Å utvikle kommunikativ og kulturelt forankra skrivekompetanse. Ein studie av språklege og tekstlege ressursar i elevtekstar frå dei to første skuleåra
Bibliographic record
Abstract
Denne artikkelen spring ut av eit større intervensjonsprosjekt om tidleg skriveopplæring og er basert på analysar av totalt 541 elevtekstar, samla inn ved slutten av første og andre skuleår. Tekstanalysane er primært empiridrivne, og fleire språk- og tekstvitskaplege inngangar er nytta for å undersøke korleis skrivarane tar ulike ressursar i bruk for å skape og formidle meining. Formålet med studien er å gi eit oversiktsbilde over teksttypar, språklege trekk og mottakarorientering, og å seie noko overordna om skriveutvikling. Analysane viser at skrivarane drar vekslar på eit stort repertoar av meiningsskapande ressursar i form av språktrekk og visuelle uttrykk som utdjupar innhaldet og skaper samanheng i tekstane. Skrivarane knyter også band til mottakarane og går på ulike og kreative måtar i dialog med etablerte tekstkonvensjonar og tekstkulturar. Vidare viser resultata gradvis utvikling av skrivekompetanse, men samtidig stor variasjonsbreidd, frå første til andre skuleår. Bruken av multimodale ressursar går ned, og det er flest høgtpresterande elevar som teiknar og brukar interpersonelle ressursar. Studien reiser didaktiske spørsmål om korleis arbeid med eit breitt repertoar av ressursar i ulike skrivesituasjonar kan hjelpe unge skrivarar til å skape ytringar som kommuniserer med lesaren, både som individuelle uttrykk og i tråd med språklege og tekstkulturelle konvensjonar ENGLISH ABSTRACT Developing Cultural Writing Competence. A Study of Textual and Linguistic Resources in Student Texts from the First and Second Years of School This article stems from a large intervention project on writing education in the first years of Norwegian primary school. The presented study is based on analyses of a total of 541 student texts, collected at the end of years 1 and 2. The analyses are primarily data driven, and several linguistic and textual approaches are used to examine how the young writers use various resources to create and convey meaning. The purpose of the study is to provide an overview of text types, textual and linguistic features, and audience awareness, and to give a broad picture of writing development. The analyses show that the writers draw on a large repertoire of meaning-making resources in terms of linguistic features and visual expressions that elaborate the content and build coherence in their texts. The writers address their readers in diverse and creative ways, which involve established conventions and text cultures. Furthermore, the results show a gradual development of writing competence, but also a wide range of variation, from the first to the second year of schooling. The use of multimodal resources decreases, and it is mostly high-performing students who draw and use interpersonal resources. The study raises questions about how working with a broad repertoire of resources in writing education can help young writers to make meaning within various contexts of writing, and to engage in writing processes that contribute to their growing into language and text cultures.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.002 | 0.002 |
| Meta-epidemiology (broad) | 0.003 | 0.002 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.005 | 0.001 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.002 | 0.001 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".