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Grammatikundervisnings betydelse för studenters skrivande

En undersökning om huruvida grammatikundervisning förändrar studenters texter och skrivprocesser


  • Elias Annby

Summary, in English

This thesis concerns the relationship between grammar education and writing. This is approached in two ways, which are expressed in the two research questions. They are as follows: Does grammar education improve students texts and does grammar education affect students writing processes. The method used to investigate the research questions, is an elicitation task which has generated texts from university students. The students were divided into two groups. Firstly, both groups wrote one text. Secondly one of the two groups took a course in traditional grammar. After the grammar course, everyone wrote a second text. The texts were then evaluated to see whether any improvement had taken place. The overarching hypothesis was that more students in the group which undertook grammar education would have developed their texts, than students in the group who had not received grammar education. During the elicitation the students writing process was monitored in ScriptLog so that their writing process could be examined. The result showed that the students who took the grammar course improved more in some, but not all, aspects of text quality. Furthermore, the analysis of the ScriptLog files showed that students in no significant way change their writing process after they have received grammar education.


  • Swedish
  • Master's Programme: Language and Linguistics

Publishing year




Document type

Student publication for Master's degree (two years)


  • Languages and Literatures


  • grammar education
  • writing skills
  • writing
  • writing process
  • texts
  • text


  • Gunlög Josefsson (professor)