The series You (2018) challenges the traditional characteristics of a protagonist and introducesthe audience to a psychopathic protagonist with traits which are typically recognised in thetraditional villain. This study investigates the portrayal of the fictional character JoeGoldberg’s psychopathic characteristics by analysing the language used in his external andinternal dialogues. More specifically, drawing on the tools of transitivity analysis (Halliday1985), the study focuses on the process types and corresponding semantic roles assigned tothe pronouns I and you used by the protagonist over the course of three strategically selectedepisodes of the series. The results of the qualitative and quantitative transitivity analysis ofinternal and external dialogues throughout three chosen episodes shows that in the internaldialogues Joe appears analytical and assigns attributes and actions to you which correspond tothe mental representation of the object of his desire, Beck. While Joe’s internal dialoguesascribe some appealing attributes to Beck, the transitivity analysis also shows that he identifiestraits of vulnerability, such as lack of confidence and being indolent in reaching her goals. Incontrast, Joe’s approach in the external dialogues continuously appears to project him as ahumble person who puts the needs of others before his own, expressing deep considerationand understanding of the needs and emotions of others. The audience is introduced to hismanipulative behaviour by this contrast between his external and internal dialogues, which ishighlighted by the transitivity analysis in the present study.

The purpose of this study was to analyze, investigate and compare the eventual differences within the aspects of the ideational metafunction, of the systemic functional linguistics, between two fictional novels and their respective easy-Swedish versions, looking at chosen variables within the theory. The study also investigates how the eventual differences, effects the potential reader by setting the results of the analysis against contemporary research in reading comprehension. The method of use is transitvity analysis based within the ideational metafunction and its variables: processes, participants, circumstances, grammatical metaphors and register. The material that has been analyzed is Sodomsäpplet (Martin, 2016) and Mina drömmars stad (Fogelström, 2009) and their respective easy-Swedish versions. The result of the analysis proved that a lot of the material processes had been replaced by relational processes. This contributed to making the easy-Swedish versions more concrete but also static and impersonal, which effected the voice of the author as well as the register and the perspective of telling. The result is discussed with a reading comprehension perspective telling that the easy-Swedish versions not in every way is particularly easy as they displace the register and the authors voice. They also limit the abilities of interpretation for a potential reader.

This study examines the female protagonist Petra von Pahlen in Agnes von Krusenstjerna’s novel Den blå rullgardinen (The blue blind). The aim of the study is to make a stylistic examination of narrative perspective, relations, and agency in several text passages from the novel, to find out how the language of the text shapes Petra von Pahlen as a female character. To see whether the linguistic choices and functions of the text form Petra as an active or passive person, her relation to four other characters in the novel are examined. The material consists of 39 passages of text taken from 10 chapters of the novel, all of which dealing specifically with Petra’s part of the story. Literary theories used for the study are narratology and systemic-functional grammar. The applied methods for analysing the passages are a selection of syntactic and semantic markers compiled by Staffan Hellberg (1985) for stylistic analysis of narrative perspective in Swedish literary texts, and a selection of the tools for investigation of transitivity and ergativity in texts available through the systemic-functional theory of grammar by Michael Halliday (2014). The results show that the narrative perspective used in the text passages are mostly internal focalization, and that the most frequently used stylistic markers are expressions for perception and reflection, similes, metaphors, and words expressing value. The results also show that Petra is most frequently realized through the participant roles of Senser in mental processes, and Goal in material processes. In the ergative analysis Petra is most frequently realized in non-ergative clauses through the participant role as Medium, both in terms of first and second participant; she is seldom realized as Agent. From the quantitative results of the study, Petra can be viewed as a passive character, however an argumentation based on previous research from the fields of literary science and feminist literary stylistics also suggests an interpretation, where the context and themes in the novel, together with an awareness of the different ‘meanings’ of linguistic features, provide a less powerless position for Petra.

Scientists have reached a consensus that human activities have contributed to global climate change, yet its outcomes affect societies disproportionately. Often the least responsible countries are the most vulnerable to the effects of climate change. This study will therefore be looking at vulnerable countries and highest carbon emitters, by engaging in a critical discourse analysis of climate change representations in the U.S and Nigerian news. Through the analysis of the Nigerian floods in 2018 and the U.S Campfires in 2018, functions of systemic functional linguistics and critical discourse analysis such as frame analysis, transitivity analysis, deemphasis/emphasis were used as tools to investigate how responsibility was discursively constructed in the media. The analyses show that the media coverage of Nigerian floods present frames of ‘government accountability’ and ‘victim accountability’ while the U.S Camp Fires media coverage present frames of ‘heroism’ and ‘victims’. No explicit mention of climate change is present in the texts and responsibility is discursively constructed away from climate change and human activities as a responsible agent and towards the actual fires themselves, government, or victims.

I den digitala utveckling som sker inom skolans värld använder eleverna datorn i allt större utsträckning när de producerar texter. Som en del i att skapa en vetenskaplig grund för att förstå hur digitala verktyg kan påverka textskapande är syftet med denna studie att undersöka på vilket sätt det medierande redskapet för att producera text, i detta fall tangentbord, skärm och ordbehandlingsprogram eller papper och penna, förändrar texters transitivitet och hur idéationella betydelser realiseras i de olika texttyperna. Studien ämnar även undersöka hur agentiviteten i texter förändras beroende på medierande redskap och vilka skillnader som det går att identifiera i nyttjandet av olika pronomen i agentiva processer. Tjugo texter skrivna av elever i årskurs 4 och 5 analyserades med utgångspunkt i systemisk funktionell textanalys och analysmetoderna transitivitetsanalys och ergativitetsanalys. Studiens resultat är inkonklusiva och ingen slutsats kan dras om skrivverktygens påverkan på texternas transitivitet eller agentivitet. Studien visar hur uppgiftbeskrivningar för elevers skolskrivande är mer avgörande för hur innehållet konstrueras än om de skriver för hand eller på datorn och bidrar med kunskap för vidare forskning. / In today’s developing digital era, students in school rely to an increasing extent when producing texts. As part of an effort to contribute to creating a scientific basis in regard to understanding how digital tools affects how text is constructed, this study aims to explore in which way the mediating tool for text production, in this case keyboard, screen, and word processing software versus paper and pen, changes the transitivity in texts and how ideational meaning is realised. Additionally, the study investigates how the ergativity in texts change depending on mediating tool and what differences in the use of pronouns can be identified in ergativ processes. Twenty texts written by fourth and fifth grade students are analysed based on Systemic-Functional text analysis and the analysis methods of transitivity analysis and ergativity analysis. The study’s results are inconclusive, providing no clear conclusions on the impact of writing tools on the transitivity or agency of texts. However, the study reveals that task descriptions for students' writing are more critical in shaping content than the choice between handwriting or typing, contributing valuable insights for further research.