This master thesis is about amateur writing. To understand the writers needs and wishes about writing and access to information I have researched writing in a writing group. To answer my questions I have studied research literature and interviewed six of the members of the writing group. I also participated in their meetings for two years. The result of this study shows that writing had a therapeutic function for all of them in a period of their lives.

The title of this monography is Discourses of Writing in the Curriculum of the A-course in Swedish. The aim of this monograph is to find wich forms and discourses of writing that are emphasized and premiered in the curriculum for the first course in Swedish during secondary education in Sweden, grades 10-12. What kind of writing are presented to the students and what potentially miss due to the selection? Is any form of writing presented more thoroughly or as more important than any other in the curriculum?The professor of linguistics, Roz Ivanic, has formed different discourses of writing that she has found being used in education of writing. With these discourses of writing  I have applied them on the curriculum and then been able to see wich forms of writing that are premiered.

The main purpose of this study is to take a closer look at how teachers work with writing and to examine some theories on the teaching of writing. Five teachers in two schools are included in order to get an insight in teachers? practical work with EFL writing. This has been done through classroom observations and interviews. The results show that all teachers seem to use aspects from several theories.

This work concerns children with reading- and writing difficulties/dyslexia. My purpose is to investigate the practical experience of teachers as well as their everyday work with these children.My questions are:How do teachers work with children aged 4-9 who have reading- and writing difficulties/dyslexia?Which various teaching aids exist for children who have reading- and writing difficulties/dyslexia?Which subjects are affected by reading- and writing difficulties/dyslexia?To answer the above questions I have used the qualitative method. I have performed interviews and observations. Previous research has shown that reading- and writing difficulties/dyslexia is one of our most common disabilities.

AbstractI have chosen to make a study of the learning of reading and writing, as well as other learning difficulties that may occur, in this research.My choice of subject is based on the realizations I made during my time as a student teacher; that each teacher has his/her own way of teaching reading and writing. Sometimes, however, learning difficulties occur, and this insight caught my attention. It made me think about the underlaying reasons and how we, as teachers, can bring attention to these difficulties. With these questions in mind, I recorded my observations based on a series of interviews and literary studies in an attempt to answer my questions. The resulting research emphasizes how important the actions from the teachers are, as well the importance of having variety in your lesson plan.

The purpose of this work is to explore how to work with early reading and writing and find out what really comes first of the two. The work also involves the best known literacy learning methods and deals with methods to work around reading and writing. I have read previous research on the subject and watched a movie from our AV-central on children?s early language development. It includes an interview with two professors of education, Mats Myrberg and Mats Ekholm where they talk about the pros and cons of early learning literacy. My research is based on literary sources and interviews with educators who work with reading and writing in the early years. The results showed that even if a teacher tries to work with early writing skills we still remain in the traditional school, beginning with learning how to read.

AbstractWhen I was a child my mother and I wrote a lot of poems, but in school we didn´t write poems at all. As a teacher I want to show the children the joy and happiness of writing poems, stories and fairy tales.The purpose of this report was to investigate the work with poetry and creative writing in my class and how the pupils experienced their own work/writing. I began with asking the pupils in my class a few and simple questions about poetry, then we made a diffrent kinds of poetry writing and a finally I repeated the interviews with the children. The poetry writing took place during six weeks under the spring semester.I found that as a teacher it is possible to work with creative writing and poetry in diffrent ways. The pupils enjoyed the writing and their opinions were that they had increased their skills in rhyming, writing and spelling, that they had learnt new words and to use their fantasy and that they had learnt a great deal of how to cooperate.KeywordsCreative writing, fantasy, poems..

The purpose of this paper is to examine how teachers choose to work with the teaching of reading and writing skills, how teachers justify their choice of teaching method and how the documentation of student development is being used. This paper also discusses the definition of reading and writing, phonological awareness and how different reading- and writing educational methods can be combined. The gathering of information has been done through a literature review in which I have looked at past research on reading and writing. I have also conducted qualitative interviews with teachers involved in literacy learning. The result of my research shows that it is not possible to determine which literacy learning methods that are most effective.

The purpose of this paper is to examine how teachers choose to work with the teaching of reading and writing skills, how teachers justify their choice of teaching method and how the documentation of student development is being used. This paper also discusses the definition of reading and writing, phonological awareness and how different reading- and writing educational methods can be combined. The gathering of information has been done through a literature review in which I have looked at past research on reading and writing. I have also conducted qualitative interviews with teachers involved in literacy learning. The result of my research shows that it is not possible to determine which literacy learning methods that are most effective.

The aim of this Master?s thesis is to investigate what kinds of writing activities that are offered to children and young people in Sweden and if, how and why libraries are involved with them. The issues illuminated in this thesis are how children and youth can be motivated and advance in their writing, what the purpose of writing activities can be, and if writing activities can be suitable as a part of the work in libraries. The theory is based on a study with writing youth made by Catharina Nyström. In order to study the issues six interviews have been completed with persons who all have played a part in writing activities for children and youth.

The aim of the study is to investigate how teachers talk about their teaching in the subject of Swedish, with a focus on L2 pupils? writing. Data were collected through interviews with four teachers of Swedish in grades 1?3. The interview responses were compiled for interpretation and divided into four shared themes and allocated to six writing discourses.

????The aim is to examine how written production differs between students with and without difficulties in writing. The study also examine how different difficulties within writing interplay. It is based on analysis of ten-year old student texts with 30 texts from both an experimental and a control group. Texts were written in 1991.Both spelling, technique of writing and syntactic complexity differ between the groups.

To be able to read and write is necessary to manage well in life. It is important to get a good start in one´s reading and writing development. My purpose in this study was to find out how to teach children to read and write. Obtain knowledge about how to best help children during the early years of reading and writing development, and what is required to teach good reading and writing skills.I wanted to find out how the pedagogues work in the schools, and if they use ant special methods in their teaching. This is something that I, as a future pedagogue didn´t have much knowledge about, which is very important for my future pupils.My research method was qualitative where I interviewed three pedagogues who work whit teaching reading and writing in the early years.

The purpose of this study was to examine six girls and boys in grade 4 use of adjectives in narrative texts and examine students' perception and experience of writing from a gender perspective. The methods used were text analysis and an interview. The results showed that girls write more adjectives than boys, but no further significant difference in their use of adjectives was found. There was a certain stereotypical difference in which adjectives they wrote and their attitudes toward writing. Girls are more positive to writing and see writing primarily important for school, while boys think writing is important to succeed in life..

Formal writing is an essential part of teaching Swedish and is fundamental for higher education and professional career. The aim of my essay is to research what didactic methods Swedish teachers utilizes in upper secondary school to improve students' abilities to write formal texts. I will also examine students? project papers in an attempt to measure the extent of formal word choice.  In the presentation of the literature I decided to use, for example, Per Olov Svedner?s perspective on writing as a process, Siv Strömquist?s manuals for essay writing and various literature regarding linguistic correctness and essay layout. Interviews with three upper secondary school teachers reveals that active feedback is a basis for students development regarding formal writing in both school and professional career.