How do men who define themselves as feminists create and maintain an identity as men? In this qualitative study four men involved in feminist organizations were interviewed about their views on women, men, sex and feminism. Theories of language, psychoanalysis and ethics were utilized to further our understanding of the material these men produce in their effort to define themselves. Our object of study is the text, which we believe holds the key to understanding how an individual shapes his world and himself. The result is our interpretation of the text and its underlying mechanics.

How do men who define themselves as feminists create and maintain an identity as men? In this qualitative study four men involved in feminist organizations were interviewed about their views on women, men, sex and feminism. Theories of language, psychoanalysis and ethics were utilized to further our understanding of the material these men produce in their effort to define themselves. Our object of study is the text, which we believe holds the key to understanding how an individual shapes his world and himself. The result is our interpretation of the text and its underlying mechanics.

Studies show that some pupils with ASD (autism spectrum disorder) can have difficulties in understanding written texts. The present study seeks to examine whether pupils with ASD differ in their reading comprehension of a factual text and a literary text. Another aim of the study is to obtain a picture of the reading habits of high school pupils with ASD, what reading strategies they use, and how they work with texts in Swedish lessons in school.The study uses texts from PISA surveys from 2009 and 2000. The factual text Varmluftsballongen (The Hot-air Balloon) was taken from the try-out for the 2009 survey and the literary text Gåvan (The Gift) was taken from the 2000 PISA survey. To gain some idea of the pupils? reading comprehension of the texts, the present study used the tasks accompanying the texts, with certain changes in the questions about the text on the hot-air balloon.

Studies show that some pupils with ASD (autism spectrum disorder) can have difficulties in understanding written texts. The present study seeks to examine whether pupils with ASD differ in their reading comprehension of a factual text and a literary text. Another aim of the study is to obtain a picture of the reading habits of high school pupils with ASD, what reading strategies they use, and how they work with texts in Swedish lessons in school.The study uses texts from PISA surveys from 2009 and 2000. The factual text Varmluftsballongen (The Hot-air Balloon) was taken from the try-out for the 2009 survey and the literary text Gåvan (The Gift) was taken from the 2000 PISA survey. To gain some idea of the pupils? reading comprehension of the texts, the present study used the tasks accompanying the texts, with certain changes in the questions about the text on the hot-air balloon.

Most pupils learn good reading strategies during their first years at school. Pupils who don´t do that will have difficulties understanding written data. As the pupils meet text filled with lots of data they will have difficulties understanding the written text. International studies show that the rusults of Swedish pupils are dropping. This issue got me thinking: What help is given to those pupils with difficulties so that their reading comprehension will increase? Are the teachers actively teaching reading comprehensions and in that case how and when? By observing two teahers of intermediate level, I wanted to find out how theachers help pupils with reading comprehension.

This master?s thesis investigates the contextualized relation between a reader and a text, in a non classroom-oriented situation. I am studying the questions of (a) in what way a persons education, personal experiences and opinions, and (b) how the text; its design (language) and message, holds a function in ? and forms ? the reader-text relation. At the same time I am testing the theoretical framework of Louise Rosenblatt, for the purpose of finding an adequate method to analyze this relation.

The aim of the study is to investigate the relationship between text and picture in two works by Sven Nordqvist, with the focus on how the action is propelled. The two works are compared in order to bring out any differences in the relationship and what significance this can have for the interpretation. The study also considers the theory of conceptual worlds to examine how the books can promote pupils? literary understanding. The method of analysis is based on Rhedin?s (2001) theoretical concepts and elements of Nikolajeva?s (2000) terminology.

Studies show that some pupils with ASD (autism spectrum disorder) can have difficulties in understanding written texts. The present study seeks to examine whether pupils with ASD differ in their reading comprehension of a factual text and a literary text. Another aim of the study is to obtain a picture of the reading habits of high school pupils with ASD, what reading strategies they use, and how they work with texts in Swedish lessons in school.The study uses texts from PISA surveys from 2009 and 2000. The factual text Varmluftsballongen (The Hot-air Balloon) was taken from the try-out for the 2009 survey and the literary text Gåvan (The Gift) was taken from the 2000 PISA survey. To gain some idea of the pupils? reading comprehension of the texts, the present study used the tasks accompanying the texts, with certain changes in the questions about the text on the hot-air balloon.

AbstractThe name of this essay is: A content analyze of the expanded conception of text ? in the School curriculum?s for the subjects Swedish, Arts, Philosophy, and Religion by Maria Tollstedt (spring semester 2008), supervisor is Heike Graf.This essay is about the expanded conception of text. The theory for this work is the professor in literature Marshall McLuhans theories about Media being extensions of our bodies from the book Understanding Media (1964). The essay also discus and gives examples of definitions of what a text can be. This work examines and analyzes in what way the expanded conception of text implicitly and explicitly is being used in different Swedish governing school documents.

This thesis work involves a quantitative study concerning secondary school students' understanding of older Swedish words in the lyrics in the Lucia song written by Elmfors way back in 1919th. The text has some old words and phrases that today's high school students do not really understand. The study includes surveys of two different classes in high school, a theoretical and a practical program. In some cases students can understand words by the context, but previous research shows results in general weakness in students' existing vocabulary. According to previous research, this is due, inter alia, that young people read and write less today.The results of all students are totally 38%, where the theoretical program has a slightly higher performance.

Denna studie avser att undersöka och analysera fyra verksamma lärares uppfattningar om det vidgade textbegrepp som uttrycks i kursplanen i svenska 2000 och vilken betydelse deras uppfattning om det begreppet får för elevers undervisning i svenskämnet. Studien ska dessutom undersöka och analysera deras uppfattningar om hur ett vidgat textbegrepp kan förstås och relateras gentemot styrdokumenten i svenskämnet. För att fånga fyra lärares uppfattningar om ett vidgat textbegrepp och vilken betydelse deras uppfattning får för deras elevers svenskundervisning, har intervjuer genomförts i grundskolan med fyra lärare i år 6-9. Förhoppningen var att dessa intervjuer skulle ge en bild av verksamma lärares uppfattning om ett vidgat textbegrepp och hur det gestaltas i deras undervisning. Resultatdelen i uppsatsen upplyser om de fyra lärarnas olika uppfattningar om ett vidgat textbegrepp och vilken betydelse det får för elevers undervisning i svenskämnet.The purpose of this study is to examine and analyze the understanding, of four teachers, about the wide text concept as it is put in the Swedish curriculum of 2000, and what meaning their opinion has for their teaching in Swedish arts.

Abstract The aim of this study is to find out how teachers view the importance of reading in the teaching of foreign languages. In relation to this, we wish to gain understanding of what teachers want to achieve with reading, how they choose texts and what difficulties they encounter in getting their students to read. Six teachers from three different upper secondary schools in southern Sweden were interviewed for the study. We also examined the text-materials that they were using for their instruction. The findings show that students read mostly adapted texts from textbooks and, to a limited extent, authentic materials.

This text deals with the shooting of a movie comedy. The author of this text was script writer as well as director. The film was extremely dependent upon the interpretation of the role of the leading female character, but the director and the leading actress, in spite of their willingness to cooperate, were unable to understand each other, and no creative meeting ever occurred.The film dealt, in amused distance, with male and female strategies and shortcomings, but the lack of understanding between the director and the leading actress caused the subtleties of the text disappear, so that when the film was ready it was possible to interpret it in a way that partly opposed its intentions.From the director?s point of view different aspects of the situation are investigated: what could she /should she have done? What are the obstacles for a better understanding? Is ?understanding? dependant only upon that which is verbal? Should the director not only be a director but also a kind of therapist? What is professional and what is private? Could a director who wasn´t also the script writer have seen other solutions? And how does it affect you as a female director never to have role models, only a very clear idea of what you don?t want your professional role to look like.The director thought she was being constantly compromising, but finds out she was not, she had only a different, and in appearance, friendly but manipulative strategy in trying to reach her goal: that of enforcing and implementing her personal interpretation of the script. The role of director is also a role, and must be played.

This work is about the expanded conception of text and takes off in the use of this expression in the high school curriculum. The work begins with a theory chapter, where a few different definitions of text are the basis for reasoning about factors which can have contributed to an expansion of the conception. Hereby other important expressions, related to the expanded conception of text, as hypertext, multimedia and intermediality, are brought up. Further, is examined empirically how the expanded conception of text is interpreted, rhetorically and practically, by a few teachers in the High School. Finally, covered scientist?s theories are discussed and compared with the concluded empiric data.The study shows however, that the expanded conception of text in the curriculum has not become a conception for the teachers who were interviewed.

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..