At skrive verden frem: Genrer og semantiske universer i børns tidlige skoleskrivning

TY - JOUR

T1 - At skrive verden frem

T2 - Genrer og semantiske universer i børns tidlige skoleskrivning

AU - Bremholm, Jesper

AU - Kabel, Kristine

AU - Bundsgaard, Jeppe

PY - 2024/12

Y1 - 2024/12

N2 - In this article, we present a study analyzing 803 texts written by students in grades 0–2 (age 6–8) at 13 different schools in Denmark using a digital writing tool for children. The study focuses on which genres and semantic universes are predominant in texts written by Danish primary school students. The study is grounded in social semiotic and neo-rhetorical perspectives on writing and genre, according to which children’s texts can be viewed as an expression of an emerging repertoire of written language resources. The analytical work in the study is based on categories that were developed through an iterative and data-driven process to capture and ensure sensitivity regarding the particular and emerging features of these early texts. Three main genres were identified: narrative, description, and other. More than half of the texts were categorized as descriptions. Correspondingly, the semantic universes in the student texts could be grouped into five main categories: animals and nature, the near and the dear ones, experience, human life, and a small group of indeterminate content. In the article, three selected student texts are presented and analyzed to exemplify and elaborate the categories. Only a few of the genres identified in the text sample are recognizable as part of an established text culture outside school or in Danish L1 at later stages. Regarding the semantic universes, a large part of the student texts evolves around content that reflects their social world. Overall, in the student texts, there is a limited variation as regards acts of writing or main genres, and few occurrences of subject specific genres and topics, which taken together indicate writing instruction that allows students to practice writing, but which only to a limited extent gives access to the specialized and subject specific domains of school.

AB - In this article, we present a study analyzing 803 texts written by students in grades 0–2 (age 6–8) at 13 different schools in Denmark using a digital writing tool for children. The study focuses on which genres and semantic universes are predominant in texts written by Danish primary school students. The study is grounded in social semiotic and neo-rhetorical perspectives on writing and genre, according to which children’s texts can be viewed as an expression of an emerging repertoire of written language resources. The analytical work in the study is based on categories that were developed through an iterative and data-driven process to capture and ensure sensitivity regarding the particular and emerging features of these early texts. Three main genres were identified: narrative, description, and other. More than half of the texts were categorized as descriptions. Correspondingly, the semantic universes in the student texts could be grouped into five main categories: animals and nature, the near and the dear ones, experience, human life, and a small group of indeterminate content. In the article, three selected student texts are presented and analyzed to exemplify and elaborate the categories. Only a few of the genres identified in the text sample are recognizable as part of an established text culture outside school or in Danish L1 at later stages. Regarding the semantic universes, a large part of the student texts evolves around content that reflects their social world. Overall, in the student texts, there is a limited variation as regards acts of writing or main genres, and few occurrences of subject specific genres and topics, which taken together indicate writing instruction that allows students to practice writing, but which only to a limited extent gives access to the specialized and subject specific domains of school.

KW - danskdidaktik

KW - skrivning

KW - primary school

KW - early writing

KW - L1 (Danish)

KW - writing instruction

KW - genres

KW - writing development

UR - http://www.scopus.com/inward/record.url?scp=85212847870&partnerID=8YFLogxK

U2 - 10.5617/adno.11366

DO - 10.5617/adno.11366

M3 - Tidsskriftartikel

SN - 2535-8219

VL - 18

SP - 1

EP - 25

JO - Acta Didactica Norden

JF - Acta Didactica Norden

IS - 3

M1 - 6

ER -