Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Critical Literacy through Critical Documentaries - How Bowling for Columbine and Michael Moore hates America can be used to teach argumentative writing and source criticism to students in upper-secondary school in Sweden.
Örebro University, School of Humanities, Education and Social Sciences.
2019 (English)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

This essay seeks to illustrate how critical literacy and source criticism can be incorporated in

argumentative thinking and reasoning in an assignment based on authentic materials

constructed for students studying English 6 in Swedish upper-secondary school. The

assignment seeks to, grounded in critical literacy theory, increase the students’ source

criticism and improve their argumentative thinking and reasoning. These goals are directly

connected to the aims presented in the syllabus for the English subject in Swedish

upper-secondary school. The essay will state why authentic texts are suitable when teaching

critical literacy skills. The essay will also present different theories to critical literacy and

conclude that "the four resources model" (Luke & Freebody, 1990) can be considered most

suitable for students assigned to produce argumentative texts. The authentic materials chosen

for this assignment consist of three themes identified in the critical documentaries Bowling

for Columbine (2002), directed by Michael Moore, and Michael Moore hates America

(2004), directed by Mike Wilson. The three themes that are selected for the assignment, and

presented in this essay are: The NRA, The 2 nd amendment and Is Michael Moore

anti-American? The students will get a theme assigned to them and are supposed to, through

instructions based on critical literacy theory, develop an argumentative text about their

specific theme. Subsequently, the students are supposed to present their argumentative text in

front of the class. Additionally, the goals stated in the curriculum for the English subject and

the aims from the syllabus for English 6 in Swedish upper-secondary school will be presented

and explained in relation to the assignment constructed for this essay and how the assignment

will make them to achieve those goals.

Place, publisher, year, edition, pages
2019. , p. 44
National Category
Learning
Identifiers
URN: urn:nbn:se:oru:diva-73019OAI: oai:DiVA.org:oru-73019DiVA, id: diva2:1294529
Subject / course
English; English
Supervisors
Available from: 2019-03-07 Created: 2019-03-07 Last updated: 2019-04-09Bibliographically approved

Open Access in DiVA

fulltext(406 kB)7 downloads
File information
File name FULLTEXT02.pdfFile size 406 kBChecksum SHA-512
22291957fa18ad9db0dcd53b1059283840e437a852448770a9dddf88161c61e2d109cd7d3a1cdf0b3740875febffc45ee6542d4df5ea450808da68f4beeca438
Type fulltextMimetype application/pdf

By organisation
School of Humanities, Education and Social Sciences
Learning

Search outside of DiVA

GoogleGoogle Scholar
Total: 7 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

urn-nbn

Altmetric score

urn-nbn
Total: 16 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf