Syftet med den här undersökningen är att ta reda på om det finns några språkliga avvikelser från den generella skriftspråksnormen hos fotbollsjournalister på Twitter. Dessutom vill jag undersöka vilka eventuella avvikelser som förekommer samt vilka typer av eventuella språkliga förändringar som fotbollsjournalisterna vanligen gör. Detta har gjorts genom att skapa kategorier som bygger på språkliga mönster baserat på tidigare forskning. Totalt 818 twitterinlägg från åtta olika fotbollsjournalister har sedan kategoriserats. Undersökningen visar att fotbollsjournalisterna till viss del anpassar sitt språk på grund av den begränsade teckenmängden. Dessa anpassningar består huvudsakligen av förkortningar och användande av ikoner och emojis samt subjektslösa meningar. Andra språkliga drag som utrönts är att det är förhållandevis vanligt att fotbollsjournalister använder sig av en avvikande användning av skiljetecken. Vanligast av allt är dock att deras twitterinlägg inte har några större avvikelser från en generell skriftspråksnorm.

The aim of the study was to investigate how four pupils in sixth grade use language when writing narrative texts, examined in relation to the typical structure and linguistic features of a narrative text. Another aim was to explore the similarities and differences between texts which received an A or B grade and texts with a D or E grade. The pupils’ texts are analysed from a systemic-functional perspective on language and on the basis of the typical structure and language of a narrative text, with the focus on expressions of time, processes, descriptions and nominal groups (cf. Johansson & Sandell Ring 2012). The main finding is that the four pupils in their texts master the normal structure of a narrative text and that their texts have expressions of time, processes, descriptions and nominal groups, but they differ in extent and scope. The greatest differences between the narratives in the different grading categories are found in the introductions to the texts, the way of marking dialogue in the structure, and how the pupils use processes, circumstances and nominal groups to achieve descriptions. The text that received an E grade differs from the other texts that were graded as A, B and D, in that the writer has the shortest introduction to the text; the introductions to the other texts are relatively long. The E-graded text also differs from the other texts in the way it marks dialogue. That pupil uses quotation marks to indicate where dialogues occur, whereas the texts with A, B and D grades use a quotation dash to mark speech. All the pupils’ texts contain expressions of time. The texts also include several kinds of processes, except for the text that received a B grade, where there were no mental processes. The texts graded as A, B and D use expanded nominal groups and also various processes and circumstances to create descriptions. The text that received an E grade is the one that uses most expanded nominal groups for descriptive purposes.

The aim of this study is to investigate how five boys in grade 3 of compulsory school structure and use language when they write narrative texts retelling and assessing personally experienced events. This is studied by interpreting how the boys use genre steps that are typical of the structure of personal narrative texts and by detecting and naming different linguistic features in the texts. The material in the study consists of five boys’personal reports and the method, which is based on the theories of genre pedagogy (see Johansson & Sandell Ring 2012:28ff, 223f), comes from systemic functional linguistics. A central finding of the study is that the boys structure their texts in varying combinations of genre steps which commonly occur in texts of a narrative kind. Another central finding is that the language in the boys’ texts consists of many verbs and verb groups which explain that someone is acting or doing something, different discourse connectives to indicate time, along with expressions for emotions and descriptions of experiences or objects.