Skriftpraktiker i gymnasieskolan : Bygg- och omvårdnadselever skriver

Sammanfattning: Literacy Practices in Upper Secondary School. The Writing of Construction and Health Care Pupils The aim of the dissertation is to demonstrate and explain the place and function writing has in all subjects in two vocational classes in a Swedish upper secondary school. The material has been collected through ethnographic field studies in construction and health care classes over one school year. The material consists of literacy events, where pupils write, and the context of situation and text are noted. In theoretical terms the study takes a discourse analysis perspective, where writing is seen from within different frames. Writing is analysed based on an ideological view of literacy inspired by New Literacy Studies using the context of situation and text with the aim of describing different literacy practices in both classes. The material was classified into three different situation types, two school-initiated and one nonschool- initiated. The first school-initiated situation type is orally-governed, the second writinggoverned, while it is less clear how the non-school-initiated type is inspired. In the writing situations we investigate the writing activities that are used, while texts are analysed based on text acitivites. Writing and text activities are used together to explain the writing competences that are used in the writing situations. The conclusions are that writing gets little space and attention in both classes. The health care class writes in more situations and also writes longer texts than the construction class. Literacy practices differ between the classes. The health care class demonstrates one schoolgoverned writing practice, while the construction class moves between two different schoolgoverned practices. The literacy practices in the construction class are similar to the writing usage that can be found at a building site. Writing is used in both classes mainly to structure and store knowledge. The non-school-governed material also shows differences between the classes. Here too more writing takes place in the health care class. The function of the non-school-governed writing is to communicate and inform through writing.