The aim of this study is to scrutinize writing tasks in four different teaching materials for the subject English 5. The study shed light on the fact that a given book presumes a certain type of reader and the research questions are: What kind of writing tasks is there in the selected material? And what type of knowledge types and cognitive process levels are there? The study is based on Blooms revised taxonomy as a textual analysis and it shows that the writing tasks in the materials differ when it comes to cognitive complexion and type of knowledge. Text models in books aimed for vocational programs are less complex compared to programs preparing for ensuing studies. The majority of all writing tasks correspond to the least cognitively complex category remember-factual knowledge. Moreover, this study shows that teaching materials aimed for vocational programs give the students fewer opportunities to develop their knowledge at a higher level.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:umu-179706 |
| Date | January 2021 |
| Creators | Mathilda, Lundgren |
| Publisher | Umeå universitet, Institutionen för språkstudier |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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