The aim of the study is to investigate which linguistic aspects teachers pay attention to when they analyze a pupil’s text, and what response they choose to give based on the analysis. The study builds on semi-structured interviews with three teachers and applies a sociocultural perspective. The result shows that the teachers in the study largely proceed from a functional outlook on texts. Although they were given a text with many linguistic problems on the surface, they saw the aspects on a more general textual level, for example, the main theme and the way the text was adjusted to suit the receiver. In the analyses of the pupil’s text the informants revealed different evaluations of the level of linguistic development a pupil should have reached in grade six, and different interpretations of how a pupil should write to satisfy the demands in the syllabus for Swedish. When the informants were asked to select aspects that they would use in response to an envisaged pupil, it turned out that their comments did not have the same spread between the different levels of the text. In their responses the informants were generally more inclined to proceed from the general levels of the text than they were in their earlier analyses.

This study's aim is to evolve knowledge about formative assessment of writing by investigating how pupils in grade 5 in elementary school rewrite their narrative stories based on their teachers feedback in writing. The questions that will be answered is; What type of formative assessment does the teacher provide the students with? and How do the students rewrite their narrative stories based on the teachers formative assessment? The study builds on a text analysis which is based on two theories. The first one is Hoels (2001 s. 27) text triangle and the second one is Lundahl's (2014) definition and categorization of formative assessment. The material which was used in the analysis was eleven student's first draft of their narrative stories, the teachers feedback on their work and the student's final work. The result showed that many students have problems with rewriting their texts on a global level, which was when the teacher gave feedback that withheld information regarding the text's structure and "red thread". Usually this problem is shown on students who are considered to be inexperienced writers. Their focus normally ended up on the more concrete feedback on the local level which the teacher commented on. This usually inheld information abaout punctuation marks and incorrect spelling. This feature i known as sliding down. The result however showed that the more experienced students had developed strategies to be able to switch between the different levels. The teacher's comments on the global level were mostly connected to the tasks matrix which helped clarify the purpose for the pupils. However every student recieved comments regarding spelling which took away the focus on comments regarding the text as such.