<p>Uppsatsens huvudfrågor var att undersöka vilken attityd ungdomar har till användandet av de som benämns som fula ord samt varför de använder dem. Ett ord som kallas för fult innebär att de är ett tabubelagt ord. Det är ett ord som är kraftfullt, framkallar reaktioner vilket innebär att det inte bör sägas. De som personer som använder dessa ord mest är arbetarklassen och ungdomar, framförallt killarna. Dock har tjejerna börjat jämna ut skillnaderna genom att använda de ”fula orden” allt mer.</p><p>Orsakerna till att de så kallade fula orden används är för det första för att uttrycka känslor. Det kan vara när en plötslig känslomässig förändring sker eller när man utsätts för fysisk smärta. Sedan kan det också vara en språklig anledning som tas till för att chockera och förstärka ens budskap. Lägg där till att de kan användas för att visa på vänskap och samhörighet, men också för att visa på makt.</p><p>Ungdomars attityd gentemot att använda de som kallas för fula ord varierar, men de flesta använder dem om än i olika omfattning. De anser inte att de ska användas i offentliga sammanhang som i nyhetsprogram i media, men att det är okej i den privata sfären. Det är också i den privata sfären som de flesta använder dem oavsett kön, ålder eller klass. Det egna användandet beror dock till stor del på den uppfostran man har fått samt vilken attityd gentemot dem man har. När killar och tjejer jämförs påvisas inga större skillnader, även om tjejerna i större omfattning använder sig av eufemism. Det ska bero på att tjejer oftare strävare efter ett mer vårdat språk.</p><p>Medias påverkan på attityden och användandet av de så kallade fula orden är omtvistad. De används i allt större omfattning idag i underhållningsprogram och på internet, även om de mer allvarliga delarna av medias utbud oftast inte brukar dem. Dock förekommer de allt mer i skrift idag, då många privatpersoner skriver både krönikor, bloggar och allt mer SMS.</p><p>Uppfattningen att många av de ”fula orden” blivit allt mer stereotypa och mindre chockerande resulterar i att behovet av nya uppkommit. Det vanligaste sättet att bilda nya är att låna från andra språk rakt av eller att översätta dem till svenska. Behovet av att provocera och framkalla reaktioner finns dock kvar, även om möjligheten styrs av omgivningens attityd gentemot de så kallade fula orden.</p><p> </p><p> </p><p> </p>

<p>This essay analyzes the difference between feminine and masculine narration in Stephanie Meyer's final novel in The Twilight Saga: Breaking Dawn. The methods used are Narratology, Reader-Response Criticism and Gender Theory. Breaking Dawn is divided into three different books and one of the main characters, Bella, is the narrator in the first and the last book, and the other main character, Jacob, is the narrator in the second book. Bella's and Jacob's narration styles are manifested in the title names and inside the text, and the analysis shows why Bella is a stereotypically female narrator and why Jacob is a stereotypically masculine narrator.</p>

<p><strong>Purpose</strong>: Investigate how fiction can be used in the intermediate school in order to give the students a chance to reach goals in the curriculum and the syllabus.</p><p><strong>Question formulation</strong>: How is fiction used today in order to reach goals in the syllabus and curriculum? How can fiction be used to reach the goals?</p><p><strong>Method</strong>: I have read three fictional books which are used in the intermediate school at two schools today and analysed how these books can be useful to be able to reach goals considering democracy, equality and fair treatment. I did a small interview with two teachers in Swedish who uses these books in their teaching to see how the books are used at the moment and what goals the teachers have set up for their students to reach.</p><p><strong>Conclusion</strong>: Seen to the analysis that I have made I find fiction to be very useful in school as a tool which can be used to reach goals in the syllabus and curriculum which is the foundation of our school today by using discussions as a method of making the students understand what they have read. Teachers who use fiction think that it is a good way of making the students aware of the different worldviews that exists.</p>

<p>This essay is predominantly a qualitative piece of research by which I mean it is mainly based on my own observations and analysis of the material. To do this I will cover the theories of <em>communities of practice</em> together with gendered language and apply it to the community and language of the online game World of Warcraft.</p><p>Through using collected chat logs, I will analyse conversations held in World of Warcraft with a specific focus on gender and identity, I will then compare these to examples of face-to-face conversations. My analysis will draw on the works of theorists such as Holmes (2006), Sunderland and Litosseliti (2002), Eckert and McConnel-Ginet (1992) amongst others. This study will show that although Netspeak within World of Warcraft is written and not spoken, the strategies for creating gendered identities are not very different from real life discourse. The essay will be a general study of gendered language in a virtual community and will discover that there is an extremely nuanced language within the limited communication medium of <em>chat</em>, and lays the ground for more extensive research on the subject.</p>

<p>The aim of this essay is to find out which dictionary is the best for learners and how it can be improved even further, regarding delexical verbs.</p>

<p>Ce mémoire est consacré au roman djebarien <em>Ombre sultane, </em>qui raconte l’histoire de deux femmes : Isma et sa coépouse Hajila, entre lesquelles se développe une sorte de sororité. À partir de la thématique de la sororité le mémoire cherche à analyser l’interaction du contenu et des trois aspects de la forme : la voix narrative, la focalisation et le temps narratif ; pour réaliser l’analyse nous utilisons une méthode narratologique, celle de Gérard Genette.</p>

<p> </p><p><strong>Abstract</strong></p><p>A textbook is a key component in the arsenal of a teacher of English. For this reason, it is of importance that textbooksused in Swedish schools are compliant with the fundamental values of equality, provided in the LPO 94. I will attempt to discover the extent to which English textbooks present males and females in non-stereotyped ways and as equal. I want to provide an overview to show how they deal with gender issues. In addition, I aim at establish whether there are any connection between learning and gender, and whether it hinders the pupil’s language learning.</p><p>My analysis will draw on previous research  and theories presented by prominent figures in the field, such as, Butler (1990), Mills (1995), Renner (1997), Ravitch (2004) and Jones, Kitetu & Jane Sunderland (1997)among others. Thereafter, these theories, and my own research will be compared, to and contrasted with the guidelines from the Swedish National Agency of Education.</p><p>This dissertation comprises a qualitative critical discourse analysis of two randomly selected textbooks that have been, or are being used, in Swedish secondary schools. For my study, I have chosen <em>Team 8</em> (1984) and <em>Wings 8</em> (2000).</p><p>In my analyses, a number of different aspects will be taken into consideration, such as the   gender distribution of narrators, main characters and sub characters, as well as the   description of gender/gender roles, and the representation of gender in illustrations. Further, I will study what kind of language is used: the extent to which it is gendered or de-gendered language.  These aspects will be collected quantitatively.</p><p>The findings from the analysis show that the language in <em>Wings 8</em> gives a broad and non-stereotypic view of gender roles, which is in accordance with the fundamental values of LPO 94. However, the illustrations tend to portray males and females in what can be considered as quite stereotypical.</p><p><em>Team 8</em>, on the other hand, contains gendered language and male dominance; women were placed in the background or left out completely.  Therefore, <em>Team 8 </em>would not be deemed to be compliant with<em> the </em>requirements set by the Swedish National Agency of Education today.</p><p> </p><p><strong>Key words:</strong> Education, teaching material, Wings, Team 8, gender, critical discourse analysis.</p>

<p>In this essay the main aim is to consider Philip Pullman’s trilogy <em>His Dark Materials</em> with its female protagonist as a Bildungsroman. The principal source of the study is Jerome Buckley’s <em>Season of Youth – The Bildungsroman from Dickens to Golding. </em>Buckely’s presentation of the significant characteristics of the Bildungsroman will be applied to Philip Pullman’s <em>His Dark Materials </em>in order to explore if these characteristics are present, modified or not, in the trilogy.<em> </em></p><p><em> </em></p><p>The second aim is to investigate how <em>His Dark Materials </em>relates to the patterns of the hero’s journey. In order to approach this question, Joseph Campbell’s work <em>The Hero with a Thousand Faces </em>is applied as a main source. </p><p> </p><p>Since most material concerning both the Bildungsroman and the hero’s journey are from a male point of view and concern males, the female perspective will be represented by Susan Fraiman and Linda Wagner who both write about females and the bildung narrative.</p><p> </p><p>In the section called <em>The Story of Lyra</em>, the trilogy is summarized briefly in order to give the reader a chance to understand what the trilogy is about. In the conclusion, Lyra’s development and (hero)-journey are discussed.  </p><p> </p><p>The final claim of the study is that <em>His Dark Materials</em> can be considered a Bildungsroman and the patterns of the hero journey are found in the story about Lyra, but with some differences from her male counterparts.</p>

<p>The teaching book is a very important device in schools and its potential impact can be considerable. This essay analyses how gender is established in one of the most common teaching books in upper secondary school,</p><p><em>Blueprint A. The study aims to find out if the teaching book is stereotypical concerning the issue of gender equality. The analysis is made with Halliday’s Functional Grammar Theory as theoretical approach and is compared to the guidelines of the Curriculum and the Educational Act. To fulfil the aim of this essay, three texts are analysed from a gender perspective. If the verbs are dynamic/stative, and if the subjects function as agents or not are the factors used to establish if there is a difference between how females and males are represented in the texts. The hypothesis is based on a previous study on the same teaching book but regarding another edition and course (Odén 2005). It is hypothesised that there are differences in how men and women are presented in the texts and that women are described as more stative while men are described in more dynamic terms. The conclusion of this essay is that females are established as more stative than males and therefore it can be argued that the teaching book does not satisfy the goals of the Curriculum or the Educational Act. </em></p>

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