Kursplan+läromedel=sant? : En diskursanalys av kursplanen och fyra läromedel i svenska för årskurs 1

Sammanfattning: The aim with this study is to analyze the different parts of the Swedish syllabus and writing assignments in textbooks used in Swedish education for children in first grade. The analysis is based on Ivanič’s (2004) article and framework for different aspects of language and discourses of writing. The study analyzes in what extent the discourses of writing are expressed in the different parts of the syllabus and in the textbooks. Further in the study the textbooks are analyzed from a qualitative perspective to notice the expressions of the discourses. The analysis is based on discourse analysis and Ivanič’s (2004) discourses of writing. The syllabus and the textbooks are analyzed in two stages – a quantitative and a qualitative. The results of the study show that all discourses are expressed in the different parts of the syllabus – but in various ways. In the parts that is addressed to grade 1–3 the skills discourse of writing and the genre discourse of writing dominates. The analysis of the textbooks shows that there is a variation between the tasks. The skills discourse of writing is dominating in the textbooks with 68 % of all pages. The result show that there partially is a conformity between the syllabus and the textbooks. Finally, the result is discussed in relation to relevant literature and previous studies.