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Studiens syfte är att undersöka vilka resurser som erbjuds i undervisningen inför och under textskapandet av berättande texter. Vidare syftar studien att undersöka vad som karaktäriserar de berättande elevtexter som skapas i undervisningspraktiken samt vilka samband som synliggörs mellan elevtexterna och lärarens undervisning. Det empiriska materialet i studien utgörs av observationer, fältanteckningar och elevtexter. Studien bygger på socialsemiotisk teori, där språket beskrivs som ett sätt att i ”sociala sammanhang skapa betydelser och kommunicera” (Holmberg & Karlsson 2019:201). I elevtexterna har ord och bilder analyserats med hjälp av verktyg från systemisk-funktionell lingvistik, en språkmodell som beskriver hur språket fungerar i kommunikativa sammanhang (Holmberg, Karlsson & Nord 2011:10). Studien visar att det finns en del tydliga samband mellan lärarens undervisning och elevernas texter. Det kunde även iakttas ett generellt mönster i elevtexterna utifrån innehållet och uppbyggnaden av texterna. Vidare visar resultaten att bilderna ofta uttrycker samma som orden i texten och att läraren verkar lägga störst fokus på den verbala texten.

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In the current study, we explore and present different advantages creative writing can have on ESL and EFL-students’ writing and their attitude towards writing. We have also discovered some problems ESL or EFL-learners can come across in terms of writing in another language. In the syllabus for English in upper secondary school, it is stipulated that the students should be able to use their English in different situations. However, this is not always as easy as it might seem. Many ESL and EFL students claim that they feel anxious when it comes to writing in English, especially in an academic way, and do not feel confident enough with their own language production. This self-doubt is not unique for a specific country or region, it occurs all over the globe, and our Swedish students are certainly not an exception. Research shows that by practicing writing in a more creative and free way, the students can develop their language in a more relaxed setting, and at the same time increase their confidence and self-esteem regarding their language production.

Digital competence is a skill that schools must teach. As society becomes more and more digitized, there are good reasons to argue how big a role digital devices should have in the classroom and how it affects the pupil´s learning in contrast to the traditional analogue teaching. Of interest was how pupils` writing process is influenced by digital tools in the teaching. The method chosen to be used in the work was to investigate what previous research says about the research area. It was reviewed through thematic analysis and compiled. The result shows that the balance between digital and analogue is important, and that the tools should complement each other. A digital competence and motivation are factors that influence the writing process, the research highlights. The material does not only deal with studies at the primary level, due to research gaps, which is needed to ensure the contextual relevance. However, all studies are done in a school environment. For further research there is interest in investigating how digital competence can be developed among students and staff in Swedish schools.

Indiana University-Purdue University Indianapolis (IUPUI) / The subject of this case study is an international postdoc, a principal investigator of a large medical research laboratory. The study’s objective: examine the systematic process of writing a grant proposal in L2 English from start to finish. Obtaining original computer files exempt from being saved-over became a significant obstacle in examining the systematic process. Ethnographic data reveal pedagogical implications for L2 instruction in grasping the big picture, summarizing to fit word limitations, understanding the application process, familiarity of the grant genre of a specific discipline, and the skills to network with peers. This study opens the door to further studies that might provide a better window of understanding in the systematic writing process of an international postdoctoral’s grant proposal.

The purpose of this quantitative study was to examine Virginia Standards of Learning 8th grade writing assessments to determine if there was any association between school passing rates and the recommendations suggested by the 2003 National Commission on Writing to improve writing proficiency. This study further examined the possible differences in school passing rates that may exist due to the grade configuration of a school, the location of a school, the availability of a comprehensive writing plan, and the student percentage on free and reduced-price lunch. Data collection consisted of a self-administered survey sent to all 364 schools in Virginia that administered SOL writing assessments during the 2006-2007 school year./p> This study showed no significant differences in 8th grade writing passing rates between schools with a comprehensive writing plan and those that do not. However, there was a significant difference in 8th grade teacher support for writing, division-administrative support for writing, and the understanding of writing scoring criteria in those schools with a comprehensive plan. There was little association between SOL writing scores and the implementation level of the 7 dimensions related to the National Commission on Writing recommendations. When controlling for socioeconomic status, there was no significant difference in writing scores. The addition of 4 multiple-choice questions to the SOL test two years ago without a change in the cut score necessary for a student to pass appears to have had a larger impact on the passing rates of schools than the variables included in this study.

Current approaches to teaching creative writers the ways to success in creative writing courses consist largely of workshop style classes. While workshops often vary from class to class in style, generally a workshop will consist of a group of writers, led by a mentor/instructor, who exchange drafts and provide reader and writer focused feedback to the author. Yet because the workshop approach has not been the subject of close empirical study, it is unclear whether it is an effective pedagogy. This thesis serves two purposes. First, it presents an argument for new research into creative writing pedagogy and creative writers' processes and suggests that any future research should take an empirical turn. However, because creative writing has developed few theories or methods useful for the empirical study of creative writing, I suggest adopting theories and methods from the field of rhetoric and composition. The second part of this thesis is an empirical study of three creative writing undergraduate students in an introductory creative writing course over one semester. This study uses qualitative methods: semi-structured retrospective interviews, close textual analysis, and in-class observations to understand how creative writers are enculturated into the creative writing community using Christine Tardy's theories of acquiring genre expertise as a framework for analysis. Based on this research this study concludes that while creative writers enculturate in different ways, based on several factors, all creative writers develop greater awareness of genre complexity, authorial identity, and intermodal influences on their writing. Furthermore, this study recommends further case studies into creative writers writing processes and the effectiveness of various workshop models on student enculturation. ?

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