Studien bidrar med kunskap om funktionella aspekter av vuxna andraspråkselevers arbete med skrivrespons och argumenterande texter. Den genomfördes inom grundläggande vuxenutbildning, en svagt representerad skolform i skrivdidaktisk forskning. Materialet består av inspelade responssamtal i mindre grupper samt de elevtexter som låg till grund för samtalen. Studien synliggör vilka aspekter i texterna som eleverna fokuserar på i samtalen och vilka aspekter som skulle behöva stärkas i argumentationen. I analysen används systemisk-funktionell genreteori. Resultatet visar att eleverna identifierade utvecklingsområden i texter baserat på den genrestruktur undervisningen hade utgått ifrån. Samtidigt hade eleverna hade eleverna svårt att identifiera vad som krävdes för att genrestrukturen skulle byggas ut på ett fungerande sätt. Studien ger teoretiska redskap för att synliggöra språkliga mönster på lokal textnivå för att stödja andraspråkselevers skrivutveckling.

”Lots of things are missing”: Genre-theoretical perspectives on adult second-language students working with feedback and argumentative texts.

The article contributes knowledge about functional aspects of adult second-language students working with writing feedback and argumentative texts. It was conducted in basic adult education, which is underrepresented in writing pedagogy research. The material consists of recorded feedback discussions in small groups and the student texts the discussions were based on. The study highlights the aspects of text the students focused on in the discussions and the aspects that could further strengthen the argumentation. In the analysis, systemic-functional genre theory is used. The result shows that the students identified areas of improvement based on the genre structure the teaching had focused on. However, the students had difficulties in identifying how the genre structure could be developed in a functional way. The study gives theoretical tools to highlight patterns of language on a local text level to support second-language students writing development.

The study presents findings from a dissertation study focusing on argumentative texts within the framework of the teaching-learning cycle (cirkelmodellen). The study contributes knowledge about adult second language learners' work with argumentative texts, and was conducted as an action research project on basic adult education. The target group is underrepresented in writing pedagogic research. The aim is to investigate the role and supportive potential of metalanguage in writing instruction for adult second-language learners. The goal of the instruction was to provide students with more linguistic tools to write argumentative texts.

The study's theoretical framework is based on Halliday's systemic functional linguistics and Bernstein's sociological theories of education. With a strong emphasis on words and content to enable students to argue and elaborate on their arguments, as well as linguistic resources for convincing argumentation, the instruction included a key element of collaboratively deconstructing texts.

The study demonstrates that genre-based pedagogical approaches offer opportunities to make visible the discursive rules for writing in different genres and can contribute to strongly framed and supportive writing instruction.

This study investigates how adult second language learners in basic adult education engage with argumentative writing, a skill often underexplored in research on writing pedagogy. Using an action research design, data were collected from classroom discussions where learners analyzed model texts with varying structural and interpersonal features, as well as from their own argumentative texts. Drawing on systemic-functional genre theory, the analysis examines how learners interpret genre-specific resources and incorporate them into their writing. Findings indicate that students view structural elements, such as clear thesis statements and logical sequencing, as essential for achieving argumentative purposes. While many texts adhere to prototypical genre structures, others display creative deviations, reflecting both individual preferences and emerging genre awareness. These results highlight the potential of genre-based pedagogy to enhance metalinguistic awareness and expand learners’ linguistic repertoires. By making explicit the range of linguistic resources available for constructing arguments, instruction can foster greater flexibility and effectiveness in adult second language writing.