Going from oral to written discourse: Norwegian students’ grammatical challenges when writing persuasive texts

Maagerø, Eva; Siljan, Henriette; Veum, Aslaug

doi:10.1016/j.linged.2021.101001

Cited by 4 publications

(4 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In a recent study of students' writing, Maagerø et al (2021) point to a similar trend, although for a slightly older age group. They point out that an oral style seems to characterise the students' writing in that they tend to "spread out information through new clauses and sub-clauses" (Maagerø et al 2021, p. 8).…”

Section: Discussionmentioning

confidence: 68%

Features of Grammatical Writing Competence among Early Writers in a Norwegian School Context

Nygård,

Hundal

2024

Languages

View full text Add to dashboard Cite

In this article, we investigate how grammatical competence is manifested in young students’ written texts and how this contributes to the students’ overall writing competence. We pose the following two research questions: (i) Which grammatical features appear in a selection of young students’ texts? and (ii) What do these features reveal about different aspects of the students’ grammatical writing competence? The empirical fundament for this study is a representative sample of texts gathered through the project FUS—Functional Writing in the First School Years. Our primary material amounts to a total of 534 texts written by first- and second-grade students (ages 6–7). The students have completed two writing tasks, in which they were asked to write one descriptive and one narrative text. In our analyses, we see grammatical writing competence as consisting of several sub-competencies—namely, grammatical repertoire, grammatical complexity, grammatical variation, and grammatical choice. Our analyses show that the grammatical repertoire of beginner students is well-developed. The frequency of specific grammatical features differs between the two writing tasks, underpinning the argument that certain text types trigger certain grammatical choices.

show abstract

Section: Discussionmentioning

confidence: 68%

Features of Grammatical Writing Competence among Early Writers in a Norwegian School Context

Nygård,

Hundal

2024

Languages

View full text Add to dashboard Cite

show abstract

“…Berman & Verhoeven, 2002;Johansson, 2009). Några språkliga drag som ansetts känneteckna en mer komplex och varierad satsstruktur är längre nominalfraser och längre huvudsatser samt ett högre antal satser per mening och antal ord före det finita verbet (Collberg, 2020;Hultman & Westman, 1977;Johansson, 2009;Maagerø et al, 2021;McNamara et al, 2010;Myhill, 2008). En grammatikdidaktisk modell som ska fungera som utgångspunkt för arbetet med elevers språk-och skrivutveckling bör alltså kunna synliggöra dessa aspekter.…”

Section: Tidigare Forskning Och Teoretiska Utgångspunkterunclassified

L1-orienterad grammatikundervisning i L2-kontext

Bandh,

Collberg,

Lundin

2023

ADNO

View full text Add to dashboard Cite

Artikeln beskriver hur en grammatikdidaktisk modell utformad för en L1-kontext kan användas för grammatikundervisning såväl som för ett språk- och skrivutvecklande arbete i en L2-kontext. Eftersom klassrummen i Sverige, Danmark och Norge allt mer blir språkligt heterogena behöver lärare kunna erbjuda en språkutvecklande undervisning för elever med skilda språkliga förutsättningar. Den modell som presenteras bygger på explicit undervisning med utgångspunkt i det gemensamma typplatsschemat (se Bilaga 1). Den har som syfte att fungera som redskap för ett språkutvecklande arbete och samtidigt bidra till att befästa grammatikkunskaper. I artikeln presenteras resultat från en interventionsstudie där modellen använts i grammatikundervisning och processskrivning i en klass med L2-elever. Utifrån begreppen appropriering, internalisering och implementering undersöks elevernas grammatikinlärning som den yttrar sig dels i deras svar på grammatikprov, dels i deras hantering av lärarens textkommentarer. Elevernas provsvar ger en bild av i vilken grad de har approprierat den grammatiska kunskapen, medan hanteringen av lärarens textkommentarer kan visa huruvida de även har internaliserat och eventuellt också implementerat grammatikkunskapen. I analysen jämförs elevernas prov och texter med fokus på satshierarki, inversion och V2 samt nominalfraser med fokus på kongruens och bestämdhet – områden som tidigare visat sig vara centrala i språkutveckling och samtidigt särskilt problematiska vid inlärningen av grammatik. Analyserna tyder på att eleverna approprierat grammatikkunskaperna i olika utsträckning och att somliga är på väg mot en internalisering av kunskaperna. En slutsats är att arbetssättet visserligen kräver stora insatser av lärare och elever men att de formella grammatikkunskaperna och det praktiska textarbetet verkar gynna varandra.

show abstract

“…Oral literature also includes written literature that is deformed into oral. Conversely, oral literature can also be transformed into written literature (Maagerø et al, 2021). Avoiding that mess, the terms of written oral literature, written oral literature, and written oral literature are used.…”

Section: Introductionmentioning

confidence: 99%

Literary Phenomenology in Ngaju Dayak Folklore

Poerwadi,

Misnawati,

Manya

et al. 2023

JWS

View full text Add to dashboard Cite

The objectives of this study are describing the phenomenology of plants in Ngaju Dayak folklore and describing the phenomenology of animals in Ngaju Dayak folklore. This research method uses a qualitative approach. Qualitative research is a way to interpret and present data in descriptive form. The existing data is then interpreted and analyzed. The plant has a close relationship with the Ngaju Dayak community as food and boards, plants that are one of the requirements in the Ngaju Dayak traditional ritual, and the plant is used as a symbol or metaphor. The animal phenomenon that appears in Ngaju Dayak folklore is caused by the animal is around the settlement and becomes a myth for the Ngaju Dayak people, it is useful as a source of nutrition it is used in traditional ceremonies, traditional rituals and is related to traditional ceremonies it has a specific meaning and. The phenomenology of plants that appear in the folklore studied is the use of words or phrases wood 'tree', banana 'banana', kambang 'flower', uwei 'rattan', sangkai puca, sambilu /bamboo', upun pinang 'batang pinang'. The phenomenology of animals that appear in the folklore studied is the use of words or phrases handipe, cow, manuk, burong, side dishes, bawui, haramaung, elephants with palanduk, and calasi.

show abstract

Going from oral to written discourse: Norwegian students’ grammatical challenges when writing persuasive texts

Cited by 4 publications

References 16 publications

Features of Grammatical Writing Competence among Early Writers in a Norwegian School Context

Features of Grammatical Writing Competence among Early Writers in a Norwegian School Context

L1-orienterad grammatikundervisning i L2-kontext

Literary Phenomenology in Ngaju Dayak Folklore

Contact Info

Product

Resources

About