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Abstract The aim of this study was to investigate how a group of pupils developed in their written language in grade 5. The study proceeds from my hypothesis that a number of textual variables, such as average text length, average sentence length, the average length of the initial clause constituent, and the proportion of long words, ought to rise during a term. The material consists of over 600 texts written by 14 pupils. All the texts are analysed with the LIX tool available on the Internet. The texts are entered into the LIX counter which then returns a value for the studied variables. This procedure was performed for all the variables except initial clause constituent length. That is instead calculated manually by counting the number of words per initial clause constituent. The result shows that all the variables except the proportion of long words increase during the term. The average text length is the variable with the most noticeable increase during the whole term. The proportion of long words, however, did decrease during the same period. The results also show a great correspondence with earlier research on upper secondary pupils’ writings. This means that the group of 11 years old multilingual pupils in this study write with the same proficiency as 16–19 years old pupils, as regards the variables average text length, average sentence length and the average length of the initial clause constituent.

Syftet med denna studie är att prova en hypotes om att textlängd, meningslängd och fundamentslängd ökar i takt med att yngre andraspråkselever blir mer erfarna skribenter. I studien belyser vi elevers skrivutveckling genom dessa tre aspekter. Vårt material består av 32 elevtexter skrivna av andraspråkselever under årskurs 1 och 2. Studien bygger på en kvantitativ metod och är därför baserad på positivism som teoretisk utgångspunkt. Materialet analyseras med ett digitalt textverktyg som används för att beräkna text- och meningslängden.

The present study has two purposes. One aim is to investigate to what extent 20 pupils in grade 3 use two different forms of presentation in their narrative texts and how these choices of forms of presentation create certain patterns in the pupils’ texts. Another aim is to study to what extent the pupils use various features of spoken language in their narrative texts and whether these features correlate with the forms of presentation. The material in the study consists of 20 narrative texts from the national test in Swedish in 2011. The analytical models are based, among other things, on the theory of linguistic variation (see Nordberg 2013). A central finding of the study is that the pupils mainly choose to write their narrative texts from their own standpoint and that the choice of forms of presentation creates two different patterns in the pupils’ texts. One pattern that is found in several pupils’ texts builds on an interplay between the pupils’ own voice and the voice of other characters. Another central finding is that the pupils use many colloquial forms of pronouns, and that the features of spoken language are more common in various dialogue contexts than when the pupils tell the story in their own voice.

The purpose of this study is to investigate whether there are differences between students' narrative texts written by hand or with an iPad (with keyboard). This comparative study analyzes 54 narrative texts written by students in grade 6. The method of analysis is a combination of a qualitative text analysis model with a quantitative content analysis of the texts, with different measurable variables. The text analysis model systematizes the content of the texts in the categories content, structure and linguistic features, and writing rules. The quantitative analysis is based on measurable variables within the framework of the categories and these are text length, word class distribution, nominal quota, paragraph classification, word length and word variation, readability index, misspellings and spelling and verbal words. The quantitative study has been processed statistically with Swegram. The results show that there are differences in the student grades written by hand and digitally in all three categories. The digital texts are longer, contain more descriptive descriptions, a clearer structure, a more varied language and less spelling errors. But the entirety of the digital texts is not exceptional. Students use a more complicated writing style, vary their language and use more difficult words. However, many students do not have the knowledge, skills or the technical writing ability to compose a clarity of communicate the content in the text. Writing digitally has great advantages over handwriting, but there are also disadvantages. / Syftet med denna studie är att undersöka om det finns skillnader i elevers berättande texter när de skriver för hand med papper och penna eller skriver på iPad med tangentbord (digi­talt verktyg). I denna jämförande studie analyseras 54 berättande texter skrivna av elever i årskurs 6. Analysmetoden är en kombination av en kvalitativ textanalysmodell och en kvantitativ innehållsanalys av texterna, med olika mätbara variabler. Textanalysmodellen systematiserar texternas innehåll i kategorierna innehåll, struktur samt språkliga drag och skrivregler. Den kvantitativa analysen bygger på mätbara variabler inom ramen för kate­gorierna. Dessa är textlängd, ordklassfördelning, nominalkvot, styckeindelning, ordlängd och ordvariation, läsbarhetsindex, stavfel och särskrivningar och talspråk. Den kvantita­tiva studien har bearbetats statistiskt med hjälp av Swegram. Resultatet visar att det finns skillnader i elevtexterna skrivna för hand och digitalt inom alla tre kategorierna. De digitala texterna är längre, innehåller fler gestaltande beskrivningar och har tydligare struktur, ett mer varierat språk och färre stavfel. Men de digitala texternas helhet är inte alltid bättre. Eleverna använder ett mer avancerat skrivsätt, varierar sitt språk och använder svårare ord. Emellertid har flera elever inte kunskapen eller den skrivtekniska förmågan att komponera tydlighet i budskap och innehåll. Att skriva digitalt har stora fördelar framför att skriva för hand men det finns även nackdelar.