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 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.

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.

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 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.

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.

????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.

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..

This essay is about local history in history teaching in two cities; Kalmar and Vetlanda. The purpose was to see how teachers in Kalmar and Vetlanda define local history and what kind of local history they teach their students. I have also examined what benefits of didactics the teachers see in teaching local history. In order to find out I interviewed four history teachers at three schools in Kalmar and two history teachers at one school in Vetlanda. Some of the interviews were carried out over the telephone and the rest at the teachers´s schools.

The purpose of this study was to investigate the collaboration of four learners of Swedish as a second language during a pair-writing task, as well as their experiences of the process, in order to draw conclusions about how to execute pair-writing in the L2 classroom. The study has found that the establishment of compatible partners are of great importance to achieve success and learning through pair-writing. One of the pairs studied managed to work well together and use each other?s knowledge to improve their text, while the other pair continuosly battled for dominance, which had a negative impact on their performance. The two successful students had enjoyed the task and believed they had learned something from it and that pair-writing can be a useful source of knowledge.

This essay will investigate how the History subject has changed and developped in Sweden. For those who study the way subjects and the school itself change over time it becomes quite clear that they have gone through an enormous change. However this essay will focus on how the History subject, and mainly the teaching of the Antique, in particular, has changed. In order to find out how it has changed several things will be taken into account. First of all there will be interviews and conversaisions with several teacher and try to find out how it has changed, according to their experiences and belives.

The purpose of this study was to compare reading development assessments with writing assessments to create an understanding about the relationship between the reading and writing ability of children. Another aim of the study was to look at other factors that cohere with the ability to read and write, such as background and socio-economic status. Our hypothesis was that explicit instruction in writing is necessary to develop good writing skills. We chose to conduct a quantitative study containing an inquiry, a dictation and a writing task. We compared our results with reading assessments based on a reading development schedule (LUS).

The purpose of this survey is to better understand how students in Swedish upper secondary school perceive knowledge in history. 44 students from two different schools took part in the survey. The students partaking were asked to make a rough plan for a course in history, in which they were to both suggest contents of the course and also motivate their choice of content by arguing their view of the purpose of knowledge in history. The results of the survey were then compared to the curriculum of the history subject. The survey shows that a majority of the students asked find modern history, especially World War 1 & 2, and Swedish history to be of importance.

This is a qualitative and hermeneutic study where I describe, analyze and interpret four Swedish teachers' perceptions of the importance of writing as a way of acquiring knowledge. The purpose is to highlight attitudes to writing and their impact on the teaching practice. The theoretical background discusses the autonomic aspects of scripture and pedagogical positions concerning writing instruction. Results show that the teachers teaching positions can be traced back to their approach to writing. However, in this study, it is difficult to tell exactly what these consequences are because the approaches of the teachers? are similar.

The aim of this study is to examine Turkish nationalism in order to find what factors that play a part in Turkey's inability to confess and discuss such events as the Armenian Genocide, which took place between the years of 1915.-1923, by the fall of the Ottoman Empire. The factors found and examined closely are collective memory and the use of history. The paper is a case study of Turkey with a theoretical approach, trying to apply theories of nationalism, collective memory and history-writing on Turkish nationalism, in order to find an answer to how these factors stands in the way of reconciliation.Conclusions are that Turkey as a nation is stuck in a romanticization and glorification of the time of their founding leader, Atatürk, and the thought of the pure, homogenous Turkishness. This makes the nation incapable of discussing and accepting what others in this case acknowledges as historical facts. The taboo-making of these matters makes reconciliation today not possible..