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Krian i förvandling : uppsatsämnen och skrivanvisningar för läroverkets svenska uppsatsskrivning

Lötmarker, Lena LU (2004) In Lundastudier i nordisk språkvetenskap. Serie A 61.
Abstract (Swedish)
Popular Abstract in Swedish

Uppsatsskrivningen i läroverket har ofta beskrivits på ett negativt sätt: ensidig ämnesgivning, onaturliga skrivsituationer och bristfällig förberedande undervisning. Syftet med denna avhandling är att ta reda på om denna bild av praktiken haft en motsvarighet i teorin eller om det i stället funnits mer ambitiösa och varierade mål för skrivträningen. De material som redovisas är läroplaner, uppsatsämnen från studentexamen och läroböcker av olika slag. Tidsperioden sträcker sig från början av 1800-talet till 1960-talet.



De uppsatsämnen och skrivanvisningar som ingår i dessa material har delvis en begränsad inriktning på fackämnen, dispositionsscheman och språkriktighet.... (More)
Popular Abstract in Swedish

Uppsatsskrivningen i läroverket har ofta beskrivits på ett negativt sätt: ensidig ämnesgivning, onaturliga skrivsituationer och bristfällig förberedande undervisning. Syftet med denna avhandling är att ta reda på om denna bild av praktiken haft en motsvarighet i teorin eller om det i stället funnits mer ambitiösa och varierade mål för skrivträningen. De material som redovisas är läroplaner, uppsatsämnen från studentexamen och läroböcker av olika slag. Tidsperioden sträcker sig från början av 1800-talet till 1960-talet.



De uppsatsämnen och skrivanvisningar som ingår i dessa material har delvis en begränsad inriktning på fackämnen, dispositionsscheman och språkriktighet. Framförallt i läroböckerna, men även i de båda andra delmaterialen, möter vi dock även en mer omfattande och nyanserad skriv-pedagogik. Här presenteras uppsatsämnen av vitt skilda slag och här görs indelningar i olika uppsatstyper som utgår från genre eller fram-ställnings-sätt. Här ges också utförliga anvis-ningar för det förberedande arbetet med ämnesanalys, stoffsamling och disposition. Denna skrivpedagogik har en tydlig anknytning till den retoriska traditionen under hela 1800-talet, men även under resten av perioden kan vi urskilja vissa spår och mer allmänna likheter. Från 1930-talet och framåt sker förändringar som pekar fram mot de skrivuppgifter som gavs i de centrala proven efter läroverksperioden. (Less)
Abstract
This dissertation is about the goals that existed for Swedish essay writing in grammar schools from the start of the nineteenth century to the 1960s. The point of departure is the contrast between the negative image often painted of this essay writing and the positive picture painted of writing tuition before this period (classical rhetoric) and after it (process-oriented writing with the emphasis on genres outside the world of school). My aim is to study whether there are similarities to the earlier and later ideals during the grammar-school era.The material used consists of curricula, essay topics from the final examination, and textbooks on essay writing.



On a number of points the analysis reveals an aspiration for... (More)
This dissertation is about the goals that existed for Swedish essay writing in grammar schools from the start of the nineteenth century to the 1960s. The point of departure is the contrast between the negative image often painted of this essay writing and the positive picture painted of writing tuition before this period (classical rhetoric) and after it (process-oriented writing with the emphasis on genres outside the world of school). My aim is to study whether there are similarities to the earlier and later ideals during the grammar-school era.The material used consists of curricula, essay topics from the final examination, and textbooks on essay writing.



On a number of points the analysis reveals an aspiration for extensive and varied training in writing, and shows that the ideals display a large measure of continuity. These ideals concern both the set essay topics and the instructions for writing presented in curricula and textbooks. The essay topics were largely linked to the specialist subjects taught in grammar school. Within this main category, however, a series of different essay types were distinguished. Throughout the period letter writing was recommended, and certain other genres occur which have clear counterparts outside school. To a large extent the instructions concern correct language and style. Right up to the end of the period, however, we find textbooks stating instructions for topic analysis, collection of material, and disposition, that is to say, the stages in the rhetorical process. (Less)
Please use this url to cite or link to this publication:
author
opponent
  • Garme, Birgitta, Uppsala universitet
organization
publishing date
type
Thesis
publication status
published
subject
keywords
argumentation, genre, dispositio, inventio, composition, progymnasmata, rhetoric, textbooks, university entrance examination, curricula, grammar school, essay writing, Scandinavian languages and literature, Nordiska språk (språk och litteratur)
in
Lundastudier i nordisk språkvetenskap. Serie A
volume
61
pages
336 pages
publisher
Scandinavian Languages
defense location
Sal Kock, institutionen för nordiska språk, Helgonabacken 14, Lund
defense date
2004-05-08 10:15
ISSN
0347-8971
ISBN
91-628-6059-3
language
Swedish
LU publication?
yes
id
f2c7ee53-fbae-4f55-a00f-6dbafb7f5b6d (old id 21652)
date added to LUP
2007-05-28 11:06:21
date last changed
2016-09-19 08:44:58
@phdthesis{f2c7ee53-fbae-4f55-a00f-6dbafb7f5b6d,
  abstract     = {This dissertation is about the goals that existed for Swedish essay writing in grammar schools from the start of the nineteenth century to the 1960s. The point of departure is the contrast between the negative image often painted of this essay writing and the positive picture painted of writing tuition before this period (classical rhetoric) and after it (process-oriented writing with the emphasis on genres outside the world of school). My aim is to study whether there are similarities to the earlier and later ideals during the grammar-school era.The material used consists of curricula, essay topics from the final examination, and textbooks on essay writing.<br/><br>
<br/><br>
On a number of points the analysis reveals an aspiration for extensive and varied training in writing, and shows that the ideals display a large measure of continuity. These ideals concern both the set essay topics and the instructions for writing presented in curricula and textbooks. The essay topics were largely linked to the specialist subjects taught in grammar school. Within this main category, however, a series of different essay types were distinguished. Throughout the period letter writing was recommended, and certain other genres occur which have clear counterparts outside school. To a large extent the instructions concern correct language and style. Right up to the end of the period, however, we find textbooks stating instructions for topic analysis, collection of material, and disposition, that is to say, the stages in the rhetorical process.},
  author       = {Lötmarker, Lena},
  isbn         = {91-628-6059-3},
  issn         = {0347-8971},
  keyword      = {argumentation,genre,dispositio,inventio,composition,progymnasmata,rhetoric,textbooks,university entrance examination,curricula,grammar school,essay writing,Scandinavian languages and literature,Nordiska språk (språk och litteratur)},
  language     = {swe},
  pages        = {336},
  publisher    = {Scandinavian Languages},
  school       = {Lund University},
  series       = {Lundastudier i nordisk språkvetenskap. Serie A},
  title        = {Krian i förvandling : uppsatsämnen och skrivanvisningar för läroverkets svenska uppsatsskrivning},
  volume       = {61},
  year         = {2004},
}