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Born out of an interest in the subjective perception of time, and a desire to test the possibilities of applying the structuralist/poststructuralist analytical framework laid out by Roland Barthes in his S/Z on a contemporary work of fiction, this essay is first and foremost a foray into the shifting meanings of time in Don DeLillo’s 2010 novel Point Omega, and by extension the post-millennial era as a whole. Against a complex backdrop concerning the nature of time in postmodernity, gleaned from a review of articles by Mitchum Huehls, Frederic Jameson and Ursula K. Heise, the analysis in this essay investigates how, together, the different characters experiences of temporality in Point Omega suggest that time is an unreliable measurement of human experience.This essay identifies and explains the key concepts of Barthes’ analysis in S/Z, and describes the structure of his analysis. The description of readerly and writerly texts, the breaking apart of a text into lexias, as well as the definitions of Barthes’ five codes of meaning, are supplemented by a brief consideration of his final work, Camera Lucida, which is also relevant to this investigation of temporality in DeLillo. Though in the short time allotted for the writing of this essay it was only possible to emulate a fraction of the extensive detail achieved by Barthes in S/Z, the application of his codes to thirty excerpts selected from Point Omega within, coupled with an analysis of these excerpts, together produces a comprehensive image of time’s potential for having multiple meanings in the modern world. Though this essay is a work of some hybridity, its works to highlight some of the lasting possibilities, advantages and limitations of applying Barthes’ theory in a specialized reading of contemporary American literature. The conclusion that emerges from my analysis is that time is an often-changing, arbitrary concept.

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<p>Godkänt datum 2021-01-17</p>

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Denna litteraturstudie syftar till att undersöka vilka strategier nyanlända elever har enligt aktuelloch relevant forskning, för att ta till sig det svenska språket. Studien undersöker även hursvenskundervisningen utformas av lärare för att inkludera nyanlända elever. Studien utgår frånvilka språkliga strategier nyanlända elever använder sig av för att ta till sig det svenska språketsamt vilka språkliga strategier lärare kan använda sig av för inkludering av nyanlända elever isvenskundervisningen.Nyanlända elevers språkstrategier identifieras framför allt genom hur de uppmanar ochinteragerar med varandra verbalt, med kroppsspråk, påhittat språk, blandspråk, rösten medmera. Eleverna skapar på det viset förståelse för de regler och normer som finns i deras närhet.Elevernas läs- och skrivutveckling utvecklas framför allt då de har möjlighet att använda sittmodersmål i skolan. Enligt forskning bör lärare fokusera på att skapa lektioner utifrån elevernasbehov och strukturerad undervisning, där tid avsätts till att bedöma elevernas tidigareerfarenheter och kunskaper. Vid val av berättelser bör dessa vara sådana eleverna finnerintressanta och motiverar dem till läsning. Text och bild i böckerna/berättelserna bör habetydelse av multimodalitet som stimulerar elevernas kreativitet. Texten, textens struktur ochbilderna bör inför läsförståelse gås igenom, detta hjälper eleverna att utveckla sitt språk ochmultimodala former av språkligt uttryck. Flerspråkigt skrivande ger alla elever möjligheter attutveckla sina skrivfärdigheter med hjälp av sina språkliga resurser. Då elever har möjligheteratt använda sina tidigare erfarenheter och förkunskaper skapas inkludering och lärandemöjliggörs.

This paper discusses the translation of hedges and boosters from English to Swedish in an academic textbook. In a statement, hedges express uncertainty and carefulness, while boosters are used to express certainty and confidence. The primary source in this paper is an academic textbook on English literature, which was translated by the author of this paper to analyse how hedges and boosters and their expressions are translated. The different categories of hedges and boosters discussed in the analysis are: verbs, both auxiliary and lexical, adverbs, adjectives, nouns, phrases, and prepositions. The study is carried out using linguistic studies, translation studies, corpora, and dictionaries.  Hedges and boosters are frequent features in the source text, hedges being slightly more frequent than boosters. The most commonly used hedges are the auxiliary verbs might and would, and the adjective some. The most frequent boosters are the auxiliary verbs will and must, and the adjective very. Most of the hedges and boosters are translated with literal translation, but transposition and omission occur as well. Even though most hedges and boosters are translated, the analysis shows that no word or phrase exists purely as a booster or hedge, as they depend on the text’s context.