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Att skapa motivation till att skriva texter: Hur introduktionen av skrivuppgiften påverkar resultatet
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
2017 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesisAlternative title
To create motivation for writing texts : How the introduction of the writing task affects the result (English)
Abstract [sv]

Syfte 

Jag har genomfört undersökningar i syfte att se hur olika introduceringsmetoder påverkar elevers skrivande.

Metod

Mina undersökningar har bestått av deltagande observationer samt insamlande av dokument. Dokumenten utgörs av de texter eleverna skrev under observationerna. Informanterna har betsått av en andra klass och en tredje klass med tio respektive elva elever. Klasserna har vid tre tillfällen fått i uppgift av mig att skriva en text till en bild. Uppgifterna har jag introducerat på tre olika sätt eftersom jag ville undersöka om deras texter skulle skilja sig åt beroende på detta.

Slutsats

Av observationerna och dokumenten har jag kunnat dra vissa slutsatser som jag ser har direkt sammanband med hur jag instruerat skrivuppgiften. De slutsatser jag dragit är att mina val som lärare spelar stor roll för hur elevernas resultat kommer att se ut. För att eleverna ska kunna prestera väl och känna en inre motivation och lust att lära behöver de ett syfte med sin uppgift. Vaga instruktioner och en uppgift utan tydligt mål kan ha motsatt effekt och hindra elevens motivation. 

Abstract [en]

Purpose

The purpose of my investigations is to learn how teachers can motivate their students to write texts. I have done participatory observations where I have been given the students writing tasks in three different ways.

Method

My surveys consisted of participatory observations and documents. The documents consist of the texts the students wrote during the observations. The observation groups have been one second degree class and one third degree class containing ten and eleven students. I have been collecting the texts written by the students and been using them as documents. The students have been given writing tasks on tree occasions. On each occasion, I have presented the task in a different way. The task was to write a text with a picture as starting point.

Conclusion

My observations and the documents have shown some conclusions and I have identified connections between how the writing task was presented and how the texts turned out to be. My conclusion is that the choices I make as teacher play a major part in the students' results. In order for the students to perform well and to feel an inner motivation and desire to learn, they need a purpose in their task. Vague instructions and a task without a clear goal can have the opposite effect and prevent the student's motivation. 

Place, publisher, year, edition, pages
2017. , 41 p.
Keyword [en]
Motivation, pupil texts, writing acquisition, multimodality, writing process
Keyword [sv]
Motivation, elevtexter, skrivinlärning, multimodalitet, skrivprocesser
National Category
Humanities and the Arts
Identifiers
URN: urn:nbn:se:kau:diva-55150OAI: oai:DiVA.org:kau-55150DiVA: diva2:1111394
Subject / course
The Swedish Language
Educational program
Primary Education Programme, 240 hp
Supervisors
Examiners
Available from: 2017-06-19 Created: 2017-06-18 Last updated: 2017-06-19Bibliographically approved

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