The first vampire film I ever saw was Interview with a vampire. ?I haven?t been human for two hundred years?, opened up not only the film, but a whole new world I knew nothing about. The world, as it were, opened its doors to me again after I had seen the film adaption of Stephenie Meyers Twilight. I decided to write down a few thoughts, capture my frame of mind, and these paragraphs then turned into a text: ?I tankarnas skal?.              When I did research for this essay I discovered that my text held certain similarities with the modern vampire novel.

Abstract (Engelska)The aim of this study is to investigate who is being emphasized, constructed and normalized as the addressee written for, in the text book ?Körkortsboken 2013?. Körkortsboken is used as the major textbook in the theoretical part of the education necessary to obtain a drivers? license in Sweden. Most people in Sweden obtain a drivers? license, sooner or later.

Jag intresserar mig i stort för berättande av olika slag och vems berättande som får ta plats. En del berättelser omvärderar vår förståelse av världen, medan andra förstärker den förståelse och ordning som redan finns. Mediers bilder spelar en roll då de kan ses som förebilder som vi förhåller oss till när vi skapar våra åsikter och värderingar. I mitt examensarbete har jag undersökt serien Klass 9A som har visats på SVT under våren. Syftet med undersökningen är att få en fördjupad förståelse för vilka bilder av lärare som visas i media.

This essay examines middle school students? understanding of a text read aloud to them in English and the connection between the degree of listening comprehension and the expected increase of vocabulary throughout middle school. The same listening comprehension test was carried out in grades 4, 5 and 6 in a middle school in order to survey differences in English listening comprehension in regard to the ability to reproduce the content of an oral text. The result shows that there was a progression from level to level when it comes to comprehension and the number of words reproduced and that this progression was most noticeable between grades 4 and 5..

Detta examensarbete behandlar frågeställningen hur personer med diagnos Asperger syndrom betraktar och berättar om en bild i jämförelse med personer utan diagnosen. Intresset för ämnet har uppkommit då jag jobbat med personer inom autismspektrumet där vid Asperger sydrom igår och då blivit fascinerad över deras speciella sätt att uppfatta saker och ting och därigenom funderat över hur detta skulle ta sig uttryck när det gäller att betrakta och berätta om bilder. Resultaten som framkommer är att det finns vissa skillnader men att studien inte tillräckligt kvalificerad då det är svårt att göra en tillförlitlig undersökning med så få informanter. Man har dock fått tagit del av deras berättande om bilden och där igenom fått erfara olikheter och likheter berättelserna emellan. Även om det inte är någonting nytt att vi uppfattar saker och ting olika är förhoppningen att det, åtminstone för en stund, förts fram i ljuset.Gestaltningen är en förlängning på den undersökande delen i uppsatsen.

This essay examines middle school students? understanding of a text read aloud to them in English and the connection between the degree of listening comprehension and the expected increase of vocabulary throughout middle school. The same listening comprehension test was carried out in grades 4, 5 and 6 in a middle school in order to survey differences in English listening comprehension in regard to the ability to reproduce the content of an oral text. The result shows that there was a progression from level to level when it comes to comprehension and the number of words reproduced and that this progression was most noticeable between grades 4 and 5..

This essay examines middle school students? understanding of a text read aloud to them in English and the connection between the degree of listening comprehension and the expected increase of vocabulary throughout middle school. The same listening comprehension test was carried out in grades 4, 5 and 6 in a middle school in order to survey differences in English listening comprehension in regard to the ability to reproduce the content of an oral text. The result shows that there was a progression from level to level when it comes to comprehension and the number of words reproduced and that this progression was most noticeable between grades 4 and 5..

This essay examines middle school students? understanding of a text read aloud to them in English and the connection between the degree of listening comprehension and the expected increase of vocabulary throughout middle school. The same listening comprehension test was carried out in grades 4, 5 and 6 in a middle school in order to survey differences in English listening comprehension in regard to the ability to reproduce the content of an oral text. The result shows that there was a progression from level to level when it comes to comprehension and the number of words reproduced and that this progression was most noticeable between grades 4 and 5..

This essay examines middle school students? understanding of a text read aloud to them in English and the connection between the degree of listening comprehension and the expected increase of vocabulary throughout middle school. The same listening comprehension test was carried out in grades 4, 5 and 6 in a middle school in order to survey differences in English listening comprehension in regard to the ability to reproduce the content of an oral text. The result shows that there was a progression from level to level when it comes to comprehension and the number of words reproduced and that this progression was most noticeable between grades 4 and 5..

This essay examines middle school students? understanding of a text read aloud to them in English and the connection between the degree of listening comprehension and the expected increase of vocabulary throughout middle school. The same listening comprehension test was carried out in grades 4, 5 and 6 in a middle school in order to survey differences in English listening comprehension in regard to the ability to reproduce the content of an oral text. The result shows that there was a progression from level to level when it comes to comprehension and the number of words reproduced and that this progression was most noticeable between grades 4 and 5..

This essay examines middle school students? understanding of a text read aloud to them in English and the connection between the degree of listening comprehension and the expected increase of vocabulary throughout middle school. The same listening comprehension test was carried out in grades 4, 5 and 6 in a middle school in order to survey differences in English listening comprehension in regard to the ability to reproduce the content of an oral text. The result shows that there was a progression from level to level when it comes to comprehension and the number of words reproduced and that this progression was most noticeable between grades 4 and 5..

This essay examines middle school students? understanding of a text read aloud to them in English and the connection between the degree of listening comprehension and the expected increase of vocabulary throughout middle school. The same listening comprehension test was carried out in grades 4, 5 and 6 in a middle school in order to survey differences in English listening comprehension in regard to the ability to reproduce the content of an oral text. The result shows that there was a progression from level to level when it comes to comprehension and the number of words reproduced and that this progression was most noticeable between grades 4 and 5..

Uppsatsen bygger på en studie av hur texttyp och genre förklaras i läroböcker inom gymnasieskolan. Syftet är att kritiskt granska hur begreppen förklaras i läroböcker för Svenska A och B. Som utgångspunkt för studien görs även en granskning av hur vetenskaplig text förklarar dessa begrepp. Det sker genom en kritisk närläsning av ett texturval från både det språkvetenskapliga och det litteraturvetenskapliga fältet. Granskningen utgår från distinktion, komplexitet och samband.

This essay examines middle school students? understanding of a text read aloud to them in English and the connection between the degree of listening comprehension and the expected increase of vocabulary throughout middle school. The same listening comprehension test was carried out in grades 4, 5 and 6 in a middle school in order to survey differences in English listening comprehension in regard to the ability to reproduce the content of an oral text. The result shows that there was a progression from level to level when it comes to comprehension and the number of words reproduced and that this progression was most noticeable between grades 4 and 5..

This essay examines middle school students? understanding of a text read aloud to them in English and the connection between the degree of listening comprehension and the expected increase of vocabulary throughout middle school. The same listening comprehension test was carried out in grades 4, 5 and 6 in a middle school in order to survey differences in English listening comprehension in regard to the ability to reproduce the content of an oral text. The result shows that there was a progression from level to level when it comes to comprehension and the number of words reproduced and that this progression was most noticeable between grades 4 and 5..