No description available.

Dissertation (Ph.D.)--Auburn University, 2007. / Abstract. Vita. Includes bibliographic references.

Thesis (M.A.)--Villanova University, 2007. / English Dept. Includes bibliographical references.

Thesis (Ph. D.)--University of New South Wales, 1998. / Also available online.

Thesis (MA)--Montana State University--Bozeman, 2010. / Typescript. Chairperson, Graduate Committee: Robert Bennett. Includes bibliographical references (leaf 63).

Thesis (M.A.)--University of Louisville, 2004. / Department of History. Vita. "December 2004." Includes bibliographical references (leaves 86-94).

Thesis--University of Wisconsin--Madison. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 215-223).

Doctoral diss.--Göteborg--Göteborgs universitet, 1996. / Résumé. Bibliogr. p. 185-196.

The aim of this essay is to examine the role of poetry in textbooks for the course Swedish 3. This is done by a comparative analysis of three textbooks: Svenska impulser 3, Svenska 3 – helt enkelt and Formativ svenska 3, where the differences and similarities are identified using the questions: Why use poetry? What kind of poetry and what poems are used?  How is poetry supposed to be read? Together with Louise Rosenblatt’s dichotomy efferent and esthetic reading, these questions are then used to analyze the role of poetry in upper secondary school.  The results show that Svenska impulser 3 uses poetry to teach students about its uniqueness and the importance of reading and analyzing poems from your own experiences, a primarily esthetic reading, while also reaching the knowledge requirements of the curriculum. Svenska 3 – helt enkelt and Formativ svenska 3 on the other hand are focused on the author behind the poem, but excludes the importance of poetry and that the reading should originate from the reader rather than the author, a primarily efferent reading.

No description available.