Digital texts and written language in upper secondary education: A curriculum perspective
DOI:
https://doi.org/10.7146/lom.v13i23.120963Keywords:
digital texts, genre, register, written language, curriculum, upper secondary educationAbstract
Over the last few decades, digital text formats have become by far the most common. In this article, I discuss the consequences of this massive digital transformation for our conception of texts and text quality, and I discuss the possible consequences for L1 writing pedagogy in secondary education. The article has three parts. Firstly, I discuss differences and similarities between digital and non-digital text formats, secondly, I show how a functional approach to text and genre analysis can lead to a better understanding of text quality, and finally, I discuss the possible implications of this view for L1 writing pedagogy in secondary education.
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