”Oftast är vi ganska fria”. Eleverna, skrivandet och skrivundervisningen
Abstract
What notions about writing do students have? In my study I have followed 91
students in upper secondary school and their two teachers during a one year
course of Swedish. I am interested in the students’ conceptions of writing and
how they position themselves in relation to the writing education they meet in
the classroom. The empirical data consists of interviews and reflective logs
where the students express their views on writing and the action they take as
learners when handling writing assignments. Their teachers have also been
interviewed about these assignments, and the pedagogic practice in the
classroom has been observed.
The analyses are informed by a theoretical framework developed by Roz
Ivanič (2004), who has identified six different discourses of writing. The study
shows a great variety of writing conceptions among the students. The two
teachers mainly position themselves in two of the different discourses, the skills
discourse, and the social practices discourse respectively. In the reflective logs I
have found signs that the teachers’ perspective is taken up in the students’
comments. However, the study also shows that along with adapting to the
teachers’ view, many students maintain other discourses about writing, in
particular a creative discourse. There is even some evidence that students with a
strong view about writing are the most successful in terms of obtaining higher
grades, even if their positions clearly differ from the position of their teacher.
Publisher
Institutet för svenska som andraspråk, Institutionen för svenska språket, Göteborgs universitet.
Collections
Date
2012Author
Randahl, Ann-Christin
Editor
Johansson Kokkinakis, Sofie
Tingsell, Sofia
Keywords
writing
positioning
writing conceptions
discourses of writing
Series/Report no.
Rapporter Om Svenska som Andraspråk (ROSA)
16
Language
swe