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This article aims to determine the current situation with respect to reading for pleasure in which the students of the Bachillerato Integral Comunitario number 46 of Coatecas Altas Ejutla Oaxaca, (BIC 46) find themselves, highlighting as the main problem the lack of taste for reading and reading comprehension of BIC 46 students; for this reason, narrative texts are proposed as a strategy to promote reading for pleasure and strengthening reading comprehension. In this order of ideas, in the theoretical section, the following are based from the point of view of various authors: the philosophy from which this proposal is intended to be developed; philosophy that is based on intentional play, reading books freely, the didactics of María Montessori, reading for pleasure and reading the context without the official subordination of the national educational system. The above is based on the development of a survey in which 58 students participated, results that position narrative texts in a very important place to promote reading for pleasure and the strengthening of reading comprehension. Finally, a series of reflections and suggestions are expressed around the results found., Este artículo tiene como objetivo determinar la situación actual con respecto a la lectura por placer en la cual se encuentran los estudiantes del Bachillerato Integral Comunitario número 46 de Coatecas Altas Ejutla Oaxaca, (BIC 46), destacando como problemática principal la falta del gusto por la lectura y comprensión lectora de los estudiantes del BIC 46; por ello se propone a los textos narrativos como estrategia para promocionar la lectura por placer y fortalecimiento de la comprensión lectora. En este orden de ideas, en el apartado teórico, se fundamentan desde el punto de vista de diversos autores: la filosofía desde donde se pretende desarrollar esta propuesta; filosofía que se basa en el juego intencionado, la lectura de libros con libertad, la didáctica de María Montessori, la lectura por placer y la lectura del contexto sin la subordinación oficial del sistema educativo nacional. Lo anterior se fundamenta con el desarrollo de una encuesta en la que intervinieron con 58 estudiantes, resultados que posicionan en un lugar muy importante a los textos narrativos para promocionar la lectura por gusto y el fortalecimiento de la comprensión lectora. Finalmente, se expresan una serie de reflexiones y sugerencias en torno a los resultados encontrados.

Denna studie jämför berättande elevtexter som är skrivna med penna och på tangentbord i årskurs 4 och 6. Jämförelsen görs både mellan redskapen inom årskurserna och mellan årskurserna. Studien omfattar 29 texter från årskurs 4 och 27 texter från årskurs 6. Antalet deltagare var 15 elever i årskurs 4 och 15 elever i årskurs 6. Elevtexterna analyserades utifrån fyra olika aspekter: textlängd, narrativ kvalitet, lexikal variation och stavning. Resultatet inom årskurs 6 visade att eleverna skrev signifikant längre texter på tangentbord. Eleverna i årskurs 4 presterade bättre med penna gällande narrativ kvalitet och lexikal variation, men presterade däremot bättre på tangentbord gällande textlängd och stavning. Dessa skillnader var dock inte statistisk signifikanta. Resultatet diskuteras utifrån simple view of writing.

Denna studie jämför berättande elevtexter som är skrivna med penna och på tangentbord i årskurs 4 och 6. Jämförelsen görs både mellan redskapen inom årskurserna och mellan årskurserna. Studien omfattar 29 texter från årskurs 4 och 27 texter från årskurs 6. Antalet deltagare var 15 elever i årskurs 4 och 15 elever i årskurs 6. Elevtexterna analyserades utifrån fyra olika aspekter: textlängd, narrativ kvalitet, lexikal variation och stavning. Resultatet inom årskurs 6 visade att eleverna skrev signifikant längre texter på tangentbord. Eleverna i årskurs 4 presterade bättre med penna gällande narrativ kvalitet och lexikal variation, men presterade däremot bättre på tangentbord gällande textlängd och stavning. Dessa skillnader var dock inte statistisk signifikanta. Resultatet diskuteras utifrån simple view of writing.

Föreliggande studie syftar till att undersöka hur elevers berättande texterpåverkas av att skriva med bild som inspirationskälla och utan. Elevernastexter genomgår en textanalys där de två texterna analyseras utifrån dess längd,röd tråd och struktur samt formord och innehållsord för att vidare jämföras. Vidare lyfts sex elevers tankar och åsikter gällande de två metoderna genomintervjuer. Utifrån studiens frågeställningar sammanställs texternas analyseroch elevernas transkriberade intervjuer för att senare presenteras i resultatet. Studiens teoretiska ram har sin utgångspunkt i intermediala studier som vidarekopplas till det resultat studien presenterar. Det framkommer i resultatet att detexter eleverna skriver utan bilden innehåller fler formord och innehållsordsamt att en högre procent av eleverna uppvisar en tydlig struktur och en rödtråd. Vidare visar resultatet att eleverna skriver längre texter med bilden. Tvåelever hade valt att skriva med en bild som inspirationskälla igen om de fåttchansen, detta för att utmana sig, dock ansåg alla intervjuade elever att det varsvårare att skriva med en bild som inspiration.

[EN]Projection is a type of relationship between clauses whereby, at a primary level in which there are only two clauses forming the complex, the secondary clause is projected through the primary clause as a locution or an idea (Halliday & Matthiessen, 2004: 377). It is easier to illustrate the way in which projection works by exemplifying it through a clause: “Martha said that you would be here”; in this instance, the primary clause “Martha said” is projecting a locution “that you would be here”, which was produced by someone (i. e., Martha) in the past, and it is now being recreated by the speaker. Humans use this type of construction frequently, people project ideas, thoughts or even dialogue on a daily basis. Due to its high rate of usage, the study of projection has diverse manifestations in both written and oral discourse. In this thesis, we will focus on the former by comparing the use of projection in journalistic and narrative discourse. We have chosen these two genres because, according to previous studies (Caldas-Coulthard, 2008; Saragih, Murni & Meisuri, 2021; Couto-Vale, 2015), projection relations are frequently used in both, which will allow us to establish any emerging divergences and similarities. The descriptive framework will be founded on thoroughly tested models, namely Rhetorical Structure Theory (RST) and Systemic Functional Linguistics (SFL), which have provided the foundation for the analysis of projection and other logico-semantic rhetorical relations in clause complexing. Additionally, the study will follow a corpus linguistics methodology based on the analysis of real empirical data that will enable us to determine the factors involved in projection variation across the genres scrutinised., [ES]La proyección es un tipo de relación entre cláusulas en la que, considerando un caso en el que solo hay dos cláusulas formando el conjunto, la cláusula secundaria se proyecta a través de la cláusula primaria bien como una locución o como una idea (Halliday & Matthiessen, 2004: 377). Es más fácil ilustrar el funcionamiento de la proyección con un ejemplo: "Marta dijo que estarías aquí"; en este caso, la cláusula primaria "Marta dijo" está proyectando una locución "que estarías aquí", que fue producida por alguien (en este caso, Marta) en el pasado, y ahora es proyectada por el emisor. Utilizamos este tipo de construcción con frecuencia, la gente proyecta ideas, pensamientos o incluso diálogos a diario. Debido a su elevado índice de uso, el estudio de la proyección tiene diversas manifestaciones tanto en el discurso escrito como en el oral. En este trabajo nos centraremos en el primero, comparando el uso de la proyección en el discurso periodístico y en el narrativo. Hemos elegido estos dos géneros porque, según estudios previos (Caldas-Coulthard, 2008; Saragih, Murni & Meisuri, 2021; Couto-Vale, 2015), las relaciones de proyección se utilizan con frecuencia en ambos, lo que nos permitirá establecer las diferencias y similitudes que surjan. El marco descriptivo se basará en modelos generalmente aceptados, la Rhetorical Structure Theory (RST) y la Lingüística Funcional Sistémica (SFL), que han proporcionado la base para el análisis de la proyección y otras relaciones retóricas lógico-semánticas en la complejización de cláusulas. Además, el estudio seguirá una metodología de lingüística de corpus basada en el análisis de datos empíricos reales que nos permitirán determinar los factores implicados en la variación de la proyección a través de los géneros estudiados., [GL]A proxección é un tipo de relación entre cláusulas na que, considerando un caso no que só hai dúas cláusulas formando o conxunto, a cláusula secundaria proxéctase a través da cláusula primaria ben como locución ou como idea (Halliday & Matthiessen, 2004: 377). É máis fácil ilustrar o funcionamento da proxección cun exemplo: “Marta dixo que estarías aquí”; neste caso, a frase primaria “Marta dixo” está proxectando unha locución “que estarías aquí”, que fora producida por alguén (neste caso, Marta) no pasado, e agora é proxectada polo emisor. Utilizamos este tipo de construción con frecuencia, a xente proxecta ideas, pensamentos ou incluso diálogos a diario. Debido ao seu elevado índice de uso, o estudo da proxección ten diversas manifestacións tanto no discurso escrito como no oral. Neste traballo, centrarémonos no primeiro, comparando o uso da proxección no discurso periodístico e no narrativo. Escollemos estes dous xéneros porque, segundo estudos previos (Caldas-Coulthard, 2008; Saragih, Murni & Meisuri, 2021; Couto-Vale, 2015), as relacións de proxección utilízanse con frecuencia en ambos, o que nos permitirá establecer as diferencias e similitudes que xurdan. O marco descritivo basearase en modelos xeralmente aceptados, a Rhetorical Structure Theory (RST) e a Lingüística Funcional Sistémica (SFL), que proporcionaron a base para a análise da proxección e outras relacións retóricas lóxico-semánticas na formación de complexos de cláusulas. Ademais, o estudo seguirá unha metodoloxía de lingüística de corpus baseada na análise de datos empíricos reais que nos permitirán determinar os factores implicados na variación da proxección a través dos xéneros estudados.

Föreliggande studie syftar till att undersöka hur elevers berättande texterpåverkas av att skriva med bild som inspirationskälla och utan. Elevernastexter genomgår en textanalys där de två texterna analyseras utifrån dess längd,röd tråd och struktur samt formord och innehållsord för att vidare jämföras. Vidare lyfts sex elevers tankar och åsikter gällande de två metoderna genomintervjuer. Utifrån studiens frågeställningar sammanställs texternas analyseroch elevernas transkriberade intervjuer för att senare presenteras i resultatet. Studiens teoretiska ram har sin utgångspunkt i intermediala studier som vidarekopplas till det resultat studien presenterar. Det framkommer i resultatet att detexter eleverna skriver utan bilden innehåller fler formord och innehållsordsamt att en högre procent av eleverna uppvisar en tydlig struktur och en rödtråd. Vidare visar resultatet att eleverna skriver längre texter med bilden. Tvåelever hade valt att skriva med en bild som inspirationskälla igen om de fåttchansen, detta för att utmana sig, dock ansåg alla intervjuade elever att det varsvårare att skriva med en bild som inspiration.

Educational textbooks play an essential role in the transfer of knowledge in present-day Dutch primary and secondary education. It is not self-evident, however, that students understand these textbooks; many Dutch students find their educational texts too difficult to understand and/or consider them boring. Given that text comprehension is the result of complex interactions between reader, task, and text characteristics, its optimization can be approached in more than one way. This dissertation focuses on two text characteristics that have been argued to make educational texts more vivid, thereby enhancing students’ engagement and text comprehension: the presence of narrative and voice elements. The aim of this dissertation is to 1) define narrative and voice elements within the educational domain (WHAT), 2) describe their application in current Dutch educational textbooks (HOW), and 3) find out the rationales behind the use of these elements (WHY). These three aspects are investigated using a variety of research methods, including corpus-based analyses, focus groups with educational publishers, and a reading experiment. This dissertation contributes to our understanding of vividness-increasing strategies in educational texts, and lays the foundation for solid future empirical research into the effectiveness of narrative and voice elements in the educational domain.

This research addresses the issue of narrative texts in the teaching of Spanish. Narrative texts and literature in general can be instruments of great value teaching and learning a language when used appropriately. Therefore, it is interesting to know how teachers use this didactic tool and how narrative texts can motivate students. To answer these questions, data is collected through surveys answered by 17 students of Spanish as a mother tongue. In these surveys, students answer questions about their experiences with narrative texts in and out of class. There are also 5 interviews with two teachers and three students of Spanish as a mother tongue. The responses obtained are analyzed with quantitative methods (with the help of software such as Minitab and Excel) and qualitative methods. The analysis of the responses to the surveys suggests that students with greater curiosity for narrative texts have a greater increase in the vocabulary obtained. There are also positive relationships between interest in narrative texts, frequency of language use, and frequency of dictionary use. The responses of both teachers and students in the interviews show that the narrative texts provide different knowledge. These results support the idea that narrative texts are effective for mother tongue teaching and learning.

Studiens syfte är att jämföra hur elevers narrativa texter i årskurs 6 skiljer sig åt beroende på om de skrivs med hjälp av analoga skrivverktyg eller digitala skrivverktyg med ordbehandlingsprogram. Studien omfattar åtta elevtexter som analyserats utifrån aspekterna stavning, särskrivning samt felanvändning av versaler och gemener. En teoretisk utgångspunkt som studien utgått från är det sociokulturella perspektivets tankesätt om medierande redskap, där dessa redskap i vår studie är penna och tangentbord. Den andra teoretiska utgångspunkten är kognitivismen med fokus på kognitiva och sensomotoriska processers betydelse för elevers textskrivande. Resultatet visade att eleverna hade betydligt fler fel i sina analoga texter jämfört med de digitala gällande stavfel och felanvändning av versaler och gemener men däremot utmärkte sig resultatet för särskrivning eftersom inga skillnader blev framträdande oavsett vilket skrivverktyg som användes. Som förväntat presterade eleverna bättre i sina digitala texter där mycket går att koppla till det ordbehandlingsprogram som eleverna fick hjälp av. En annan viktig iakttagelse är att de analoga texterna innehöll oroväckande mycket fel vilket kan innebära att analoga texter skrivs allt mer sällan och att elever därför går miste om viktiga förmågor kopplat till de kognitiva och sensomotoriska processerna. Med andra ord visar resultatet att valet av medierande redskap har betydelse för elevernas skrivande.

This research addresses the issue of narrative texts in the teaching of Spanish. Narrative texts and literature in general can be instruments of great value teaching and learning a language when used appropriately. Therefore, it is interesting to know how teachers use this didactic tool and how narrative texts can motivate students. To answer these questions, data is collected through surveys answered by 17 students of Spanish as a mother tongue. In these surveys, students answer questions about their experiences with narrative texts in and out of class. There are also 5 interviews with two teachers and three students of Spanish as a mother tongue. The responses obtained are analyzed with quantitative methods (with the help of software such as Minitab and Excel) and qualitative methods. The analysis of the responses to the surveys suggests that students with greater curiosity for narrative texts have a greater increase in the vocabulary obtained. There are also positive relationships between interest in narrative texts, frequency of language use, and frequency of dictionary use. The responses of both teachers and students in the interviews show that the narrative texts provide different knowledge. These results support the idea that narrative texts are effective for mother tongue teaching and learning.

Studiens syfte är att jämföra hur elevers narrativa texter i årskurs 6 skiljer sig åt beroende på om de skrivs med hjälp av analoga skrivverktyg eller digitala skrivverktyg med ordbehandlingsprogram. Studien omfattar åtta elevtexter som analyserats utifrån aspekterna stavning, särskrivning samt felanvändning av versaler och gemener. En teoretisk utgångspunkt som studien utgått från är det sociokulturella perspektivets tankesätt om medierande redskap, där dessa redskap i vår studie är penna och tangentbord. Den andra teoretiska utgångspunkten är kognitivismen med fokus på kognitiva och sensomotoriska processers betydelse för elevers textskrivande. Resultatet visade att eleverna hade betydligt fler fel i sina analoga texter jämfört med de digitala gällande stavfel och felanvändning av versaler och gemener men däremot utmärkte sig resultatet för särskrivning eftersom inga skillnader blev framträdande oavsett vilket skrivverktyg som användes. Som förväntat presterade eleverna bättre i sina digitala texter där mycket går att koppla till det ordbehandlingsprogram som eleverna fick hjälp av. En annan viktig iakttagelse är att de analoga texterna innehöll oroväckande mycket fel vilket kan innebära att analoga texter skrivs allt mer sällan och att elever därför går miste om viktiga förmågor kopplat till de kognitiva och sensomotoriska processerna. Med andra ord visar resultatet att valet av medierande redskap har betydelse för elevernas skrivande.

Digitaliseringen av grundskolorna öppnar för breda multimodala möjligheter. Tidigare forskning visar inte hur verksamma svensklärare hanterar multimodala texter i undervisningen för elever i årskurs 4–6. Denna studie berör hur lärare uppfattar multimodala och berättande texter och hur dessa kan vara skrivutvecklande för elever i årskurs 4–6. För att uppfylla syftet med denna studie valdes tematisk analys som metod. Det finns också ett fokus på aktiva svensklärares uppfattningar om att arbeta med multimodala och berättande texter i klassrummet. Resultatet visar att lärarnas uppfattningar är att när man skapar multimodala och berättande texter måste en interaktion ske. Genom interaktion i klassrummet kommer eleverna att utveckla skrivfärdigheter. Slutsatser som presenteras är att multimodala texter ofta erbjuds via interaktiva medier som YouTube.com. Berättande texter måste produceras med förutbestämd struktur för att kunna bedömas och oavsett vilka texter elever skapar, måste det göras i sammanhang där interaktion ges utrymme. Klassrumsdialogen främjar en berättarglädje., Primary schools digitalization makes broad multimodal opportunities. Previous research does not illustrate how active teachers who teach the subject Swedish handle multimodal texts in teaching for pupils in grades 4–6. This study illuminates how teachers perceive multimodal and narrative texts and how these texts can develop pupils writing skills in grades 4–6. To fulfill the purpose of this study thematic analysis was chosen as the method. There is also a focus on the conceptions of teachers concerning working with multimodal and narrative texts in the classroom. The result shows that the teachers' conceptions are that when creating multimodal and narrative texts, an interaction needs to happen. Through interaction in the classroom, pupils will develop writing skills. Conclusions presented are that multimodal texts are often offered through interactive media such as YouTube.com. Narrative texts must be produced with predetermined structure to be assessable and regardless of what texts pupils create, it must be done in contexts where interaction is given space. Classroom dialogue promotes pupils to feel a joy in to tell narrative stories.

Digitaliseringen av grundskolorna öppnar för breda multimodala möjligheter. Tidigare forskning visar inte hur verksamma svensklärare hanterar multimodala texter i undervisningen för elever i årskurs 4–6. Denna studie berör hur lärare uppfattar multimodala och berättande texter och hur dessa kan vara skrivutvecklande för elever i årskurs 4–6. För att uppfylla syftet med denna studie valdes tematisk analys som metod. Det finns också ett fokus på aktiva svensklärares uppfattningar om att arbeta med multimodala och berättande texter i klassrummet. Resultatet visar att lärarnas uppfattningar är att när man skapar multimodala och berättande texter måste en interaktion ske. Genom interaktion i klassrummet kommer eleverna att utveckla skrivfärdigheter. Slutsatser som presenteras är att multimodala texter ofta erbjuds via interaktiva medier som YouTube.com. Berättande texter måste produceras med förutbestämd struktur för att kunna bedömas och oavsett vilka texter elever skapar, måste det göras i sammanhang där interaktion ges utrymme. Klassrumsdialogen främjar en berättarglädje., Primary schools digitalization makes broad multimodal opportunities. Previous research does not illustrate how active teachers who teach the subject Swedish handle multimodal texts in teaching for pupils in grades 4–6. This study illuminates how teachers perceive multimodal and narrative texts and how these texts can develop pupils writing skills in grades 4–6. To fulfill the purpose of this study thematic analysis was chosen as the method. There is also a focus on the conceptions of teachers concerning working with multimodal and narrative texts in the classroom. The result shows that the teachers' conceptions are that when creating multimodal and narrative texts, an interaction needs to happen. Through interaction in the classroom, pupils will develop writing skills. Conclusions presented are that multimodal texts are often offered through interactive media such as YouTube.com. Narrative texts must be produced with predetermined structure to be assessable and regardless of what texts pupils create, it must be done in contexts where interaction is given space. Classroom dialogue promotes pupils to feel a joy in to tell narrative stories.

El presente estudio buscó contribuir con el mejoramiento de la comprensión lectora a través de la elaboración de inferencias a 10 niños de grado tercero de una institución oficial de la ciudad de Cali (Colombia). Para ello se efectuó una evaluación inicial en dos tipos de formato para medir el nivel de comprensión que los niños presentaban antes de implementar una intervención con la que se pusieran en práctica estrategias que los niños reutilizarían en lecturas posteriores. Después de la intervención, se volvió a efectuar una evaluación similar a la primera con el fin de revisar las transformaciones que surgieron. Los resultados demostraron que los niños mejoraron sus desempeños en varios niveles; dentro de una misma prueba, de las pruebas iniciales a las finales, al igual que hubo diferencias entre las pruebas aplicadas en un mismo momento, pero con diferente formato. Los aspectos que se consideraron fueron movilizadores de la comprensión fueron el uso de apoyos y la puesta en marcha de estrategias., The present study sought to contribute to the improvement of reading comprehension through the elaboration of inferences to 10 children of third grade of an official institution of Cali (Colombia). For this, an initial evaluation was carried out in two types of format to measure the level of comprehension that the children presented before implementing an intervention with which to implement strategies that children would reuse in subsequent readings. After the intervention, an evaluation like the first was carried out in order to review the transformations that arose. The results showed that children improved their performance at several levels; within the same test, from the initial to the final tests, just as there were differences between the tests applied at the same time but with different format. The aspects that were considered were mobilizers of understanding were the use of supports and the implementation of strategies.

The paper analyzes theoretical approaches to the study of narrative texts from linguistic, narratological, and ontolinguistic positions. The scope of research covers the process of creation of a coherent narrative utterance by senior preschoolers with general speech underdevelopment. The aim of the paper consists in the description of the analysis of narrative texts generated by preschool children with general speech underdevelopment., В статье рассматривается процесс создания связного повествовательного высказывания у старших дошкольников с общим недоразвитием речи.

В рецензии представлена оценочная характеристика монографии немецкого ономатолога Фолькера Кольхайма, написанной им при участии Розы Кольхайм и посвященной литературной ономастике. В содержании книги нашли отражение, во-первых, разряды собственных имен, подробно исследованные авторами в литературных текстах разного времени: личные имена (глава 1), топонимы (глава 2) и урбанонимы (глава 3); во-вторых, отдельные проблемы, актуальные для современной литературной ономастики: чужое имя в литературе (глава 4), психологический фактор (глава 5), имя в переводе (глава 6). Рецензент обращает внимание на удачное сочетание в монографии традиционного и новаторского подходов к анализу собственных имен в фикциональном тексте. Традиционность видна в применении хорошо отработанного в немецкой литературной ономастике понятийного аппарата. Новизна наблюдается прежде всего в привлечении инструментария когнитивной лингвистики (когнитивное картирование) и психоаналитической критики как литературоведческого метода, а также в попытке перенести центр тяжести исследования с антропонимов на другие разряды имен собственных. Рецензентом отмечается тонкий филологический анализ богатого ономастического материала и общая информативная ценность книги, снабженной подробным терминологическим указателем и большим списком литературы. Такое сочетание делает книгу полезной для всех, кто интересуется литературной ономастикой, особенно для филологов-германистов и романистов. Одновременно рецензент выражает сожаление, что в книге отсутствует послесловие, в котором авторы обобщили бы результаты своих исследований., The review provides a critical assessment of the content of the book by the German onomastician Volker Kohlheim, composed in cooperation with Rosa Kohlheim and devoted to literary onomastics. The content of the book reflects first of all the categories of proper names, which the authors studied in detail in literary texts of different times: anthroponyms (Chapter 1), toponyms (Chapter 2) and urbanonyms (Chapter 3); secondly, particular problems relevant to modern literary onomastics: alien name in literature (Chapter 4), psychological factor (Chapter 5), name in translation (Chapter 6). The reviewer points out the way the book successfully combines traditional and innovative approaches to the analysis of proper names in literary texts. The tradition is evident in the application of the conceptual apparatus well developed in the German literary onomastics. The novelty is observed, first of all, in the use of tools of cognitive linguistics (cognitive mapping) and psychoanalytic literary criticism, as well as in an attempt to transfer the focus of the research from anthroponyms to other categories of proper names. The reviewer notes the subtle philological analysis of abundant onomastic material and the general informative value of the book that also contains a detailed terminological index and a large list of references. This combination makes the book useful for anyone interested in literary onomastics, especially for Germanic and Romance philologists. At the same time, the reviewer expresses some regret that the book does not contain a concluding part in which the authors would generalize the results of their research.

Den svenska skolans undervisning i det svenska språket har för avsikt att göra eleverna narrativt kompetenta, det vill säga, de ska kunna förstå och skapa berättande texter. Inom läroplanen finns dock en öppning för ett mer vidgat textbegrepp där det inkluderas visuell litteracitet, att eleverna exempelvis ska kunna förstå filmiska berättelser. Denna studies syfte är att undersöka på vilka sätt mellanstadieelever kan arbeta med en dokumentär filmberättelse om fyra skolbarn för att utveckla sina förmågor att skriva berättelser och vidga sina vyer av omvärlden. Begreppet narrativ fantasi, myntat av den amerikanska filosofen Martha C. Nussbaum, är framträdande i undersökningen. Med det menas en slags förmåga till inlevelse, att läsandet av olika texter vidgar läsarens förståelse för sin omvärld. Eleverna är uppmanade att välja karaktär och typ av berättelse. Genom både kvalitativ och kvantitativ textanalys visar deras berättelser på en varierad, men ändå utbredd narrativ fantasi. Denna förmåga är dock beroende av både visuell litteracitet, att förstå filmen, och narrativ kompetens, att skapa en egen berättelse.

Den svenska skolans undervisning i det svenska språket har för avsikt att göra eleverna narrativt kompetenta, det vill säga, de ska kunna förstå och skapa berättande texter. Inom läroplanen finns dock en öppning för ett mer vidgat textbegrepp där det inkluderas visuell litteracitet, att eleverna exempelvis ska kunna förstå filmiska berättelser. Denna studies syfte är att undersöka på vilka sätt mellanstadieelever kan arbeta med en dokumentär filmberättelse om fyra skolbarn för att utveckla sina förmågor att skriva berättelser och vidga sina vyer av omvärlden. Begreppet narrativ fantasi, myntat av den amerikanska filosofen Martha C. Nussbaum, är framträdande i undersökningen. Med det menas en slags förmåga till inlevelse, att läsandet av olika texter vidgar läsarens förståelse för sin omvärld. Eleverna är uppmanade att välja karaktär och typ av berättelse. Genom både kvalitativ och kvantitativ textanalys visar deras berättelser på en varierad, men ändå utbredd narrativ fantasi. Denna förmåga är dock beroende av både visuell litteracitet, att förstå filmen, och narrativ kompetens, att skapa en egen berättelse.

A central question for the analysis of literary texts in digital humanities is the identification of characters in the text. A simple approach would be to reduce the analysis to mentions of the character by its proper name as these are easy to retrieve. A more elaborate solution requires coreference annotation, identifying all mentions of a character in the text, irrespective of their form. Using the example of the novel Corpus Delicti by the German author Juli Zeh, we compare these two approaches and show the added value of coreference annotation.

In this paper, we propose the study of the cohesion in the narrative texts written by B2 and C1 level learners of French as a FL. We will focus on the sentence connectors. We will analyse different parameters such as the frequency and variety of connectors used. We will then focus on some unexpected uses found in the learner corpus Corpus-CFLE. Our aim is to study the students’ narrative productions and their knowledge in the use of specific connector according to the type of the text produced., In this paper, we propose the study of the cohesion in the narrative texts written by B2 and C1 level learners of French as a FL. We will focus on the sentence connectors. We will analyse different parameters such as the frequency and variety of connectors used. We will then focus on some unexpected uses found in the learner corpus Corpus-CFLE. Our aim is to study the students’ narrative productions and their knowledge in the use of specific connector according to the type of the text produced.

This article deals with the effect of the Harmonic Mind Maps (HMM) in the comprehension of narrative texts of university students. To achieve this purpose, a quasi-experimental research was carried out within the quantitative approach. From a population of 1500 students belonging to the I Semester of university, a sample of 83 students was taken, and they were divided into two groups: one of control (43) and the other one experimental (40). For the collection of data, adaptations of the PISA Test, 2015 were used. After the application of the HMM, it is concluded that its use positively influences the comprehension of narrative texts., El presente artículo trata sobre el efecto de los Mapas Mentales Armónicos (MMA) en la comprensión de textos narrativos de estudiantes universitarios. Para lograr este propósito se realizó una investigación cuasi-experimental dentro del enfoque cuantitativo. De una población de 1500 alumnos pertenecientes al I Ciclo de una universidad, se tomó una muestra de 83 estudiantes distribuidos en dos grupos: uno de control (43) y otro experimental (40). Para la recolección de datos se utilizó adaptaciones de la Prueba PISA, 2015. Luego de la aplicación de los MMA, se concluye que su uso influencia de manera positiva la comprensión de textos narrativos.

Analysis of the short story “by the banks of the rhine” by Rubén Darío, included in his modernist book blue (1888). This short story is essential to analyze the medieval tradition in the stories of Rubén Darío, and to understand the artistic code that the author used throughout his career as a writer., Análisis del cuento "A las orillas del Rhin" de Rubén Darío, incluido en su libro modernista "azul" (1888). Este relato es pieza fundamental para analizar la tradición medieval en los cuentos de Rubén Darío, así como el código artístico que el autor usará durante toda su carrera como escritor.

This descriptive-correlational research aims to evaluate working memory and long-term memory realted to written composition. Participants were 83 boys/girls aged between 9 to 11 of 4th and 5th grade from two public primary schools. Memory sistems were evaluated by Neuropsychological tests. Dimensions and structure of text guidelines were used to evaluate written composition. Results showed that working memory an long term memory performance were strongly related to children's good quality compositions, specially when they are coherent and cohesive. The study provide findings that may contibute to show the predictive value of neurpsychological processes in writing skills acquisition., Se presenta un estudio descriptivo-correlacional orientado a buscar relaciones de la memoria operativa y de la memoria a largo plazo, con la capacidad de componer textos narrativos en niños de edad escolar. Los participantes fueron 83 niños y niñas de 9 a 11 años de edad, que asistían a cuarto y quinto grado de dos escuelas primarias de gestión pública. Se utilizaron pruebas de evaluación neuropsicológica y una pauta evaluativa de escritura basada en las dimensiones estructurales del texto. El procedimiento se llevó a cabo en las aulas con la presencia del maestro. Los resultados mostraron las relaciones que existen entre los sistemas de memoria y la eficacia en la composición de narraciones escritas, con especial atención a las dimensiones textuales, su coherencia y cohesión. Se concluye en la importancia de los procesos operativos de la memoria y la recuperación de la información almacenada para la eficacia de producción escrita. Los resultados muestran evidencia que permitiría alentar el valor predictivo de las variables neuropsicológicas en la apropiación de las habilidades de escritura.

Analysis of the short story “by the banks of the rhine” by Rubén Darío, included in his modernist book blue (1888). This short story is essential to analyze the medieval tradition in the stories of Rubén Darío, and to understand the artistic code that the author used throughout his career as a writer., Análisis del cuento "A las orillas del Rhin" de Rubén Darío, incluido en su libro modernista "azul" (1888). Este relato es pieza fundamental para analizar la tradición medieval en los cuentos de Rubén Darío, así como el código artístico que el autor usará durante toda su carrera como escritor.

The aim of this study is to analyse and describe the impact of digital devices with a multimodal character on children's creations of narrative texts. The focus will be on the process of creating texts, the conditions for creating texts and the results, the texts. Text is seen as multimodal and the theoretical approach is social semiotics. The method will involve a multimodal didactic design approach. Data sources will include observations, interviews, and text analysis. The analyses will comprise content analysis, writing discourse analysis and multimodal text analysis. The study is still in progress so some expected outcomes are presented in the text., This ebook came out of the 1st Training School (TS) of the COST Action IS1410 - The Digital Literacy and Multimodal Practices of Young Children (DigiLitEY), which was held at the Institute of Education of University of Minho, Braga, Portugal, in June, 6th-8th 2016.

This action research study explored the effects of an intervention linking both culture and citizenship in a tenth-grade English language class, and aimed at finding evidence of intercultural communicative competence (ICC) skills through the writing of narrative texts in English. Participants were 75 tenth-grade students, between the ages of 14 and 17 years old who attended three different public schools in Bogotá, Colombia. Through literature circles (discussion groups) and storytelling tools, learners played an active role, discovered similarities and differences among cultures, reflected upon their tolerance levels, and explored ways to face problems. Findings suggest that students were able to identify differences in cultures and how those differences helped them to build identity. In addition, they analyzed how they reacted in situations where their tolerance skills were challenged., Este estudio de investigación acción exploró los efectos de una intervención pedagógica que combinara la cultura y ciudadanía en una clase de inglés de décimo grado, y tenía como objetivo encontrar evidencia de las habilidades en la competencia comunicativa intercultural (ICC) a través de la escritura de textos narrativos en inglés. Los participantes fueron 75 estudiantes de décimo grado, entre los 14 y 17 años, de tres colegios públicos de Bogotá, Colombia. Por medio de herramientas como círculos literarios (grupos de discusión) y narración de historias, los estudiantes jugaron un rol activo, descubrieron similitudes y diferencias entre culturas, reflexionaron sobre sus niveles de tolerancia y formas de enfrentar problemas. Los resultados sugieren que los estudiantes pudieron identificar las diferencias entre culturas y cómo éstas los ayudaron a construir su propia identidad. Adicionalmente, los estudiantes analizaron cómo reaccionaban ante las situaciones en las que sus habilidades de tolerancia eran desafiadas.

This action research study explored the effects of an intervention linking both culture and citizenship in a tenth-grade English language class, and aimed at finding evidence of intercultural communicative competence (ICC) skills through the writing of narrative texts in English. Participants were 75 tenth-grade students, between the ages of 14 and 17 years old who attended three different public schools in Bogotá, Colombia. Through literature circles (discussion groups) and storytelling tools, learners played an active role, discovered similarities and differences among cultures, reflected upon their tolerance levels, and explored ways to face problems. Findings suggest that students were able to identify differences in cultures and how those differences helped them to build identity. In addition, they analyzed how they reacted in situations where their tolerance skills were challenged., Este estudio de investigación acción exploró los efectos de una intervención pedagógica que combinara la cultura y ciudadanía en una clase de inglés de décimo grado, y tenía como objetivo encontrar evidencia de las habilidades en la competencia comunicativa intercultural (ICC) a través de la escritura de textos narrativos en inglés. Los participantes fueron 75 estudiantes de décimo grado, entre los 14 y 17 años, de tres colegios públicos de Bogotá, Colombia. Por medio de herramientas como círculos literarios (grupos de discusión) y narración de historias, los estudiantes jugaron un rol activo, descubrieron similitudes y diferencias entre culturas, reflexionaron sobre sus niveles de tolerancia y formas de enfrentar problemas. Los resultados sugieren que los estudiantes pudieron identificar las diferencias entre culturas y cómo éstas los ayudaron a construir su propia identidad. Adicionalmente, los estudiantes analizaron cómo reaccionaban ante las situaciones en las que sus habilidades de tolerancia eran desafiadas.

The aim of this study is to analyse and describe the impact of digital devices with a multimodal character on children's creations of narrative texts. The focus will be on the process of creating texts, the conditions for creating texts and the results, the texts. Text is seen as multimodal and the theoretical approach is social semiotics. The method will involve a multimodal didactic design approach. Data sources will include observations, interviews, and text analysis. The analyses will comprise content analysis, writing discourse analysis and multimodal text analysis. The study is still in progress so some expected outcomes are presented in the text., This ebook came out of the 1st Training School (TS) of the COST Action IS1410 - The Digital Literacy and Multimodal Practices of Young Children (DigiLitEY), which was held at the Institute of Education of University of Minho, Braga, Portugal, in June, 6th-8th 2016.

The aim of this study is to analyse and describe the impact of digital devices with a multimodal character on children's creations of narrative texts. The focus will be on the process of creating texts, the conditions for creating texts and the results, the texts. Text is seen as multimodal and the theoretical approach is social semiotics. The method will involve a multimodal didactic design approach. Data sources will include observations, interviews, and text analysis. The analyses will comprise content analysis, writing discourse analysis and multimodal text analysis. The study is still in progress so some expected outcomes are presented in the text., This ebook came out of the 1st Training School (TS) of the COST Action IS1410 - The Digital Literacy and Multimodal Practices of Young Children (DigiLitEY), which was held at the Institute of Education of University of Minho, Braga, Portugal, in June, 6th-8th 2016.

The aim of this study is to analyse and describe the impact of digital devices with a multimodal character on children's creations of narrative texts. The focus will be on the process of creating texts, the conditions for creating texts and the results, the texts. Text is seen as multimodal and the theoretical approach is social semiotics. The method will involve a multimodal didactic design approach. Data sources will include observations, interviews, and text analysis. The analyses will comprise content analysis, writing discourse analysis and multimodal text analysis. The study is still in progress so some expected outcomes are presented in the text., This ebook came out of the 1st Training School (TS) of the COST Action IS1410 - The Digital Literacy and Multimodal Practices of Young Children (DigiLitEY), which was held at the Institute of Education of University of Minho, Braga, Portugal, in June, 6th-8th 2016.

The aim of this study is to analyse and describe the impact of digital devices with a multimodal character on children's creations of narrative texts. The focus will be on the process of creating texts, the conditions for creating texts and the results, the texts. Text is seen as multimodal and the theoretical approach is social semiotics. The method will involve a multimodal didactic design approach. Data sources will include observations, interviews, and text analysis. The analyses will comprise content analysis, writing discourse analysis and multimodal text analysis. The study is still in progress so some expected outcomes are presented in the text., This ebook came out of the 1st Training School (TS) of the COST Action IS1410 - The Digital Literacy and Multimodal Practices of Young Children (DigiLitEY), which was held at the Institute of Education of University of Minho, Braga, Portugal, in June, 6th-8th 2016.

Many young readers fail to construct a proper mental text representation, often due to a lack of higher-order skills such as making integrative and inferential links. In an eye-tracking experiment among 141 Dutch eighth graders, we tested whether coherence markers (moreover, after, because) improve students’ online processing and their off-line comprehension of narrative and expository texts. Eye-tracking results show that connectives lead to faster processing of subsequent information as well as shorter rereading times of previous text information. Connectives also trigger readers to make regressions to preceding information. These findings indicate that connectives function as immediate “processing instructions.” Furthermore, all students performed better on local comprehension tasks (i.e., bridging inference questions) after reading texts containing connectives than after reading texts without these markers. These findings apply to both text types and to all students, regardless of reading proficiency. This study highlights the importance of comprehensible texts in which implicit coherence relations are avoided.

Using a mixed approach, the study described textual comprehension and production of narrative texts in primary school students (first and second grades), as well as psychosocial (social value of reading and reading habits) and contextual (cognitive and affective interactions between teacher and children) aspects in elementary school teachers in three educational institutions. Findings show that students had a medium to high performance in textual production and literal comprehension, and a low performance in inferential comprehension. Furthermore, it was observed that most teachers are occasional readers, use unidirectional cognitive interactions, offer average emotional support to their students, and value reading as an instrumental and recreational tool., Por meio de um enfoque misto, caracterizaram-se a compreensão e a produção textual narrativa em estudantes de educação primária (primeira e segunda séries), bem como aspectos psicossociais (valor social da leitura e hábito leitor) e contextuais (interações cognitivas e afetivas docente-criança) em docentes de educação primária de três instituições educativas. Constatou-se que os estudantes tiveram um desempenho médio alto em produção textual e compreensão literal, e baixo em compreensão inferencial. Além disso, observou-se que a maioria das docentes são leitoras ocasionais, empregam interações cognitivas unidirecionais, oferecem um apoio emocional médio a seus estudantes e valorizam a leitura como ferramenta instrumental e lúdica., Por medio de un enfoque mixto, se caracterizó la comprensión y producción textual narrativa en estudiantes de educación primaria (primero y segundo grado), así como aspectos psicosociales (valor social de la lectura y hábito lector) y contextuales (interacciones cognitivas y afectivas docente-niños) en docentes de educación primaria de tres instituciones educativas. Se encontró que los estudiantes tuvieron un desempeño medio alto en producción textual y comprensión literal, y bajo en comprensión inferencial. Además, se observó que la mayoría de las docentes son lectoras ocasionales, emplean interacciones cognitivas unidireccionales, ofrecen un mediano apoyo emocional a sus estudiantes y valoran la lectura como una herramienta instrumental y lúdica.

En el siguiente trabajo se busca comparar el efecto de las pruebas monomodales frente a las multimodales en el índice de comprensión lectora de textos narrativos en L2 que alcanzan los estudiantes de una universidad chilena privada. Para este efecto, se realizó un cuasi-experimento, con una prueba de comprensión lectora en formato monomodal y otra en formato multimodal, y grupos intactos. Al grupo experimental se les administró una prueba en formato multimodal, mientras que al grupo control se le administró una prueba en formato monomodal. La experiencia avala la necesidad de integrar textos multimodales en la comprensión lectora en L2. Los resultados corroboran esta hipótesis, pues, los estudiantes alcanzan niveles de comprensión más altos, en pruebas de comprensión lectora, con formato multimodal., This research seeks to compare the effect that monomodal and multimodal tests have on the reading comprehension level of English-written narrative texts that EFL learners achieve at a private Chilean university. For this purpose, a quasi-experiment was performed, using a monomodal reading comprehension test and another multimodal one, with intact groups. The experimental group took the multimodal format test, while the control group took the monomodal format test. The interest of this research focused on the need to integrate multimodal texts in L2 reading comprehension. The results endorse the hypothesis that students reach higher comprehension levels in multimodal reading comprehension tests.

En esta investigación experimental se analiza la importancia de factores de tipo temático y pragmático en tareas de inferencia condicional, incluidas en textos narrativos, que describen situaciones plausibles de la vida cotidiana. Se manipula el tipo de contenido (causal versus promesa/amenaza), la congruencia de los textos (congruente versus no congruente), la probabilidad de ocurrencia empírica de los enunciados condicionales (deterministas, probabilísticos y ninguna relación), y el tipo de regla condicional (Modus Ponens, Modus Tollens, Afirmación del Consecuente y Negación del Antecedente). A partir de un paradigma de selección de respuesta, además de elegir la conclusión, los sujetos debían indicar la seguridad con la que hacían dicha selección. Los resultados pusieron de manifiesto que: (a) Los sujetos que razonaban con textos congruentes, obtenían mejores resultados y manifestaban sentirse más seguros de sus respuestas que los que razonaban con textos no congruentes; (b) se obtuvieron las tasas más elevadas de aciertos y la mayor seguridad en las respuesta cuando se razonaba con enunciados deterministas, que siempre suceden en el mundo real (c) el tipo de contenido no registró efectos principales, pero sí se obtuvieron efectos interactivos significativos entre el contenido y la congruencia de los textos. Los resultados obtenidos se discuten en el marco de los principales enfoques teóricos actuales de razonamiento condicional, The purpose of this investigation is to explore the importance of thematic and pragmatic factors in conditional inference tasks, included in narrative texts, which described plausible everyday situations. Content type (causal versus promise/ threat), text coherence (coherent versus non-coherent), the probability of empiric occurrence in conditional statements (deterministic, probabilistic and without specific relation), and the type of conditional rule (Modus Ponens, Modus Tollens, Affirmation of the Consequent and Denial of the Antecedent) were manipulated. Using an answer-selection paradigm, as well as choosing the conclusion, the subjects indicated the level of certainty with which they made their selection. The results showed that: (a) The subjects who reasoned with coherent texts obtained better results and declared feeling more certain of their answers than those who reasoned with incoherent texts; (b) when reasoning is carried out with deterministic statements, which always occur in the real world, the highest number of correct answers, as well as the highest level of certainty in the choice of answer, is achieved. (c) The content type did not register any principal effects, but significant interactive effects of this variable were obtained with text coherence. The results obtained were discussed within the framework of the principal current theoretical approaches to conditional reasoning

Objectives: To determine how the implementation and application of Language educational software will improve the narrative texts production of tales, fairy tales and legends in second grade secondary students from Educational Institution N° 64975 Húsares del Perú, Pucallpa. Methods: Quantitative research, pre-experimental design with pre and posttest, nonrandom sample, so it’s intentional and formed by 30 students. Measuring instruments were the written tests, validated and with statistical confidence in a coefficient of 95,00 % and 0,957 respectively. Results: In the sample of 30 tested students, about the arithmetic mean, 4,50 in the pre-test and 22,00 in the post-test, an improvement of 17,50 points; about the median, 04 in the pre-test, while 24,00 in the post-test (difference of 20 points); about the mode, 04 in the pre-test while in the post test is 24,00 too. Conclusions: A significance level has been established with 5 % and the Student’s t test equal to -6,736, the implementation and application of language educational software has improved significantly the narrative texts production of tales, fairy tales and ds in second grade secondary students from Educational Institution N° 64975 Húsares del Perú, Pucallpa, 2013., Objetivos: Determinar en qué medida la creación y aplicación de software educativo en Lenguaje mejorará la producción de textos narrativos en cuento, fábula y leyenda en estudiantes del segundo grado de secundaria de la I. E. N° 64975 Húsares del Perú de Pucallpa. Métodos: Investigación cuantitativa, diseño preexperimental con pre y postest, muestra no probabilística, es decir intencionada y constituida por 30 estudiantes. Los instrumentos de medición fueron las pruebas escritas, validadas y confiabilizadas estadísticamente con un coeficiente del 95,00 % y el 0,957, respectivamente. Resultados: De los 30 estudiantes evaluados en el pre-test obtienen una media aritmética de 4,50 y en el postest 22,00, una mejora de 17,50 puntos; en la mediana en el pre-test alcanzan 04, mientras que en el postest 24,00 (diferencia de 20 puntos); en la moda, en el pre-test se tiene 04 mientras que en el posttest se tiene también 24,00. Conclusiones: Se ha establecido con un nivel de significancia del 5 % y la prueba t de Student igual a -6,736, que la creación y aplicación del software educativo en Lenguaje ha mejorado significativamente la producción de textos narrativos en cuento, fábula y leyenda en los estudiantes del segundo grado de secundaria de la I. E. N° 64975 Húsares del Perú, de Pucallpa, período escolar 2013.

Objectives: To determine how the implementation and application of Language educational software will improve the narrative texts production of tales, fairy tales and legends in second grade secondary students from Educational Institution N° 64975 Húsares del Perú, Pucallpa. Methods: Quantitative research, pre-experimental design with pre and posttest, nonrandom sample, so it’s intentional and formed by 30 students. Measuring instruments were the written tests, validated and with statistical confidence in a coefficient of 95,00 % and 0,957 respectively. Results: In the sample of 30 tested students, about the arithmetic mean, 4,50 in the pre-test and 22,00 in the post-test, an improvement of 17,50 points; about the median, 04 in the pre-test, while 24,00 in the post-test (difference of 20 points); about the mode, 04 in the pre-test while in the post test is 24,00 too. Conclusions: A significance level has been established with 5 % and the Student’s t test equal to -6,736, the implementation and application of language educational software has improved significantly the narrative texts production of tales, fairy tales and ds in second grade secondary students from Educational Institution N° 64975 Húsares del Perú, Pucallpa, 2013., Objetivos: Determinar en qué medida la creación y aplicación de software educativo en Lenguaje mejorará la producción de textos narrativos en cuento, fábula y leyenda en estudiantes del segundo grado de secundaria de la I. E. N° 64975 Húsares del Perú de Pucallpa. Métodos: Investigación cuantitativa, diseño preexperimental con pre y postest, muestra no probabilística, es decir intencionada y constituida por 30 estudiantes. Los instrumentos de medición fueron las pruebas escritas, validadas y confiabilizadas estadísticamente con un coeficiente del 95,00 % y el 0,957, respectivamente. Resultados: De los 30 estudiantes evaluados en el pre-test obtienen una media aritmética de 4,50 y en el postest 22,00, una mejora de 17,50 puntos; en la mediana en el pre-test alcanzan 04, mientras que en el postest 24,00 (diferencia de 20 puntos); en la moda, en el pre-test se tiene 04 mientras que en el posttest se tiene también 24,00. Conclusiones: Se ha establecido con un nivel de significancia del 5 % y la prueba t de Student igual a -6,736, que la creación y aplicación del software educativo en Lenguaje ha mejorado significativamente la producción de textos narrativos en cuento, fábula y leyenda en los estudiantes del segundo grado de secundaria de la I. E. N° 64975 Húsares del Perú, de Pucallpa, período escolar 2013.

The aim of this thesis is to study the conditions surrounding young students’ text production in the subject of History. The study, which was performed within a class in grade 4, describes a project where the students produced individual books about the Middle Ages. The study analyzes the educational resources that the students were offered to produce a chapter on the Black Death and how nine students made use of these resources in their texts. Three resourses were analyzed: the teachers’ oral storytelling, the instructions and the designated chapter in the textbook. The material, which was collected through an ethnographic approach with participant observation and interviews, consists of field notes, films, photographs, student texts and teaching materials. The resources were analyzed through sociocultural and socio­semiotic methods. The results show that the oral communication is dominated by the teachers’ storytelling which is perceived as interes­ting and engaging by the students. This is especially true for the dramatized parts that seem to have a potential for providing a deep contextualization of the content. However, the students opportunities to formulate and discuss the content before producing their own texts are limited. The history textbook provides subject-specific knowledge as well as typical features of school history texts, but as the text is mainly processed individually the students are not made aware of this. The results indicate that both the students and the teacher perceive the project as an exercise in writing and that the content subsequently appears to be secondary. This is likely due to the fact that the instructions are general writing instructions rather than content-based or subject-specific. The texts produced by the students show a variation in length, number of headlines, images, and use of resources (written and oral, or just written). The instructions urge the students to retell the designated text ”in their own words" and explicit

The aim of this thesis is to study the conditions surrounding young students’ text production in the subject of History. The study, which was performed within a class in grade 4, describes a project where the students produced individual books about the Middle Ages. The study analyzes the educational resources that the students were offered to produce a chapter on the Black Death and how nine students made use of these resources in their texts. Three resourses were analyzed: the teachers’ oral storytelling, the instructions and the designated chapter in the textbook. The material, which was collected through an ethnographic approach with participant observation and interviews, consists of field notes, films, photographs, student texts and teaching materials. The resources were analyzed through sociocultural and socio­semiotic methods. The results show that the oral communication is dominated by the teachers’ storytelling which is perceived as interes­ting and engaging by the students. This is especially true for the dramatized parts that seem to have a potential for providing a deep contextualization of the content. However, the students opportunities to formulate and discuss the content before producing their own texts are limited. The history textbook provides subject-specific knowledge as well as typical features of school history texts, but as the text is mainly processed individually the students are not made aware of this. The results indicate that both the students and the teacher perceive the project as an exercise in writing and that the content subsequently appears to be secondary. This is likely due to the fact that the instructions are general writing instructions rather than content-based or subject-specific. The texts produced by the students show a variation in length, number of headlines, images, and use of resources (written and oral, or just written). The instructions urge the students to retell the designated text ”in their own words" and explicit

The aim of this thesis is to study the conditions surrounding young students’ text production in the subject of History. The study, which was performed within a class in grade 4, describes a project where the students produced individual books about the Middle Ages. The study analyzes the educational resources that the students were offered to produce a chapter on the Black Death and how nine students made use of these resources in their texts. Three resourses were analyzed: the teachers’ oral storytelling, the instructions and the designated chapter in the textbook. The material, which was collected through an ethnographic approach with participant observation and interviews, consists of field notes, films, photographs, student texts and teaching materials. The resources were analyzed through sociocultural and socio­semiotic methods. The results show that the oral communication is dominated by the teachers’ storytelling which is perceived as interes­ting and engaging by the students. This is especially true for the dramatized parts that seem to have a potential for providing a deep contextualization of the content. However, the students opportunities to formulate and discuss the content before producing their own texts are limited. The history textbook provides subject-specific knowledge as well as typical features of school history texts, but as the text is mainly processed individually the students are not made aware of this. The results indicate that both the students and the teacher perceive the project as an exercise in writing and that the content subsequently appears to be secondary. This is likely due to the fact that the instructions are general writing instructions rather than content-based or subject-specific. The texts produced by the students show a variation in length, number of headlines, images, and use of resources (written and oral, or just written). The instructions urge the students to retell the designated text ”in their own words" and explicit

The aim of this thesis is to study the conditions surrounding young students’ text production in the subject of History. The study, which was performed within a class in grade 4, describes a project where the students produced individual books about the Middle Ages. The study analyzes the educational resources that the students were offered to produce a chapter on the Black Death and how nine students made use of these resources in their texts. Three resourses were analyzed: the teachers’ oral storytelling, the instructions and the designated chapter in the textbook. The material, which was collected through an ethnographic approach with participant observation and interviews, consists of field notes, films, photographs, student texts and teaching materials. The resources were analyzed through sociocultural and socio­semiotic methods. The results show that the oral communication is dominated by the teachers’ storytelling which is perceived as interes­ting and engaging by the students. This is especially true for the dramatized parts that seem to have a potential for providing a deep contextualization of the content. However, the students opportunities to formulate and discuss the content before producing their own texts are limited. The history textbook provides subject-specific knowledge as well as typical features of school history texts, but as the text is mainly processed individually the students are not made aware of this. The results indicate that both the students and the teacher perceive the project as an exercise in writing and that the content subsequently appears to be secondary. This is likely due to the fact that the instructions are general writing instructions rather than content-based or subject-specific. The texts produced by the students show a variation in length, number of headlines, images, and use of resources (written and oral, or just written). The instructions urge the students to retell the designated text ”in their own words" and explicit

The aim of this thesis is to study the conditions surrounding young students’ text production in the subject of History. The study, which was performed within a class in grade 4, describes a project where the students produced individual books about the Middle Ages. The study analyzes the educational resources that the students were offered to produce a chapter on the Black Death and how nine students made use of these resources in their texts. Three resourses were analyzed: the teachers’ oral storytelling, the instructions and the designated chapter in the textbook. The material, which was collected through an ethnographic approach with participant observation and interviews, consists of field notes, films, photographs, student texts and teaching materials. The resources were analyzed through sociocultural and socio­semiotic methods. The results show that the oral communication is dominated by the teachers’ storytelling which is perceived as interes­ting and engaging by the students. This is especially true for the dramatized parts that seem to have a potential for providing a deep contextualization of the content. However, the students opportunities to formulate and discuss the content before producing their own texts are limited. The history textbook provides subject-specific knowledge as well as typical features of school history texts, but as the text is mainly processed individually the students are not made aware of this. The results indicate that both the students and the teacher perceive the project as an exercise in writing and that the content subsequently appears to be secondary. This is likely due to the fact that the instructions are general writing instructions rather than content-based or subject-specific. The texts produced by the students show a variation in length, number of headlines, images, and use of resources (written and oral, or just written). The instructions urge the students to retell the designated text ”in their own words" and explicit

The aim of this thesis is to study the conditions surrounding young students’ text production in the subject of History. The study, which was performed within a class in grade 4, describes a project where the students produced individual books about the Middle Ages. The study analyzes the educational resources that the students were offered to produce a chapter on the Black Death and how nine students made use of these resources in their texts. Three resourses were analyzed: the teachers’ oral storytelling, the instructions and the designated chapter in the textbook. The material, which was collected through an ethnographic approach with participant observation and interviews, consists of field notes, films, photographs, student texts and teaching materials. The resources were analyzed through sociocultural and socio­semiotic methods. The results show that the oral communication is dominated by the teachers’ storytelling which is perceived as interes­ting and engaging by the students. This is especially true for the dramatized parts that seem to have a potential for providing a deep contextualization of the content. However, the students opportunities to formulate and discuss the content before producing their own texts are limited. The history textbook provides subject-specific knowledge as well as typical features of school history texts, but as the text is mainly processed individually the students are not made aware of this. The results indicate that both the students and the teacher perceive the project as an exercise in writing and that the content subsequently appears to be secondary. This is likely due to the fact that the instructions are general writing instructions rather than content-based or subject-specific. The texts produced by the students show a variation in length, number of headlines, images, and use of resources (written and oral, or just written). The instructions urge the students to retell the designated text ”in their own words" and explicit

This paper aims to fulfil two main objectives; firstly the description of a suitable methodology to develop a descriptive study using textual corpora as a tool, as well as giving account of the most relevant results obtained from a statistical analysis of Corpus 0 TRACEni (1962-1969), consisting of narrative texts under the censorship constraint. Descriptive Translation Studies remain at the background. In the near future the methodological transition of Corpus 1 and 2 is in mind. The consequent empirical data will allow us to establish regularities in the translating behaviour and it will be the time to formulate valid norms for this interdisciplinary field of study., Este trabajo pretende cumplir dos objetivos; primeramente describir la metodología adecuada para desarrollar un trabajo descriptivo utilizando los corpus textuales como herramienta de trabajo, a la par que poner de manifiesto los resultados más relevantes obtenidos de un análisis estadístico del Corpus 0 TRACEni (1962-1969), constituido por textos narrativos condicionados por la censura franquista. Para su consecución se tienen presente los Estudios Descriptivos de Traducción, sin perder de vista en un futuro próximo la transición metodológica de construcción de los Corpus 1 y 2, que permitirán obtener datos fiables para llegar al establecimiento de regularidades en el comportamiento traductor. Será entonces el momento de formular normas válidas en este campo de estudio tan interdisciplinar.

This paper aims to fulfil two main objectives; firstly the description of a suitable methodology to develop a descriptive study using textual corpora as a tool, as well as giving account of the most relevant results obtained from a statistical analysis of Corpus 0 TRACEni (1962-1969), consisting of narrative texts under the censorship constraint. Descriptive Translation Studies remain at the background. In the near future the methodological transition of Corpus 1 and 2 is in mind. The consequent empirical data will allow us to establish regularities in the translating behaviour and it will be the time to formulate valid norms for this interdisciplinary field of study., Este trabajo pretende cumplir dos objetivos; primeramente describir la metodología adecuada para desarrollar un trabajo descriptivo utilizando los corpus textuales como herramienta de trabajo, a la par que poner de manifiesto los resultados más relevantes obtenidos de un análisis estadístico del Corpus 0 TRACEni (1962-1969), constituido por textos narrativos condicionados por la censura franquista. Para su consecución se tienen presente los Estudios Descriptivos de Traducción, sin perder de vista en un futuro próximo la transición metodológica de construcción de los Corpus 1 y 2, que permitirán obtener datos fiables para llegar al establecimiento de regularidades en el comportamiento traductor. Será entonces el momento de formular normas válidas en este campo de estudio tan interdisciplinar.