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Skrivpedagogik i praktiken: Textkedjor, textsamtal och texttypologier i tre svensklärares klassrum
Stockholm University, Faculty of Humanities, Department of Scandinavian Languages.
Institutionen för svenska språket, Göteborgs universitet.
2010 (Swedish)In: Språk & Stil, ISSN 1101-1165, no NF 20, 105-131 p.Article in journal (Refereed) Published
Abstract [en]

In this article, we present an analysis of writing in the subject field of Swedish. We introduce how three

teachers individually work with writing processes in their groups of thirteen or sixteen-year old

students. The study is mainly based on classroom observations and video recordings.

Our model of analysis has emerged from comparison of our data and consists of three points of

departure: chains of text (reading and writing in the classroom), talk about text, and typologies of texts

that are constructed in the classrooms.

The results of the analysis show differences and similarities in various systematic ways, concerning

the writing processes as well as the organisation of the classrooms. One of the teachers mainly focuses

on the organisation of thought, another on the organisation of the world outside school, and the third on

more general knowledge. The teachers’ didactic choices can be said to show the practical outcome of

pedagogical theories based on process discourse, functional discourse, and genre discourse.

While the classrooms differ to a large extent, the teachers nonetheless abide by the national

curricula for Swedish, but in their own way.

The study is carried out as a part of the project “Text- and Knowledge Development in School”.



: classroom research, writing research, curricula, Swedish.

Place, publisher, year, edition, pages
Uppsala: Adolf Noreen-sällskapet , 2010. no NF 20, 105-131 p.
URN: urn:nbn:se:su:diva-55068OAI: diva2:400725
Text- och kunskapsutveckling i skolan
Available from: 2011-02-28 Created: 2011-02-28 Last updated: 2011-03-16Bibliographically approved

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Wirdenäs, Karolina
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