Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
”Man ska få läsaren att tycka/tänka i samma banor som sig själv”: En kvalitativ studie om argumenterande text i gymnasieskolans svenskämne
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
2014 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
”It’s about making the reader reason as one self” : A qualitative study about argumentative text in Upper Secondary School within the Swedish subject (English)
Abstract [sv]

Syftet med denna studie är att undersöka elevers erfarenheter och medvetenhet kring skrivandet av argumenterande text i gymnasieskolans årskurs 2. Teoriavsnittet redogör för begreppen genre och texttyp och hur dessa används i skola och läroplan. Därtill förklaras argumenterande text utifrån olika aspekter. Analysmetoden som används är en form av argumentationsanalys. Slutsatsen är att elevernas erfarenheter av argumenterande text är skiftande, exempelvis hur konsekvensen i att hålla argumentationen till tesen ser ut.  Ämnesval är en svårighet som nämns av flera elever. Vad jag kan se i analysen av materialet finns brister i uppfyllelsen av kunskapskravet om anpassningen till syfte, mottagare och kommunikationssituation, vilket kan kopplas till komplexiteten i skolans dubbla situationskontext. Alla elever har inte förstått matrisen som användes som stöd till uppgiften.

Abstract [en]

The purpose of this study is to investigate pupils' experiences and awareness of the writing of argumentative texts in the second year of Upper Secondary School. The theory in use explains the concepts of genre and text type and their use in Upper Secondary School and curriculum. Thereafter different aspects of argumentative texts are explained. The analysis method used is a kind of argument analysis. The conclusion is that the pupils' experience of argumentative text varies, for example, to which degree the arguments are linked to the thesis. Topic selection is a prominent difficulty. The analysis of the texts show weaknesses of the knowledge requirement regarding adaptation to purpose, receiver and communication situation, which can be linked to the complexity of the school's dual situation context. All the pupils have not understood the matrix in use.

Place, publisher, year, edition, pages
2014. , p. 53
Keyword [en]
argumentative text, text type, genre, argument analysis, Upper Secondary School
Keyword [sv]
argumenterande text, texttyp, genre, argumentationsanalys, gymnasieskolan
National Category
Humanities
Identifiers
URN: urn:nbn:se:kau:diva-32953OAI: oai:DiVA.org:kau-32953DiVA, id: diva2:729704
Subject / course
Swedish
Educational program
Secondary Education Programme: Upper - Secondary School: Spanish (330 ECTS credits)
Supervisors
Examiners
Available from: 2014-06-26 Created: 2014-06-26 Last updated: 2014-06-26Bibliographically approved

Open Access in DiVA

No full text in DiVA

Search in DiVA

By author/editor
Arwidson, Ingrid
By organisation
Department of Language, Literature and Intercultural Studies
Humanities

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 112 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf