@article{Myklebust_2017, title={Posisjonering og evaluering i argumenterande elevtekstar}, volume={3}, url={https://nordicliteracy.net/index.php/njlr/article/view/589}, DOI={10.23865/njlr.v3.589}, abstractNote={<p>I denne artikkelen blir posisjonerings- og evalueringsteori brukt for å analysera argumenterande elevtekstar frå første klasse på vidaregåande skule. Tekstane er henta frå ein diskusjonstråd på Internett, der elevane hadde skrive innlegg som del av eit opplegg i samfunnsfag. Elevane diskuterte både munnleg i klasserommet og skriftleg på nett, delvis overlappande, men i artikkelen er berre de skriftlege bidraga analyserte. Analysen er knytt opp mot eit kompetansemål i læreplanen, som seier at elevane skal «drøfte samfunnsfaglege tema i digitale diskusjonsforum og vurdere eigne forståingar i lys av andre sine innlegg». Forskingsspørsmåla er: Korleis posisjonerer elevane seg som samfunnsdebattantar når dei diskuterer samfunnsfaglege emne i opne, digitale nettforum? Korleis kjem det til syne at elevane «vurderer eigne forståingar i lys av andre sine innlegg»? Funna viser at elevane gjer dette på tre ulike måtar, alt etter korleis ein tolkar andre del av kompetansemålet. Eit anna funn er at elevane stort sett posisjonerer seg som seriøse samfunnsdebattantar i debatten.</p> <h3 class="label">English abstract</h3> <p><strong>Positioning and Evaluation in Argumentative Student Texts</strong></p> <p>In this article, theories about positioning and appraisal are used to analyze argumentative students’ texts from the first year of upper secondary school. The texts are retrieved from a discussion thread on the Internet, that the students wrote in a social science class. The students debated both orally in the classroom and in writing online, partly overlapping, but in the article only the written contributions are analyzed. The analysis is connected to a goal of competence in the national curriculum in Norway, stating that the students should be able to “debate subjects relevant to social science in digital discussion fora, and consider their own understandings in light of contributions from others” (my translation). The research questions are How do the students construct their discursive selves when discussing subjects relevant to social science in digital discussion fora, and how do they position themselves in relation to the expected readers? What writing culture(s) are shaping the utterances? How does it appear (in the texts) that the students “consider their own understandings in light of contributions from others”? The findings show that the students to a large degree construct readers who do not understand, and position themselves as someone who knows better. The utterances are shaped by the writing culture in the forum, and the writing culture from school/the subject has to yield. It seems that the students «consider their own understandings in light of contributions from others» in three different ways, depending on the different ways of understanding the last part of the competence goal.</p>}, number={2}, journal={Nordic Journal of Literacy Research}, author={Myklebust, Hege}, year={2017}, month={Apr.} }