G5 Doctoral dissertation (article)
Minä kirjoittajana, lukio ympäristönä : näkökulmia kirjoittamisen opetukseen (2020)
Erra, S. (2020). Minä kirjoittajana, lukio ympäristönä : näkökulmia kirjoittamisen opetukseen [Doctoral dissertation]. Jyväskylän yliopisto. JYU dissertations, 273. http://urn.fi/URN:ISBN:978-951-39-8261-4
JYU authors or editors
Publication details
All authors or editors: Erra, Satu
eISBN: 978-951-39-8261-4
Journal or series: JYU dissertations
eISSN: 2489-9003
Publication year: 2020
Number in series: 273
Number of pages in the book: 1 verkkoaineisto (109 sivua, 127 sivua useina numerointijaksoina, 4 numeroimatonta sivua)
Publisher: Jyväskylän yliopisto
Place of Publication: Jyväskylä
Publication country: Finland
Publication language: Finnish
Persistent website address: http://urn.fi/URN:ISBN:978-951-39-8261-4
Publication open access: Openly available
Publication channel open access: Open Access channel
Abstract
Writing cannot be separated from its environment. When a general upper secondary school student writes and studies writing, the school environment influences her activities. The aim of this qualitative and multidisciplinary research is to find out in what kind of context of writing Finnish general upper secondary school students operate while studying mother tongue and literature. The objective is to develop pedagogy of writing and to increase understanding about writing in general upper secondary school environment. The empirical research approaches writing from two perspectives, institution on the one hand and students on the other. The national core curriculum and matriculation examination represent the institutional view. The perspective of general upper secondary school students is reflected in essays on writing by the students. The first two sub-studies of the dissertation examine the discourses of writing in this data. The other two sub-studies analyse affordances of writing and what reflection means in upper secondary school students’ writings.
In the light of the data, it seems that the teaching and assessment of writing is not based on just one discourse of writing, but the teaching has been quite diverse. However, there are more discourses in the curriculum than in the matriculation examination, which means that the exam does not fully match the curriculum. Students’ perceptions of writing, on the other hand, slightly differ from the perceptions of the institutional documents that guide teaching. According to the analysis, general upper secondary school writers are a heterogeneous group, but many writing problems are related to the same issues, such as the social aspects of writing, the writing process and assessment. Reflection and the process of self-understanding manifest in students’ writings in an effort to interact. In light of the research, it seems that reflective writing and consideration of the different conceptualizations of writing should be developed as a part of general upper secondary school writing instruction.
Keywords: mother tongue (curriculum subjects); writing; discourse; reflexivity (linguistic); general upper secondary school students; identity (mental objects); ability to write; teaching and instruction; curricula; general upper secondary school
Free keywords: ecology of writing; mother tongue education; identity; discourses; reflective writing; curricula; matriculation exam; general upper secondary school
Contributing organizations
Ministry reporting: Yes
Reporting Year: 2020
