år 1 ser fram emot engelskundervisningen, men tror att den kommer att bli svår. Engelskundervisningen i klassrummet är de flesta nöjda med i år 3 och år 5, men de intervjuade eleverna i år 5 tycker att engelskundervisningen har blivit svårare men den är fortfarande rolig.</p>

<p>The aim of this essay was to investigate the knowledge of, and attitudes towards unbiased English usage amongst Swedish upper secondary school students. For the purpose of this study, a survey was carried out at an upper secondary school in southern Sweden. In the theoretical background section, terms such as political correctness and gender-neutral language use are defined. In addition, references are made to studies in the United States and Europe on students’ awareness of these aspects of language.</p><p>For the present study, a survey was carried out in which 41 students answered 13 questions in written form. The students attend their third year at four different programmes at upper secondary school.</p><p>The results show that a majority of the students are very aware of the sensitivity of referring to persons of colour, and they are even afraid of being perceived as racists if they use terms such as black American. As regards non-sexist language use, the Swedish students were aware of the fact that terms such as firefighter and police officer can be used to designate both men and women. However, the students have little knowledge of the title Ms and of the neutral alternative to chairman, chair.</p>

<p>This analysis deals with the difficulties in translating a medical text from English into Swedish. As primary source, I have used a British textbook about geriatrics called Nursing Older People which is aimed at university students of nursing. The selected chapter is called Person-centred dementia care written by the authors Sue Davies, Barry Aveyard and Ian J. Norman. The translation difficulties have involved terminology and cultural aspects. This analysis shows how these problems were tackled by studying different translation theories, such as Munday (2001) who refers to Koller’s theory about equivalence and Vinay & Darbelnet’s model of direct translation and oblique translation as well as Ingo (2007) who accounts for text sort conventions.</p><p>The terminological problems involved choosing the most appropriate term for describing diagnosis, diseases, body organs and symptoms. There was a wide variety of terms from old Graeco-Latin terms to English terms coined in the 1990s. Other terms were related to the international field of epidemiology as well as the organisation of care for the elderly, based on the Swedish Social Services Act. A suitable choice was possible by considering aspects like frequent usage of field specific words and collocations in parallel texts.</p><p>The cultural aspects involved cultural references such as differences between Sweden and the UK as for national institutions and organisations. The solution was to find a cultural equivalent or, when this was not possible, explain the term in a footnote.</p>

<p>In this essay I look at J.M Coetzee’s Disgrace from a rather different perspective. I argue that, despite his less than heroic attributes, David Lurie is the protagonist of an adventure and follows Joseph Campbell’s pattern of the hero’s ditto. Furthermore, the goal of David Lurie’s journey lies in self-realization and self-reinvention, which is not typical for the hero’s journey. The Ultimate Boon is usually something else but different times call for different heroes. In J.M. Coetzee and the Ethics of Reading, Derek Attridge suggests that David Lurie grows on the reader throughout the novel and is a better person at the end (Attridge 183). This indicates that David Lurie goes through a process personally that changes him in a positive direction. Besides Campbell’s theory, the theories of Propp and Stanford are presented and put to good use as theoretical background. Since this essay deals with both narratology and structuralism I provide short explanations of these two branches of literature criticism as presented in Peter Barry’s Beginning Theory. I then discuss relevant passages from Disgrace in connection with the different stages of the hero’s journey as described by Campbell. I do so in the order they are presented in Campbell’s book.</p>

<p>The main topic of this essay is heteronormativity and the main question is how Jackie Kay’s Trumpet relates to this concept. My assumption is that Kay has created a main protagonist that seems to completely coincide with heteronormative discourse only to show us how insufficient this discourse is when it comes to identifying people. I argue that Kay defies / mocks heteronormative discourse in this way and I try to show this using discourse and queer theory. In the end, I have to conclude that this love story of Joss and Millie presents us with an alternative discourse that is, however, not so different from the dominant discourse.</p><p>The essay consists of two parts that lead us to a conclusion: in the first part I look at the institutionalized relationships that the main protagonist is involved in and in the second part I consider why nobody ever confronts the main protagonist.</p>

<p>The aim of this thesis is to establish whether In Cold Blood could be considered to be the true account Truman Capote intended it to be. Capote spent many years researching the murder in Kansas with the aim of writing a news story in the style of fiction. Even so, this essay argues that it is not a completely true account. In order to reach a conclusion this essay studies the concept of new journalism and answers the following questions:</p><p>•What are the problems of depicting reality in writing?</p><p>•What narrative techniques are found in In Cold Blood?</p><p>•Is In Cold Blood subjective or objective in its portrayal of the story and its characters?</p><p>The conclusion also shows that In Cold Blood is too manipulated and subjective in order to be seen as a completely true account that can be read as a news story. It is merely one view of the murder and In Cold Blood is therefore best read as a fiction novel.</p>

<p>This study sets out to investigate the extent to which slasher movies can be said to carry out linguistic female stereotyping in their portrayal of female characters. It has been proposed (cf. Coates 1993)that female speech is often associated with politeness, tentativeness, talkativeness and weaker expressions in comparison with men, descending from a female subculture (Graddol & Swann 1989: 90). Considering this, a stereotypical profile was created, consisting of linguistic features such as hedges, questions, expletives, empty adjectives and verbosity, through which the former characteristics may be manifested. The stereotypical profile was then applied to the corpus consisting of the transcripts of the two slasher movies "Halloween" and "I Know What You Did Last Summer". Evidence of all linguistic features mentioned above was found in the corpus, and the female characters' use of these features did match, to a considerable extent, the stereotypical profile.</p><p>Keywords: linguistics, female stereotyping, gender, horror</p>

<p>Abstract</p><p>This essay deals with the creation and usage of nicknames in synchronous CMC. Nicknames from four different IRC chat conversations related to three different topic groups have been examined. The method draws on Bechar-Israeli’s (1996) categorisation of nicknames, which has been adapted to suit the type of data sampled. Three research questions have been posed, which, in view of other studies related to this field of research (e.g. Ellison et al. 2006, Scheidt 2001, Chester & Gwynne 1998, etc.) have been examined to obtain information about the degree of anonymity and the topic-relatedness of nicknames used in chatrooms. The results show that users participating in synchronous CMC indeed follow topic-related rules for self-presentation and that anonymity has varying importance in different chatrooms.</p>

<p>This essay analyses fifty electronic Nigerian scam letters or spam in order to find out whether they can be considered a genre of their own according to Swales’ (1990) definition. It is comparing the Nigerian scam letters to sales promotion letters, as presented by Bhatia (1993). The functional moves Bhatia (1993) found in the sales promotion letters were applied to the Nigerian scam letters, and three functional moves unique for the scam letters were established. The functional moves specific to the Nigerian scam letters together with the scam letters’ compatibility with Swales’ (1990) definition of genre, give support for this essay’s argument that the Nigerian scam letters constitute a genre of their own.</p>

<p>Abstract</p><p>This essay will discuss why one would use a literary text such as Jane Austen’s Pride and Prejudice (1813) in a classroom. There is a certain focus on what Pride and Prejudice might have to offer both male and female students, since research has shown that boys tend to resist reading romantic novels and stories about girls. This essay attempts to show that a gender focused reading of Pride and Prejudice might make it interesting to male students as well, since the way that the unequal relationship between men and women is portrayed concerns them as well as the female students.</p><p>Regarding the reasons for using literature in the classroom, I will investigate what it is that literary texts can offer to its readers. This essay will argue that reading literature is an aesthetic experience, which is what separates literary texts from other non-literary texts. Aesthetic experiences have to do with the way student’s feel about and experience certain texts, and also with the artistic values of a text. To have an aesthetic experience is very important since the English classroom is a place where the students´ feelings and experiences normally are not given enough neither time nor space.</p><p>This essay attempts to show that by looking at stereotypical characters in Pride and Prejudice, as well as looking at what qualities in men and women were considered desirable, a very interesting discussion might arise in the classroom, concerning gender roles, and inequality between men and women. A discussion of this sort gives the students an opportunity to question the gender roles we have in today’s society, as well as the relationship between men and women.</p><p>Keywords: Literature, reading, aesthetic experience, gender, stereotypes.</p>