Skrivande som handling och möte - gymnasieelever om skrivuppgifter, tidsvillkor och bedömning i svenskämnet
Author
Summary, in English
The purpose of this dissertation is to explore how students in upper secondary school can feel, react and cope with writing tasks, time conditions and assessment in the subject of Swedish. The study deals with two upper secondary classes from different schools, one at a natural science programme, one at an aesthetical programme with music as an area of emphasis. The empirical material consists of interviews, grouptalk, observations and student essays collected over a period of two compulsary courses in the subject of Swedish.
The theorethical framework that characterizes the study takes a sociocultural, dialogical and ecological approach to writing. The study deals with questions such as: what are the topics given and what are the instructions like? How are they concieved by the students? What consequences do interpretation and understanding of essay topics have for students writing? What is the relationship between the conditions of writing in school and the students´development as writers and progress towards self awareness? Does school with its culture of assessment create varying self conceptions through writing?
The results indicate that theres is a lot of contradictions and dilemmas involved in writing tasks. Students are confused and have difficulties in interpreting the teachers purposes with writing tasks and topics. They often receive double and divergent messages in their encounter with writing instructions and topics. Limited time for writing is used to disciplin the students which have negative effects on their writing development. It is also important for students to develop self disciplin and adjust to implicit cultural and textual norms and rules The study also shows that assessment and negative comments on students individual text products create feelings of shame and inadequacy. Assesment and comments on their texts concern mainly shortcomings which instead of being a challenge to develop texts create feelings of guilt. Explicit writing instruction and teaching of writing is often spars.
In the study the students propose different kinds of writing activities where a dialogical approach to writing ought to be part of the writing instruction. In the students view the act of practicing writing is essential for developing their skills.
The study suggests that writing could be part of of the creative potential inherent both in writing and in talking about texts. An instruction of writing could function as a thinking device instead of a grading criteria. Leading students into learning and making text worlds understandable could be a realizable goal.
The theorethical framework that characterizes the study takes a sociocultural, dialogical and ecological approach to writing. The study deals with questions such as: what are the topics given and what are the instructions like? How are they concieved by the students? What consequences do interpretation and understanding of essay topics have for students writing? What is the relationship between the conditions of writing in school and the students´development as writers and progress towards self awareness? Does school with its culture of assessment create varying self conceptions through writing?
The results indicate that theres is a lot of contradictions and dilemmas involved in writing tasks. Students are confused and have difficulties in interpreting the teachers purposes with writing tasks and topics. They often receive double and divergent messages in their encounter with writing instructions and topics. Limited time for writing is used to disciplin the students which have negative effects on their writing development. It is also important for students to develop self disciplin and adjust to implicit cultural and textual norms and rules The study also shows that assessment and negative comments on students individual text products create feelings of shame and inadequacy. Assesment and comments on their texts concern mainly shortcomings which instead of being a challenge to develop texts create feelings of guilt. Explicit writing instruction and teaching of writing is often spars.
In the study the students propose different kinds of writing activities where a dialogical approach to writing ought to be part of the writing instruction. In the students view the act of practicing writing is essential for developing their skills.
The study suggests that writing could be part of of the creative potential inherent both in writing and in talking about texts. An instruction of writing could function as a thinking device instead of a grading criteria. Leading students into learning and making text worlds understandable could be a realizable goal.
Department/s
Publishing year
2008
Language
Swedish
Publication/Series
Malmö Studies in Educational Sciences
Volume
42
Full text
Document type
Dissertation
Publisher
Malmö högskola
Topic
- Electrical Engineering, Electronic Engineering, Information Engineering
Keywords
- gymnasiet
- bedömning
- identitet och skrivande
- självbild
- svenskämnets skrivande
- skrivuppgift
- Uppsatsskrivande
- timeconditions
- writing instruction
- writing identity
- upper secondary school
- activity theory writing study
- self conception
- school subject of Swedish
- self image
- assessment
- written composition
- school essay
Status
Published
Supervisor
- Bengt-Göran Martinsson
- Johan Elmfeldt
ISBN/ISSN/Other
- ISSN: 1651-4513
- ISBN: 978-91-977100-4-6
Defence date
26 September 2008
Defence time
10:15
Defence place
Malmö Högskola, Lärarutbildningen, Nordenskiöldsgatan 10, sal D131
Opponent
- Per-Olof Erixon (Professor)