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E1 – Fellesfaget Engelsk VG1 – Studieforberedende utdanningsprogram (s. 2-327) – Bokm?l og nynorsk – Kristine Ohrem Bakke, Arne Birkeland, Hanna Oltedal, Ian UnderwoodGyldendal – 1.utgave – ISBN: 9788205521704Innhold: TOC \o "1-2" \n \p " " \h \z \u xxx1 Merknadxxx1 Fra innsiden av bokomslagetxxx1 Using E1xxx1 Chapter 1: Who are you?xxx2 Who Do You Think You Are?xxx2 Chatterxxx2 Know Thyselfxxx2 What Remains of Edith Finchxxx2 Are You Man Enough?xxx2 Closurexxx2 Amyxxx2 Textingxxx2 The Power of Algorithmsxxx2 In defence of decencyxxx2 Crazy Rich Asiansxxx2 Preparing for the written examxxx2 Preparing for the oral examxxx1 Chapter 2: English Everywherexxx2 English as a World Languagexxx2 Multilingualxxx2 Shakespearexxx2 More Timexxx2 Hunt for the Wilderpeoplexxx2 Born a crimexxx2 We Should All Be Feministsxxx2 Hurricane Seasonxxx2 Snakes and laddersxxx2 Preparing for the written examxxx2 Preparing for the oral examxxx1 Chapter 3: Culture and Diversityxxx2 Politics and Cultural Diversityxxx2 Trivia racexxx2 Meeting the Enemyxxx2 Thug Lifexxx2 The mindless menace of violencexxx2 The End of Somethingxxx2 Watchmen: Episode 1xxx2 The united states fact filexxx2 The united kingdom fact filexxx2 For and Against Fox Huntingxxx2 Educating Greater Manchesterxxx2 This is London – but probably not as you know itxxx2 Kissxxx2 Lesleyxxx2 Preparing for the written examxxx2 Preparing for the oral examxxx1 Chapter 4: Citizenshipxxx2 _You_ Are a Citizenxxx2 The Power of the #xxx2 Public shamingxxx2 Same Lovexxx2 Coming outxxx2 Money Talksxxx2 Crime and Punishmentxxx2 Rural and Urban Americansxxx2 What on Earth Is a Global Citizen?xxx2 Preparing for the written examxxx2 Preparing for the oral examxxx1 Chapter 5: Coursesxxx2 1: Reading strategiesxxx2 2: Expanding your vocabularyxxx2 3: Improving your listening skillsxxx2 4: Being politexxx2 5: Recognising formalityxxx2 6: Structuring a sentencexxx2 7: Structuring a paragraphxxx2 8: Structuring a textxxx2 9: Planning a textxxx2 10: Choosing sourcesxxx2 11: Referring to sourcesxxx2 12: Revising your textxxx2 13: Improving your pronunciationxxx2 14: Giving presentationsxxx2 15: Holding discussionsxxx2 16: Analysing poems and songsxxx2 17: Approaching literature and filmxxx1 Acknowledgementsxxx1 Contentsxxx1 Merknad xxx innleder overskrifter. Overskriftsniv?et vises med tall: xxx1, xxx2 osv. Filen har en klikkbar innholdsfortegnelse. Bare overskrifter merket xxx1 og xxx2 er tatt med i denne innholdsfortegnelsen. Innholdsfortegnelsen fra originalboka, som inneholder informasjon om teksttype og niv?, er flyttet bak i filen. Kolofonen og baksideteksten finner du til slutt i denne filen, men stoff fra innsiden av bokomslaget er i begynnelsen av filen. Dette er fordi det kan v?re nyttig ? lese den f?r du begynner ? jobbe med boka. --- innleder sidetallet. Uthevingstegnet er slik: _. Eksempel: _Denne setningen er uthevet._ Gloser (Glossary), som finnes i margen i originalboka, er samlet etter hovedteksten og eventuelle bilder og rammer. De fleste beskrivelser i gloselistene er p? engelsk, men innimellom er det en beskrivelse p? norsk. Det er brukt uthevingstegn foran og etter den norske beskrivelsen for ? skille den fra de engelske beskrivelsene. Filen er spr?kmerket med norsk og engelsk, slik at du kan dra nytte av engelsk talesyntese, dersom du har installert den. I originalboka har enkelte tekster linjenummerering. Dette er ikke tatt med i leselistboka. Til noen tekster er det en symbol med en tekst, f.eks. "Play the game!", "Take the test!", "Watch the film!". Denne teksten er satt i parentes etter overskriften til teksten. Det er noen fonetiske tegn i "13: Improving your pronunciation". De visuelle tegnene er beholdt i leselistutgaven, og med norsk Jaws-tabellen skal de gi riktig punktskriftnotasjon / uttalelse med talesyntese. Hvis du opplever problemer med tegnene, sp?r l?reren din om informasjon om uttalelsen. I enkelte tekster p? engelsk brukes enkle anf?rselstegn: -- Enkel anf?rsel begynner: ‘ (367). Skrives: ALT+0145-- Enkel anf?rsel slutter: ’ (368). Skrives: ALT+0146xxx1 Fra innsiden av bokomslaget_Bak:__M?l for oppl?ringen er at eleven skal kunne:_-- bruke egnede strategier i spr?kl?ring, tekstskaping og kommunikasjon-- bruke egnede digitale ressurser og andre hjelpemidler i spr?kl?ring, tekstskaping og samhandling-- bruke m?nstre for uttale i kommunikasjon-- lytte til, forst? og bruke akademisk spr?k i arbeid med egne muntlige og skriftlige tekster-- uttrykke seg nyansert og presist med flyt og sammenheng, idiomatiske uttrykk og varierte setningsstrukturer til tilpasset form?l, mottaker og situasjon-- gj?re rede for andres argumentasjon og bruke og f?lge opp andres innspill i samtaler og diskusjoner om ulike emner-- bruke kunnskap om sammenhenger mellom engelsk og andre spr?k eleven kjenner til i egen spr?kl?ring-- bruke kunnskap om grammatikk og tekststruktur i arbeid med egne muntlige og skriftlige tekster-- lese, diskutere og reflektere over innhold og virkemidler i ulike typer tekster, inkludert selvvalgte tekster-- lese, analysere og tolke engelskspr?klig skj?nnlitteratur-- lese og sammenligne ulike sakprosatekster om samme emne fra forskjellige kilder og kritisk vurdere hvor p?litelige kildene er-- bruke ulike kilder p? en kritisk, hensiktsmessig og etterrettelig m?te-- skrive ulike typer formelle og uformelle tekster, inkludert sammensatte, med struktur og sammenheng som beskriver, diskuterer, begrunner og reflekterer tilpasset form?l, mottaker og situasjon-- vurdere og bearbeide egne tekster ut fra faglige kriterier og kunnskap om spr?k-- beskrive sentrale trekk ved framveksten av engelsk som verdensspr?k-- utforske og reflektere over mangfold og samfunnsforhold i den engelskspr?klige verden ut fra historiske sammenhenger-- diskutere og reflektere over form, innhold og virkemidler i engelskspr?klige kulturelle uttrykksformer fra ulike medier, inkludert musikk, film og spill Kart over USA og kart over Storbritannia og Irland: Ikke beskrevet i leselistutgaven._Foran:_Tabell gjort om til liste:Forklaring:Course: Title page1: Reading strategies 2642: Expanding your vocabulary 2683: Improving your listening skills 2724: Being polite 2745: Recognising formality 2766: Structuring a sentence 2807: Structuring a paragraph 2848: Structuring a text 2889: Planning your text 29210: Choosing sources 29411: Referring to sources 29612: Revising your text 29813: Improving your pronunciation 30214: Giving presentations 30615: Holding discussions 30816: Analysing poems and songs 31217: Approaching literature and films 316Verdenskart:_The English-speaking world_ Tekst til kartet: English is the first language:The United StatesThe United KingdomThe Republic of IrelandCanadaAustraliaGuyanaNew ZealandBarbadosGrenadaThe BahamasAntigua & BarbudaJamaicaTrinidad c TobagoBermudaGrand Cayman IslandsMontserratSt. Kitts & NevisSt. Vincent & GrenadinesThe Falkland IslandsVirgin Islands (US & British) English is an official language:BelizeBotswanaGhanaGambiaKenyaLesothoLiberiaMadagascarMalawiMauritiusNamibiaNigeriaRwandaSierra LeoneSouth AfricaTanzaniaUgandaZambiaMaltaFijiHong KongIndiaSingaporePakistanCameroonPhilippinesZimbabweDominicaPuerto RicoSt. LuciaSwazilandPapua New Guinea--- 2 til 327xxx1 Using E1 This textbook consists of five chapters. Together they make sure you work with all the competence aims in the curriculum. The first four chapters cover topics that you are expected to be able to communicate about:1. Who Are You?2. English Everywhere3. Culture and Diversity4. Citizenship These chapters all start with an _introductory article (1)_, written especially for you by a Norwegian expert. Use it to gain an overview of the topic, useful terminology and as a model for writing and using sources. This article also introduces you to the wide range of relevant _authentic material (2)_ that follows, marked by grey colour. (Merknad: I leselistboka st?r det "Authentic material" f?r disse tekstene.) These texts go in depth and allow you to explore the topic from various angles. Hopefully, by reading a selection of these you will discover links and achieve a deeper understanding of the topic. All texts are followed by _practice tasks (3)_. First, we ask you to practice your receptive skills by reading, watching and listening. Then, we show you, concretely, how each text serves as a model of good communication by way of examining its _content, structure_ and _language_. Finally, in the _Over-to-You_ tasks we ask _you_ to practice your productive skills by emulating the models. Here you are also urged to make use of the courses in Chapter 5. Each chapter ends by focusing on _preparing for the exam (4)_. Here you will see typical exam tasks and practice using the material you have worked with to answer these.(5) Courses The 17 courses that together make up Chapter 5 focus on essential English language skills. By studying them closely you will improve your ability to communicate in English. The courses will serve you well in everyday life, on the exam, in further studies and in working life. Each course consists of concrete step-by-step instructions, model answers and practice tasks. We suggest you use them actively as references when working with Over-to-You tasks, writing essays or giving oral presentations. Merknad: Instruksjonene i kapittel 5 er i originalboka merket med Step 1, 2, 3, 4, 5 eller 6 p? en farget pil. I leselistboka er symbolet erstattet med "Step 1:", "Step 2:" osv. f?r teksten.--- 3 til 327Bilder. 5:Forklaring: Illustrasjon. Eksempelsider av teksttypene (1–5) forklart i forordet p? forrige side:1: S. 8 og 9, Introductory article: Who Do You Think You Are?2: S. 34 og 35, authentic material. Teksten "Closure".3: S. 38 og 39, Practice tasks. Overskriften p? slike sider er bare "Practice".4: S. 66 og 67: Preparing for the exam ("oral" og "written").5: S. 308 og 309: Fra Chapter 5: Courses, teksten "15: Holding discussions".Bilde:Forklaring: symbolSkolestudio. Provides additional resources.--- 4 og 5 til 327Contents: flyttet bak i filen.--- 6 til 327xxx1 Chapter 1: Who are you?--- 7 til 327_Chapter focus_Public health and life management skills:-- Express your feelings, experiences, and opinions in English-- Gain linguistic and cultural competency to develop a positive self-image and identity_Innledende sp?rsm?l_ Are you the same person all day? How do you change depending on who you are with?Bilde (s. 6 og 7):Forklaring: tegningEi jente med flere masker. Maskene viser ulike versjoner av jenta (med r?de lepper / briller/piercing, lykkelig, fortvilet).--- 8 til 327xxx2 Who Do You Think You Are?By Emma Claire GabrielsenIntroductory article I used to think emotions made you weak. I would pride myself in "not feeling" anything – fear, anxiety, loneliness, all the difficult, negative ones. Being jealous in relationships? Never a problem. Being sad, feeling rejected? Not me! My entire identity was based on being fear- and emotionless. I would casually drop stone-cold quotes from one of my favourite alcoholic authors, describing his tendency to "tower above" feelings (he called them "preoccupations") such as love. Like a boss, I thought. Like a true boss. Anyway, life happened, good and bad things happened, and eventually I acknowledged that actually I, too, am sappy, sentimental, and emotional; that expressing feelings and daring to be vulnerable are qualities that make you stronger; and, finally, that it's not weak to be human. I'm even a proud crier now (ish). This revelation (i.e. "growing up"?) has made me think about the stories we tell ourselves and others about who we are. How do those narratives shape us? What is it about us that makes us who we are? Identity talk can quickly get somewhat existential, but it's one of our hottest contemporary topics all the same. Identity politics, personality tests, DNA ancestry tests ... many of us (including yours truly) are frantically spitting into small containers, sending them off to labs somewhere in North Carolina in a quest to "learn the truth about who we really are". But why?_Underveissp?rsm?l:_ What can labs in North Carolina tell you about yourself? "Identity has always been important to us," Einar Duenger B?hn recently told me (Gabrielsen, 2019). He is a philosophy professor at the University of Agder and has researched identity his whole career. To illustrate this, Einar referred to ancient Greek literature, where it was crucial to be an Athenian.--- 9 til 327 "Just to come from Athens was a matter of life or death," he said. But today it's different. Identity is no longer only something we inherit; our identity is something we to a greater extent can choose. "Today we identify as something more than just a mother, a father or an Athenian. It's more about who we feel we are as a person," he said. I once read a book called _In Full Color: Finding My Place in a Black and White World_, in which the author, Rachel Dolezal, observes that hardly a minute passes after we're born before we're assigned a name, sex, gender, race. Our identities are based on the testimony of others, she states. "As we grow, more boxes are added to the forms we're constantly filling out: religion, sexual orientation, age, language. Many of us come to understand these boxes hold very little meaning compared to the way we actually feel about ourselves" (Dolezal, 2017, pp. 192-193)._Underveissp?rsm?l:_What is Rachel Dolezal's main observation? Kristin Fridtun, for instance – a Norwegian author and philologist I once interviewed for an article about gender identity – talked about not feeling at home in either of the two boxes, the conventional gender categories. "People look at me and think that I'm a man, but I have a ‘classic woman's body’," Kristin told me. "It's not so easy for anyone to know – I would have had to walk around naked, which I don't. I can sense how confused people get when they can't place me in a box. If I greet them and tell them my name is Kristin, I can see their brains start spinning" (Gabrielsen & Glans, 2015). Do you often think about who you want to be perceived as? Today, we have more platforms than ever to express and curate ourselves on. Our social media, for instance, is often one of the purest representations of how we want the world to see us. But we all know the potentially deceptive nature of our online selves. Years ago, I randomly started following a girl on Instagram called Amalia Ulman. She was an up-and-coming artist from Argentina in her twenties who posted typical quirky art stuff (you know – gallery openings, ironic memes, snapshots of a piece of bread). Then her feed gradually changed. Nails, clothes, inspirational quotes, and selfies. Basic influencer-stuff. Eventually, the posts got more racy and narcissistic; she started showing more skin, was sexually aggressive. Suddenly she was "Single Taken Busy Getting Money". (Merknad: "Single Taken" er overstr?ket) Had she become an escort or something?--- 10 til 327 By the time she had reached nearly 90,000 followers, Amalia documented the process of getting a boob job. After a while, she started to seem deranged, posting eight pictures in a row, videos of her crying. I remember showing her feed to a friend and saying: "I think this artist chick is having a full-blown, real-time identity crisis meltdown on Instagram."_Underveissp?rsm?l:_How did Amalia Ulman present herself on Instagram? Then came the revelation that it was all a performance piece. Fake news. Carefully scripted, researched for months. With a beginning, a climax and an ending. Duh! "Is this the first Instagram masterpiece?" newspaper reporters wondered (Sooke, 2016), and Amalia Ulman, who has exhibited her artwork in galleries since she was 16, was dubbed "The First Great Instagram Artist" (Langmuir, 2016). A lot has happened since the early days of masterpiece performances on social media. Influencer marketing has exploded. We're all potentially a "personal brand". Some of us, like Kylie Jenner (well, not exactly "us") – who was nine or ten years old when they started filming the reality show "Keeping Up with the Kardashians" – has literally grown up on camera to become a brand. I've always wondered how that affects the way your identity develops. How do you figure out who you are when your every move is being watched by the world? The lines between our "analogue" and online selves will always be blurred. Sometimes, our different selves aren't that apparent to the naked eye of others – like the parents of Mats, a dedicated gamer who died when he was 25. His parents "mourned what they thought had been a lonely and isolated life for their disabled son," says the beautifully written longform article first published on NRK.no, then translated into English on (Schaubert, 2019). Mats was in a wheelchair because of a rare muscle disorder and spent most of his days in front of the computer playing _World of Warcraft_, and, so his parents thought, alone. But after his death, they discovered that people all over Europe had lit candles in his memory. Online, in the gaming world, Mats had been Lord Ibelin – an extension of himself that represented different sides of his personality. In a blog post called "Love" he wrote about his first meeting with one of his closest gamer friends, Lisette from the Netherlands. They became friends when she was 15 and he was 16.--- 11 til 327 Thirteen years later, she was at his funeral in Norway. "In this other world a girl wouldn't see a wheelchair or anything different," he wrote. "They would get my soul, heart, and mind, conveniently placed in a handsome, strong body. Luckily, pretty much every character in this virtual world looks great." Online, his handicap didn't matter. "My chains are broken and I can be whoever I want to be" (Steen, 2013)._Underveissp?rsm?l:_Who is Lisette from the Netherlands? While I was writing this essay on identity, I asked a wise (slightly older) friend of mine what he wished he had known at 16. "That you gradually become more and more yourself," he answered, "and that most of us feel like we're the only ones that don't have a clue." I wished someone had told me that when I was younger, too. Maybe I'd have worried less about who I was in the eyes of everybody else. Come to think of it, I still kind of worry. More than I'd like to admit. But to look on the bright side: presumably the importance of stuff like that will fade when I get older. Or else, I just have to come to terms with that merely being yet another part of who I am. I'll try to own it, anyhow. Like a true emotional boss.Sources:Dolezal, R. (2017). _In Full Color: Finding My Place in a Black and White World._ Dallas: Ben Bella Books.Gabrielsen, E. C. (2019, February 7). Aktivister mener at vi selv b?r kunne velge alder og etnisitet. Retrieved from dn.no/magasinet/reportasje/rachel-dolezal/identitet/emile-ratelband/aktivister-mener-at-vi-selv-bor-kunne-velge-alder-og-etnisitet/2-1-539602Gabrielsen, E. C. & Glans, M. (2015, September 3). Transformasjonen. Retrieved from dn.no/d2/livsstil/forbundet-for-transpersoner-i-norge/orange-is-the-new-black/kristin-fridtun/transformasjonen/1-1-5449580Langmuir, M. (2016, September 16). Amalia Ulman is the first great Instagram artist. Retrieved from culture/art-design/a38857/amalia-ulman-instagram-artist/Schaubert, V. (2019, February 15). My disabled son's amazing gaming life in the World of Warcraft. Retrieved from news/disability-47064773Sooke. A. (2016, January 18). Is this the first Instagram masterpiece? Retrieved from telegraph.co.uk/photography/what-to-see/is-this-the-first-instagram-masterpiece/Steen, M. (2013, August 1). Love [Blog post]. Retrieved from musingslif.2013/08/love.html_Author:_ _Emma Clare Gabrielsen_ (b. 1991) is a Norwegian-British journalist who has written for publications such as _Natt & Dag_, _Klassekampen_, _Dagbladet_ and _D2_. After hosting the first two seasons of the NRK1 documentary series _Innafor_ (2016-18), she was nominated for a Gullruten award, Den store journalistprisen, and the European Journalist of the Year award. She is currently (2020) working as a feature journalist for _Dagens N?ringsliv_.Bilde:Forklaring: fotoForfatteren Emma Clare Gabrielsen._Useful terminology:_acknowledgederangedassignextensionblurredfranticallycasuallyfull-blowncontemporarynarcissisticconvenientlyperceiveconventionalquestdeceptivevulnerableemotionalidentity--- 12 til 327xxx3 Practicexxx4 Content1. What did Gabrielsen use to base her entire identity on?2 What does Einar Duenger B?hn say about identity in ancient Greek literature?3. Who is Amalia Ulman?4. What point does Gabrielsen make about Kylie Jenner?5. Who is Lord Ibelin?xxx4 Structure6. A model text Having a model text is useful in the writing process. You need an example of what a good text looks like. The text, "Who Do You Think You Are?", can be read as a model text as it exemplifies the key features of an essay. a) Using the table in Step 1 of course 8: _Structuring a text_, identify the parts of the introduction that draw in the reader, orientate and set the destination. You may find it helpful to compare the labelled model text at the end of the course. b) Gabrielsen's text consists of no fewer than 17 short paragraphs, some of which are only two lines long. In your view: -- Where does the introduction end? -- What is Gabrielsen's thesis statement? Is it possible to join some of the paragraphs of the main body of the text into longer paragraphs? -- Where does the conclusion begin? c) See course 8: _Structuring a text_ for guidance. Does this text fulfil the criteria of an academic essay?xxx4 Language7. Vocabulary Choose one word from _Useful terminology_ and, without saying which one, explain it using other words to one of your classmates. When he or she has found out which word it is, change roles and continue until you have finished.8. Idiomatic expressions Using other words, explain the following idiomatic expressions used by Gabrielsen in her text. Then create sentences where you use them. a) to tower above b) a matter of life or death c) up-and-coming d) full-blown e) carefully scripted f) your every move g) the lines are blurred h) apparent to the naked eye i) to come to terms withxxx4 Over to you9. Discuss in class a) Amalia Ulman Re-read what the text says about Amalia Ulman and find additional online information about her. Discuss her Instagram posts in class. Some questions to help you get started: -- Do you find her posts interesting? -- Do you believe that she has an overall message? -- Does she impress or shock you, or leave you indifferent? -- Will you recommend her Instagram account to others? Why? / To whom? / Why not? b) Mats Steen Find Mats Steen's blog post "Love" (see "Sources") and read it carefully. Discuss his text in class. Some questions to help you get started: -- Does Mats's blog post move you emotionally? If yes, how? -- What is his message? Do you agree with it? -- Who else should read his blog post? Why? See course 15: _Holding discussions_ for guidance.--- 13 til 32710. Write a short text a) _Miquela Sousa_ Find online information about Instagrammer Miquela Sousa (lilmiquela), and write a text of two or three paragraphs about her and her Instagram posts. Some questions to help you get started: -- Is she an interesting character? Why/why not? -- Do you think that she has an overall message? -- Why do you think she has about 2 million followers on Instagram? b) Your new self Do you sometimes wish that you could create your own online identity? Write a text of two or three paragraphs where you outline the main features of your new self. c) Love or hate Choose an Instagram account that you feel strongly about. Write a paragraph where you state in a topic sentence the feelings it evokes in you. Continue by illustrating and exemplifying why you feel that way and sum up with a concluding remark. See course 7: _Structuring a paragraph_ for guidance.Bilde:Bildetekst: Screenshots from influencer and author Sophie Elise's Instagram account, @sophieelise. Forklaring: fotoDiverse bilder av Sophie Elise, bl.a.: i bikini, holdende en plakat "Skolestreik for klima" og if?rt en bh-topp med bilder av ansiktet til George Floyd.--- 14 til 327xxx2 Chatter Chatter – This is a simple board game for small talk and getting to know one another. All you need is a die, some small objects to move around the board and two or three fellow players. Have fun!Ramme: English only! Anyone who speaks Norwegian must return to Start. Merknad: Noen av rutene p? brettspillet inneholder et tema du kan snakke om. Disse er (fra starten til slutten av spillet):-- A film you just saw-- A country you would like to visit-- The first thing you notice about people-- A language you would like to learn-- Your role models-- What you save first if your house is on fire--- 15 til 327-- How your closest friends describe you-- Your perfect day off-- The best TV series – ever-- A good teacher must ...-- Yourself in twenty years from now-- What makes you work hard-- Your typical morning-- The five people, living or dead, you would like to invite to dinner-- Three annoying things teachers do-- The title of the film of your lifeBildetekst: Her pie was absolutely scrummy Oh, bollocks--- 16 til 327 Rammen er flyttet til side 17.--- 17 til 327xxx2 Know Thyself(Take the test!)_Aims_-- Complete the renowned Myers-Briggs personality test-- Present and reflect on the results of the test_First_ In small groups, choose ten questions from the "This or That Questions" list on __. Discuss the alternatives.Ramme (flyttet fra s. 16):xxx3 The Myers-Briggs Personality Types The Architect – INTJ: Innovative, independent, strategic, logical, reserved, insightful. Driven by their own original ideas to achieve improvements. The Logician – INTP: Intellectual, logical, precise, reserved, flexible, imaginative. Original thinkers who enjoy speculation and creative problem solving. The Commander – ENTJ: Strategic, logical, efficient, outgoing, ambitious, independent. Effective organizers of people and long-range planners. The Debater – ENTP: Inventive, enthusiastic, strategic, enterprising, inquisitive, versatile. Enjoy new ideas and challenges, value inspiration. The Advocate – INFJ: Idealistic, organized, insightful, dependable, compassionate, gentle. Seek harmony and cooperation, enjoy intellectual stimulation. The Mediator – INFP: Sensitive, creative, idealistic, perceptive, caring, loyal. Value inner harmony and personal growth, focus on dreams and possibilities. The Protagonist – ENFJ: Caring, enthusiastic, idealistic, organized, diplomatic, responsible. Skilled communicators who value connection with people. The Campaigner – ENFP: Enthusiastic, creative, spontaneous, optimistic, supportive, playful. Value inspiration, enjoy starting new projects, see potential in others. The Logistician – ISTJ: Responsible, sincere, analytical, reserved, realistic, systematic. Hardworking and trustworthy with sound practical judgement. The Defender – ISFJ: Warm, considerate, gentle, responsible, pragmatic, thorough. Devoted caretakers who enjoy being helpful to others. The Executive – ESTJ: Efficient, outgoing, analytical, systematic, dependable, realistic. Like to run the show and get things done in an orderly fashion. The Consul – ESFJ: Friendly, outgoing, reliable, conscientious, organized, practical. Seek to be helpful and please others, enjoy being active and productive. The Virtuoso – ISTP: Action-oriented, logical, analytical, spontaneous, reserved, independent. Enjoy adventure, skilled at understanding how mechanical things work. The Adventurer – ISFP: Gentle, sensitive, nurturing, helpful, flexible, realistic. Seek to create a personal environment that is both beautiful and practical. The Entrepreneur – ESTP: Outgoing, realistic, action-oriented, curious, versatile, spontaneous. Pragmatic, problem- solvers and skilful negotiators. The Entertainer – ESFP: Playful, enthusiastic, friendly, spontaneous, tactful, flexible. Have strong common sense, enjoy helping people in tangible ways.Context: Who are you? Who are your classmates? How different are you? How can you contribute to a collaborative learning environment where everyone thrives? By knowing yourself you will better interact with those around you. Therefore, we challenge you to take the renowned Myers-Briggs personality test. It builds on the simple idea that your personality can be identified by a combination of four letters. According to theory, sixteen different four-letter combinations are possible. In their turn, these combinations are used to identify the sixteen unique personality types that you find on the opposite page. "I can change during the course of a day. I wake and I'm one person. When I go to steep, I know for certain I'm somebody else. I don't know who I am most of the time." Bob Dylan (b. 1941), in biographical film I'm Not There (2007)--- 18 til 327xxx3 Practicexxx4 Over to youThe personality test challengea) Study the questions and the tables below to find out what the letters E, I, S, N, T, F, J and P represent. 1. Are you outwardly or inwardly focused? If you:-- could be described as talkative and outgoing-- like to be in a fast-paced environment-- tend to work out ideas with others and think out loud-- enjoy being the center of attention then you prefer E, Extraversion.-- could be described as reserved and private-- prefer a slower pace-- like to think things through inside your head-- would rather observe than be the center of attention then you prefer I, Introversion. 2. How do you prefer to take in information? If you:-- focus on the reality of how things are-- pay attention to concrete facts and details-- prefer ideas that have practical applications-- like to describe things in a specific, literal way then you prefer S, Sensing.-- imagine the possibilities of how things could be-- notice the big picture, see how everything connects-- enjoy ideas and concepts for their own sake-- like to describe things in a figurative, poetic way then you prefer N, Intuition.3. How do you prefer to make decisions? If you:-- make decisions in an impersonal way, using logical reasoning-- value justice and fairness-- enjoy finding the flaws in an argument-- could be described as reasonable, level-headed then you prefer T, Thinking.-- base your decisions on personal values and how your actions affect others-- value harmony, forgiveness-- like to please others and point out the best in people-- could be described as warm, empathetic then you prefer F, Feeling.4. How do you prefer to live your outer life? If you:-- prefer to have matters settled-- think rules and deadlines should be respected-- prefer to have detailed, step-by- step instructions-- make plans, want to know what you're getting into then you prefer J, Judging.-- prefer to leave your options open-- see rules and deadlines as flexible-- like to improvise and make things up as you go-- are spontaneous, enjoy surprises and new situations then you prefer P, Perceiving. Source: Jake Beech, commons. b) Go to , /"Take the test", and spend some 15 minutes answering 60 simple questions to find out how the Myers-Briggs test defines your personality. c) Give a presentation of your results to someone you trust. Identify. -- the qualities that you believe describe you correctly -- a quality that you disagree with Supply examples. See course 14: _Giving presentations_ for guidance.--- 19 til 327 d) On a lighter note, do you think that these sports capture the essence of the Myers-Briggs personality types? Explain.Bilde:Forklaring: illustrasjon What's your MBTI type sports? -- ISTJ: Table tennis. Focused concentration, serious contender. -- ISFJ: Diving. Performs tasks from memory with accuracy, grace and great posture!, -- INFJ: Road cycling. Organised, supportive, appreciates the benefits of synchronicity.-- INTJ: Shooting. Deep perspective, masterful technique, calm and determined. -- ISTP: Triathlon. Adaptable, flexible, efficient. -- ISFP: Swimming. Enjoys the here-and-now, likes having their own space. -- INFP: Lawn bowls. Long range vision, calm, strives for alignment and congruence. -- INTP: Badminton. Enjoys analysing and using logic for precise moves. -- ESTP: Squash. Spontaneous, quick reactions. -- ESFP: Hockey. Flexible, enjoys working with others and being at the centre of the action. -- ENFP: Rhythmic gymnastics. Creative, imaginative, enjoys improvisation. -- ENTP: Judo. Uses resourcefulness to achieve superior position. -- ESTJ: Rugby sevens. Ordered, logical, decisive and forceful in implementing plans. -- ESFJ: Athletics. Harmonious, accurate, wants contribution to be appreciated. -- ENFJ: Netball. Enjoys teamwork, highly attuned to those around them, responsive, agile. -- ENTJ: Boxing. Decisive, identifies inefficiencies, forceful in presenting ideas. mbti, Copyright 2014, 2018 The Myers-Briggs Company and The Myers-Briggs Company Limited.--- 20 til 327Bildeside: Bilde er flyttet--- 21 til 327xxx2 What Remains of Edith Finch(Play the game!)_Aims_-- Experience video games as a storytelling medium-- Explore the themes of identity, family and death-- Evaluate a video game_First_ What makes video games stand out as a medium for storytelling? What are their main strengths and weaknesses for crafting narratives, compared to books or films? Discuss with a partner.Context: Identities are formed like storylines. When we ask ourselves who we are, we have to look into our memories, into the past – to "formative" experiences we had as children or later in life. We may need to look further back than this, into our family tree, and try to understand ourselves through relations we never even met, because we share that connection. _What Remains of Edith Finch_ is an adventure game developed by Giant Sparrow that is all about exploring this sense of identity through family roots. The gameplay consists in exploring the large and ramshackle house and grounds of the Finch family, where Edith – the young protagonist – has memories of the events that shaped her identity. As the player guides her through the house that she left behind 6 years ago, Edith uncovers the mysteries of all the deaths in her family – each of them a trauma.--- 22 til 327 Interacting with certain objects triggers a series of memories belonging to Edith's family members. You then get to play these out. It puts you in the midst of past events – playing as an unhappy little girl who, while locked in her room, imagines she is a cat, leaping from tree to tree in search of food, or as a young boy as he flies a kite in a deadly storm. The controls are intuitive and never too demanding, which makes the game highly accessible, whatever your previous experience with games may be. As you play, take notes about Edith, Molly, Odin, Calvin, Barbara, Walter, Sam, Gregory, Gus, Milton, Lewis, Edie, and Dawn. Use the template on Skolestudio to keep a record of their traits and what happens to them. Note that some plot points are much clearer than others. There is some ambiguity in the story, so the player has to make educated guesses and interpret what little is said about certain matters. It may help to take screenshots of any interesting objects and pieces of dialogue – especially of anything you think may shed light on a character. After your initial playthrough, which takes around 2 hours, you have the option of replaying individual episodes from the story in any order, as many times as you wish.Fra s. 21: "Turns out, my mom was realty good at keeping secrets. Now it was time to find out what my mom had been afraid of."_Take note!_ If you should become stuck you will find video walkthroughs on YouTube.Bilde (s. 20):Forklaring: animasjonHuset fra spillet _What Remains of Edith Finch_.--- 23 til 327Authentic material:Genre: Video game A lot of this isn't going to make sense to you and I'm sorry about that. I'm just going to start at the beginning, with the house. I lived here until I was eleven but I wasn't allowed inside half the rooms. My brother Milton disappeared when I was 4. It was like the house just swallowed him up. I hadn't been back since my brother Lewis' funeral. In her will my mother left me a key but didn't tell me what it unlocked. Maybe she thought I'd know. Or she thought that the mystery would be enough to bring me back. No one had driven this way in a long time. But I saw a few hoofprints. The woods around the house have always been uncomfortably silent. As if they're about to say something but never do. The house was exactly like I remembered it. The way I'd been dreaming about it. But now I had questions about my family that only the house knew the answers to. The truth is, even after I inherited the house I never thought I'd come back to it. As a child, the house made me uncomfortable in a way I couldn't put into words. Now, as a 17-year-old, I knew exactly what those words were. I was afraid of the house. Crawling through the doggie door used to be a lot easier when I was eleven. The power had been turned off the night we left. For the first time in years ... I felt like I was home. But instead of a family, there were just memories of one. Like how after Lewis started working at the cannery we all got sick of eating salmon. Except our cat, Molly. Or how only one restaurant would deliver to our house. So we had Chinese a lot. The table was still a wreck from the night we left. It was like a bomb had gone off, killing everyone but sparing the furniture. My mom was the only one of us who could imagine great-grandma Edie living in a nursing home. Nothing in the house looked abnormal, there was just too much of it. Like a smile with too many teeth. Even the fireplace had a story. Edie told me the bricks came from the original house, after it sank. My mom wasn't much of an optimist, but she never stopped believing that my brother Milton was alive. A lot of things got left behind in the whirlwind of that last night. Edie told me once that every Finch who ever lived is buried somewhere in the library. After Milton disappeared, Mom sealed up all the bedrooms. Then Edie retaliated and drilled peepholes. Dallas, I. (2017, April 25). _What Remains of Edith Finch_. Annapurna Interactive: CA, United States. "My grandpa Sam spent 7 years sharing a room with his dead brother, Calvin."Bilde (s. 22):Forklaring: tegningSlektstre til Finch-familien (The Finches). xxx3 Glossary Side 23:inherited: _arvet/arva_cannery: factory where food is put into tin canssparing: leaving unharmedretaliated: fought backpeepholes: _kikkhull/kikhol_--- 24 til 327xxx3 Practicexxx4 Content1. Answer these questions after reading the extract on the previous page. a) Who are Edith's two brothers and what has become of them? b) What feeling can Edith now put into words that she previously could not? c) Why do so few of the doors inside the house open?2. Answer these questions after playing Calvin's story. a) What can you learn about the brothers Calvin and Sam from an examination of the contents of their shared bedroom? b) What is ironic and especially sad about the circumstances of Calvin's death? c) How was Sam affected by his brother's death? (NB: you may learn a little more about this by playing through Sam's own story, later in the game.)3. Answer these questions after playing Barbara's story. a) What purpose or effect do you think the developers had in mind when they embedded Barbara's story in a comic book? b) Why is the secret of how to enter the basement in the comic book, when Edith herself does not know? c) What major stumbling block does Barbara face in her career, and how do her boyfriend and friends try to help her? d) Piecing together the evidence, what do you believe really happened that night? Explain your answer.4. Answer these questions after playing Lewis's story. a) What can be learned about Lewis by examining the items in his room? Be specific about what you find and what each item suggests. b) Why does Lewis choose to end his own life? c) In your view, does Lewis's story put video games and those who consider gaming part of their identity in a bad light? Explain your answer.5. Answer these questions after completing the game once. a) Why did Edie build a cemetery before beginning on the house? b) What can we learn about Edie from her room, the cemetery, and the memorials in every family member's room? c) Edie wants to give Edith a book in which she has written everyone's story. Discuss why this is so important to her, and why Dawn doesn't want Edith to read these.xxx4 Structure6. Consider the house and the rest of the game environment. How does the setting add to the tone and atmosphere of the game?7. How do the aesthetic choices in the bedroom environments – including music, colours, and design – inform you about the identity of each character?8. How does the game weave narrative and interaction together? Consider the ways visual cues, music, and Edith's narration are used to advance the story.9. Some of the objects in the house are remnants of a bygone age, so as to hint at particular decades or periods. What periods are these and what specific objects are they linked to?10. With the help of the family tree on the pause screen, create a linear timeline on which you place all the major events of the game: the deaths and disappearances of the various family members.11. Revisit the introduction to the game, stopping at the discovery of Molly's room, either by replaying the sequence or by reading the text on page 23. a) How do the developers create suspense in the introduction? b) What events from later in the game are foreshadowed here? c) How does the experience of reading the text on the page compare to having it delivered through the game?--- 25 til 327xxx4 Language12. Answer these questions by reviewing the text on page 23. a) What features of the text are typical of informal rather than formal language? b) What similes and other figures of speech does Edith use to describe the house and its contents? See course 17: _Approaching literature and film_ for guidance.13. In the following task you get to play the teacher. Spot the grammatical errors in the sentences below. a) The woods around the house was completely still. b) The table was still a wreak from the night before. c) My mother was the only one which could have helped us. d) Every one of my cousins have been here. e) You know exact what I mean, and you should respect my meaning.xxx4 Over to you14. Be a podcaster Record a podcast in which you discuss what you liked and disliked about the game. This may be done individually or in a group. Here are some suggested talking points. -- What were your first impressions? -- How well did you relate to Edith and the other characters? -- Whose story had the biggest effect on you? -- How satisfied were you by the ending? -- How do you feel about the term "walking simulator" for these sorts of games? See course 15: _Holding discussions_ for guidance. Check out a couple of Apple's most popular podcasts in the Video Games category for inspiration. Merknad: Nummereringen p? de to siste oppgavene i originalboka er feil og har blitt rettet i leselistboka.15. Write a game review Assess the game and write a positive or negative review. Avoid reading online reviews of the game beforehand, in case you accidentally plagiarise words or content from them. Introduce the game, make clear statements that you can support and illustrate in full body paragraphs, and come to a conclusion. Score the game with a number from 1 to 10. See course 8: _Structuring a text_ for guidance.16. Make an Edith Finch bibliography + The shelves throughout the house contain book titles by real authors, and many of these belong to the genres of fantasy and horror. Using APA style – or the style your teacher recommends – put together a bibliography of some of the titles, perhaps organised by genre, including at least author, title, and year of publication. See course 11: _Referring to sources_ for guidance. For an in-depth project, create an annotated bibliography, where you write a short summary of what each book is about and how it could connect to the themes of the game._Tidbit:_ _What Remains of Edith Finch_ has won several prestigious awards, including "Best Narrative" at both the 2017 Game Awards and the 2018 Game Developers Choice Awards, "Best Game" at the 14th British Academy (the BAFTAs, the prize to the right) Games Awards and "Best Gameplay", at the 2018 Games for Change Awards.Bilde:Forklaring: fotoTrofeen bel?nnet til vinneren av BAFTA-prisen – en maske i bronse.--- 26 til 327Bildeside: Bilde er flyttet--- 27 til 327xxx2 Are You Man Enough?_Aims_-- Become familiar with common arguments used to promote masculinity-- Analyse commercials-- Discuss the complex concept of gender_First_ The advertisement "The Insult that Made a Man out of Mac" on the previous page (nedenfor), features legendary bodybuilder and all-American role model Charles Atlas. It was printed in different versions in American comic books and magazines between 1929 and 1997. What does it say about ideal qualities in a man? What does it say about gender roles?Bilde:Forklaring: reklame/tegneserieTegneserie: The Insult That made a man out of "Mac"7 ruter:1: Unge kvinner og menn p? en strand: En mann (F?rste mann) l?per forbi et par som soler seg og sparker sand p? dem. Andre mann: Hey! Quit kicking that sand in our faces! Kvinne: That man is the worst nuisance on the beach2: F?rste mann: Listen here, I'd smash your face ... only you're so skinny you might dry up and blow away.3: Andre mann: The big bully! I'll get even some day. Kvinne: Oh don't let it _bother_ you, little boy!4: Den andre mannen er hjemme og sparker til en stol i raseri: Darn it! I'm sick and tired of being a scarecrow! Charles Atlas says he can give me a real body. All right! I'll gamble a stamp and get his free book!5: Later: Den andre mannen st?r foran speilet og ser p? musklene sine: Boy! it didn't take Atlas long to do this for me! What muscles! That bully won't shove me around again!6. P? stranden igjen. Den andre mannen treffer den f?rste og sl?r til ham med knyttneven. Andre mann: What! You here again? Here's something I owe you!7: Hero of the beach F?rste kvinne: Oh, Mac! you are a real man after all! Annen kvinne: Gosh! what a build Tredje kvinne: He's already famous for it!_Let Me Prove I Can Make You A New Man!_ Are you "fed up" with seeing the huskies walk off with the best of everything? Sick and tired of being soft, frail, skinny or flabby – only Half alive? I know just how you feel. Because I myself was once a puny 97-pound "runt." And I was so ashamed of my scrawny frame that I dreaded being seen in a swim suit. Then I discovered a wonderful way to develop my body fast. It worked wonders for me – changed me from the scrawny "runt" I was at 17, into "The World's most Perfectly Developed Man." And I can build up Your body the very same natural way – without weights, springs or pulleys. Only 15 minutes a day of pleasant practice – in the privacy of your room. My "Dynamic-Tension" method has already helped thousands of other fellows become real he-men in double-quick time. Let it help You. Not next month or next year – but Right Now!_"Dynamic-Tension" Builds Muscles Fast!_ If you're like I was, you want a powerful, muscular, well-proportioned build you can be proud of any time, anywhere. You want the "Greek-God" type of physique that women rave about at the beach – the kind that makes other fellows green with envy._Mail Coupon Now for My 32-Page Illustrated Book_ Mailing the coupon can be the turning point in your life. I'll send you a copy of my 32-page illustrated book. "How Dynamic-Tension Makes You a New man." Tells how and why my method works. Shows many pictures proving what it has done for others. Context: Part of our identity relates to gender. However, whether you are female, male, or transgender, it is not always a straightforward matter to know what that actually means. What is expected of you? What does your gender mean for the role you should play in your family, among friends, or in society? Jordan Peterson (b. 1962), Professor of Psychology at the University of Toronto, holds strong views on the issue of gender roles. In his international bestseller book _12 Rules for Life: An Antidote to Chaos_ (2018) he says, for instance: "If they're healthy, women don't want boys. They want men. They want someone to contend with; someone to grapple with. If they're tough, they want someone tougher. If they're smart, they want someone smarter. They desire someone who brings to the table something they can't already provide." "Men have to toughen up. Men demand it, and women want it. Some women don't like losing their baby boys, so they keep them forever. Some women don't like men, and would rather have a submissive mate, even if he is useless." Peterson appeals to a worldwide audience. As of 2020, he has 1.4 million followers on Twitter and 2.6 million subscribers on his YouTube channel.--- 28 til 327xxx3 What Jordan Peterson Did for MeAuthentic material:Genre: opinion pieceBy Rob Henderson Mr. Henderson is a Ph.D. student at the University of Cambridge.April 22, 2019 When people learn that I study psychology, they often ask, "What do you think of Jordan Peterson?" It's a tough question to respond to. Dr. Peterson, a professor at the University of Toronto, rose to infamy in the wake of his protests against a Canadian human rights law he believed could result in jail time if he did not use a person's preferred pronouns. His star rose further as a result of his popular YouTube videos in which he rejects notions of political correctness and rails against what he calls left-wing bullying. As a result, he isn't always a popular figure. Last month, his notoriety grew still further, because the University of Cambridge, where I am studying for a Ph.D., revoked his invitation to be a research fellow at the Divinity School this fall. News of the invitation had been greeted with outrage. The Cambridge students' union viewed his invitation as political. They and others believe him to be an enemy of inclusion. The reaction from many students and faculty led the university to withdraw his offer, which Dr. Peterson denounced as a "serious error of judgment." [...] I'm the first in my family to go to college. The first in both of my families, actually: my adoptive family and my birth family. I've never met my birth parents. My mom was a drug addict and my dad abandoned us. As I thought about graduate school, I was insecure about my chances. I thought my admission to college was a fluke. I thought going for a Ph.D. was foolhardy. I seriously believed that I was pushing my luck. I thought, and still think, that college is for people smarter than me. [...] I had a problem, I went online for answers, and I found Jordan Peterson. It's clear I'm not the only one doing this. My experience listening to his video and my subsequent decision to apply for graduate school is an example of Dr. Peterson's influence on his millions of listeners. I learned about Dr. Peterson because he says graduate school is painful but worth it. His other fans learned about him because he says other aspects of life are painful but worth it: taking care of oneself during periods of depression, for instance, or working through marital challenges. One fan has even said Dr. Peterson's advice saved his life. Young people, including me, find Dr. Peterson appealing in part because at this stage in our lives, at this particular time in history, it's easy to find ourselves questioning what exactly all this is for. [...] I want to make clear that I recognize that Dr. Peterson has many critics and that some believe his views on some subjects, including women, are offensive.--- 29 til 327I should also say I don't agree, and I think these arguments misrepresent his point of view; I also find his arguments in favor of maintaining vigilance against restrictions on individual freedom compelling. But I don't want to rehash or defend Dr. Peterson's views here – he's more than capable of doing that himself. I want to explain what happens to people like me when a place like Cambridge says Dr. Peterson isn't welcome. My heart dropped into my stomach when I learned that Dr. Peterson's offer from the Divinity School had been revoked. Doing so sends the message that there's something wrong with people who value his message – that there's something wrong with me. I also recognize that this mirrors the protesters' claims that his invitation makes them feel unwelcome. But I still find myself in a strange position: The Cambridge University students' union says Dr. Peterson's views are not representative of the student body. Yet the very reason I am a part of the student body is because of Dr. Peterson. There may not be a clear solution to this. But if a solution exists at all, it will be found through charitable dialogue and free expression, of the sort that universities are supposed to foster.In the aftermath of the rescindment, some students drafted a petition urging the Divinity School to reconsider its decision. I gladly signed. Beyond this, the campus has been relatively silent. Three years ago, a disembodied voice on a YouTube video told me why I should apply for graduate school. Today, Cambridge says that the person behind that voice does not uphold the principles of the university and that there is no place here for those who do not. I've felt out of place for most of my life, in places more blistering than Cambridge. Fortunately, I know where to turn to find some encouraging words. Henderson, R. (April 22, 2019). What Jordan Peterson Did for Me. _The New York Times_. Retrieved from 2019/04/22/opinion/jordan-peterson-cambridge.htmlBilde:Forklaring: fotoBildetekst: Hunter Schafer (Jules) and Zendaya (Rue) got a lot of attention as characters in the HBO TV Series (2019), one of the first series to cast and portray transgender teens. Fra TV-serien. Jules og Rue ligger ved siden av hverandre i en seng._Tidbit:_ When you sign up as! a Facebook user, you can choose your gender identity from a list of nearly 60 options. Among them, you find _agender, bigender, cisgender, genderqueer, neutrois, pangender, transmasculine/transfeminine_ and _two-spirit_.xxx4 Glossary Page 28:respond: answerinfamy: ill famein the wake of: followingnotion: ideanotoriety: bad reputationrevoke: canceloutrage: angerdenounce: criticizeadmission: entryfluke: coincidencefoolhardy: reckless, carelesssubsequent: followinggraduate school: universitymarital: relating to marriageparticular: specific Page 29:vigilance (here): attentioncompelling: convincingrehash (here): repeatbody (here): groupcharitable (here): well-meaningfoster: promoteaftermath: after-effectrescindment (here): cancellationpetition: requestdisembodied: bodilessuphold (here): stand byblistering: intense--- 30 til 327xxx3 Practicexxx4 Content Decide whether each statement is true or false.1. Jordan Peterson only holds politically correct views. T/F2. Cambridge University is delighted to welcome Jordan Peterson. T/F3. According to Peterson, graduate school is a waste of time. T/F4. Universities are supposed to foster dialogue. T/F5. Cambridge University does not offer encouraging words. T/Fxxx4 Structure6. a) In your opinion, what is Rob Henderson's main viewpoint? b) What arguments does he use to explain and exemplify that viewpoint?xxx4 Language7. Using other words, explain the following idiomatic expressions used in the text. Then, create sentences where you use them. a) his star rose b) I was pushing my luck c) my heart dropped into my stomachRamme:_Jordan Peterson's 12 Rules for Life_1. Stand up straight with your shoulders back2. Treat yourself like someone you are responsible for helping3. Make friends with people who want the best for you4. Compare yourself to who you were yesterday, not to who someone else is today5. Do not let your children do anything that makes you dislike them6. Set your house in perfect order before you criticize the world7. Pursue what is meaningful (not what is expedient)8. Tell the truth – or, at least, don't lie9. Assume that the person you are listening to might know something you don't10. Be precise in your speech11. Do not bother children when they are skateboarding12. Pet a cat when you encounter one on the streetxxx4 Over to you8. Discuss Peterson's 12 Rules a) Individually: Write down keywords about the following questions: -- Which rules will you follow? -- Which rules would you replace? With what?b) In groups: Take turns and present which life lessons you will follow – and which ones you have reservations about. Explain and exemplify your viewpoints and base your contributions on your notes. Respect what others might say that contradicts your view.9. Discuss gender stereotypes In 2019, the Committee of Advertising Practice Ltd. (CAP) in Britain introduced the general rule that advertisements "must not include gender stereotypes that are likely to cause harm, or serious or widespread offence". a) In class, watch the commercials listed below. Pay special attention to what they say about gender roles. Take notes as you watch. -- "World of Tanks Superbowl" (2018) (00:15) -- "Toyota Fortuner #MFM" (2018) (01:06) -- "Gillette The Best a Man Can Be" (2019) (00:27) -- "Nike – Dream Crazier" (2019) (01:30) b) Hold a classroom discussion around the following question: Which commercial(s) follow(s) the CAP rule – which one(s) break(s) it? See course 15: _Holding discussions_ for guidance.--- 31 til 327Ramme:Analysing advertisements Identify and comment on:1. _Sender:_ Who created the advertisement? What do you know about the advertiser/company, and their products, already?2. _Audience:_ Who is/are their target group(s)?3. _Purpose:_ What techniques are used to convince you? Consider AIDA, a well-known acronym and tool used for creating commercials or advertisements, when analysing.Tabell gjort om til liste:A – Attention: _Stop-effect_ What catches your eye? Describe what you see/hear and its effect on you.I – Interest: _Intrigue you_ What makes you study the ad more closely?D – Desire: _Spur a need_ What makes you want to buy the product, donate money – feel the need? Are values communicated? How?A – Action: _Convince you_ Does the ad lead to some action on your part?10. Analyse advertisements Analyse the advertisements on the previous page, using the questions in the box below. Present your findings in writing or orally. Take active part in the discussion and base your entries on your notes. See course 15: _Holding discussions_ for guidance.11. Discuss gender identity In 2014, Australian model, actress, and television presenter Ruby Rose Langenheim (b. 1986) produced and released a short film about herself that she called _Break Free Ruby Rose_ (05:18). a) Go online and watch _Break Free Ruby Rose_ at least twice. As you watch the film, write down your reactions to what you see. b) Discuss in small groups: -- What do you think Ruby Rose's message is? What makes you say that? -- Does she play on stereotypes? If yes: How? Take active part in the discussion and base your entries on your notes. See course 15: _Holding discussions_ for guidance.Bilde:Forklaring: fotoBildetekst: Singer Sam Smith: "When I saw the word non-binary, genderqueer, and I read into it, and I heard these people speaking, I was like, ‘Fuck, that is me.’" (Vanity Fair, March 2019.)--- 32 til 327Bildeside: Bilde er flyttet--- 33 til 327xxx2 Closure_Aims_-- Analyse a short story-- Cooperate to create a podcast_First_ Heartache really hurts. Fortunately, there is always sympathy to be found. Here is a short list of well-meant advice that people often give:-- Give yourself time. Remember, the future will surprise you-- Enjoy the company of friends and family-- ABC: Always Be Cool Is the list helpful? Are there other ways of dealing with heartache?Context: Your true self, your beliefs and convictions, even your idea of love, may be strongly challenged if you stay too long with someone that is not good for you. In B.J. Novak's short story "Closure", we meet Annette and David, who have come to the end of a long and destructive relationship. David has treated Annette badly in the past, and when they meet for one last time, she is ready for revenge. Many of B.J. Novak's stories are inspired by modern pop culture and his writing style is best described as humorous and sarcastic. "Closure" certainly contains some funny passages, but you will also find that it has some disturbing undertones. Brace yourself for an unexpected ending!Bilde (s. 32):Forklaring: maleriTo personer som kysser. Det ser ut som kroppene deres smelter sammen.Bildetekst: Edvard Munch: The Kiss (1921)--- 34 til 327xxx3 ClosureAuthentic material:Genre: short story "I want closure." "There's no such thing as closure." "Please. I have to see you. Please. Please." "No." "One last time." "No." "Real quick. Ten minutes. Five minutes. One minute." "Annette, we have nothing to talk about. You know I love you. But I'm at this point –" "I know, I know! I can't hear all this again! Please! I just need closure." "There's no such thing as closure." "I just need closure. I know I can get closure. Ten minutes. Please!" "Okay. When?" "Let's meet at the bench by the river. Right now. Where we had our first kiss." "Now? The bench by ... At eleven at night? Come on, Annette. Can you ... can you just come over?" "Come over?" "I mean, just, it's late, and if it's so important for this to be right now –" "That's not what this is about!" "No, I didn't mean –" "I need closure, David. I just need closure."David met Annette by the river. "Wow. You look really amazing." "Thank you," said Annette with a two-blinks-and-you'd-miss-it half curtsey at once feminine and mean. For the first time in her life, Annette looked exactly the way she wanted to look. Her hair was mostly neat, mostly down; she wore a simple dress that was the exact medium shade of red of all the shades of red in the world. It wasn't even that hard to look this way, she noted as she caught a last look at herself in the mirror on her way out; it just took some effort and thought and luck – a reasonable but attainable amount more of each than usual. A good lesson to learn for the future, she thought; a future that could begin tonight, right after she got closure. "I want to say something." "Okay." "Everything is okay." She smiled. He smiled back. "Everything in the past," continued Annette, "is in the past. The cheating – the cheating you admit to, and the cheating you still can't bring yourself to admit to –" "Wait, Annette –"--- 35 til 327 "And the lies about the cheating – the stories you made up that you eventually felt more loyal to than you did to the relationship –" "Annette –" "It's all okay! I'm saying it's all okay! All the times you made me feel like your backup choice when it would have been so simple to just tell me I looked beautiful; all the times you made me feel like the girl you were just killing time with while you waited to find your true love, even though you knew I loved you; or the times you made me feel like your stupid little sister, or your employee –" "Annette –" "No, I forgive all of it. You don't have to admit it or even accept it. I choose to let it go. I don't want to carry it around in my heart anymore." "Okay ... Well, Annette –" He paused, then rushed to make up for whatever the pause had cost him. "Annette, just because I'm accepting this doesn't mean I'm conceding anything you say is true –" "You don't have to," she smiled. "It's all in the past. It's all over." "Okay, well, that's good. Some of what you're saying is unnecessary and implies, I think, an excessive level of ... I mean, I understand, as a thought exercise, for the sake of –" "Now I want to kiss you." "Annette ..." "A goodbye kiss. Just one. For closure." Annette took a step toward him. Closure, so close. "Annette ... I want to ... But I don't think ... God, you look beautiful, trust me, it's not... But this is, I'm kind of seeing someone, and –" "One kiss! You don't even have to kiss back. I just need to kiss you goodbye. For closure. One last time. Okay?" "Okay." "Open your mouth and close your eyes," said Annette, coyly. "I thought you said I didn't have to kiss back," said David, coyly. "Well, then you can keep your mouth closed, if you want," said Annette, coyly. David half opened his mouth and closed his eyes. Annette kissed him. While she held the kiss she pictured everything she could remember from the relationship, in chronological order, from the first email to the last text message, and every kiss and laugh and fight in between. When she had pictured absolutely everything she could bring herself to remember, which was everything, she visualized herself literally kissing the block letters of the word GOODBYE.--- 36 til 327 As the E started to fade in her mind, and her real lips stayed on his real mouth, she held out her left hand and snapped her thumb and index finger together – the softer and more difficult version of the snap-and eight men masked in black descended swiftly toward her ex-boyfriend, quiet enough for all their footsteps to be flattened by the squish of her kiss. The first man injected David's neck with a clear liquid that knocked him unconscious. A second man pulled David's phone out of his front pocket, right where Annette had told him it would be. Two men wheeled out a cement box from behind a parked truck and removed two sacks of beach sand, and then a fifth masked man joined them to lift the unconscious body into the box, then split open the sacks of sand and fill the rest of the box to the top. A sixth man fastened a cement lid to the top of the box on a preset row of hinges and then, together with the third and fourth men, carried the box to the edge of the river and tilted it in, while the seventh man swept up all the miscellaneous bits of debris that had accumulated into an opaque plastic bag. The second man, still holding the phone of the man in the box, showed what he had been typing into the phone to the eighth masked man, who had been simply watching everything as it unfolded and nodding, and who now nodded more as he read: To everyone I love (and a few who just got on this list off my spam folder, haha!): I'm writing because I needed you to know that after a lot of soul-searching I've decided I need to "drop out" for a while (as it were). A lot of you know that I was having a lot of anxiety about things, esp. with my most recent relationship(s), and I decided I need to kind of take some time off and really just *think* and *be myself* for a while with no distractions and no influence – just for a while!! – from the people who have made me, well ... me. I'll be getting some much needed rest & solitude. Maybe I'll finally take that motorcycle trip across Central America that I'm always talking about-although I guess first I'll have to get a motorcycle license (and learn how to change a tire!). Ha. Also, my plan is to watch all five seasons of The Wire while I'm away, so when I am back, at least I'll finally have something to talk to you all about! Anyway, I love you all so, so much, and thank you for respecting this need of mine right now. And, again, do not worry about me just because I'm out of contact. This really is the best thing that could happen to me. Have fun, I love you all and miss you already. Love you and thanks for understanding this. Sent from my Phone–forgiive tha typoooes&&1*& (smile ansikt).--- 37 til 327 The eighth man showed the phone to Annette, who nodded, and then handed the phone back to the second man, who pressed a button that sent the email to every contact in the phone. Then the second man plugged a new program into the phone. It was an application called Closure, and according to the people on the since-deleted message board who had recommended this team, it was what meant the difference between being the best at this and being only one of the best. The program, using data that Annette had provided to them in advance, was said to be able to infiltrate every record-keeping website and database that had ever recorded the existence of her ex-boyfriend and erase all 10 written and photographic evidence of him that was labeled by any of the four most common spellings of his full name. The program was guaranteed to work in under ten minutes. It finished in six and a half, and when it was done, the second man threw the phone into the river, where it, too, died instantly and anonymously. That was it. Annette approached the eighth man, pulled fifty one-hundred-dollar bills from her purse; handed them to him in a roll; and then impulsively kissed him on the side of the mask, making him blush, or so she imagined. "Congratulations," said the eighth man. "The first person to truly achieve closure." "Am I really the first?" "Well, if you weren't, I guess I couldn't tell you, could I?" The eight men walked away and got back in their surprisingly domestic-looking minivan and drove off, leaving Annette, heart racing, all alone. There was a beaded line of sweat across her forehead, which she wiped off, and her lipstick was smeared a bit, which she corrected; now she looked close to perfect, which, she had always suspected, was actually a little hotter than perfect. She walked alone to her favorite bar, ordered her favorite drink, and stirred it as she waited for the rest of her life to approach. Novak, B. J. (2014). Closure. In _One More Thing: Stories and Other Stories_. New York: Alfred Knopf._Author:_ Since graduating from Harvard University in 2001, _B.J. Novak_ (b. 1979) has worked as a stand-up comedian and a TV scriptwriter and actor. He is best known as one of the writers and executive producers of the sitcom _The Office_ (2005-2013). So far in his career (2020), he has also published three books: _The Book With No Pictures_ (2014), _One More Thing: Stories and Other Stories_ (2014), and _The Alphabet Book With No Pictures_ (2017).Bilde:Forklaring: fotoForfatteren B.J. Novak.--- 38 til 327xxx3 Practicexxx4 Content1. What is the excuse Annette uses when she suggests to David that they should meet "at the bench by the river"?2. What, exactly, is it that Annette forgives David for?3. What do the eight masked men do to David?4. How does the application Closure work?5. Why does the eighth man congratulate Annette?xxx4 Structure6. Almost the entire first half of "Closure" is written in the form of a dialogue between Annette and David. After a definite turning point, the rest of the story is told from the perspective of a third-person narrator. What incident causes the turning point?xxx4 Language7. The message that is sent from David's phone is written in a highly informal style. Identify symbols, words, phrases, and sentences that you would not find in an academic, or a formally written, text. See course 5: _Recognising formality for guidance_.xxx4 Over to you8 Create a podcast Imagine that you work in a team of three or four news reporters. After David has been reported missing, you and your colleagues are contacted by people who know him well, and everything they tell you seems to point in one direction: He is the victim of an act of revenge. To reach a broad audience, your editor wants you and your team to make a ten-minute podcast. Here is the assignment that she gives you: -- Decide on a main idea or argument. -- Structure the podcast with a clear beginning, middle, and end. -- Include, for instance, a timeline of events, interviews with neighbours, family, friends, and colleagues, or comments from the police. Use, for instance, the free app Anchor (anchor.fm) to record, cut and mix your podcast. For inspiration: Listen to one of the episodes of the true-crime podcast series _Serial Killers_.--- 39 til 3279. Analyse and discuss "Closure" a) Cooperate in pairs and write down key words to i., ii., iii., iv., and v. below. See course 17: _Approaching literature and film_ for guidance. i. Give a brief summary of the _plot_. ii. Describe the _setting_, i.e., the time, duration, and place of the short story. iii. _Characterise_ the protagonist: -- What do you learn about Annette through direct description? -- Use the S.T.E.A.L. method to find out what we learn about Annette through indirect description:Tabell gjort om til liste:A – Attention: _Stop-effect_ What catches your eye? Describe what you see/hear and its effect on you.S – Speech: What does the character say, how does he/she speak and what does this reveal about him/her?T – Thoughts and feelings: What do the character's private thoughts and feelings tell us about him/her?E – Effect on others: Which conclusions can we draw from the effects the character has on other people?A – Actions: What do the character's actions and behaviour reveal about him/her?L – Looks: What can we learn about the character through the way he/she dresses and carries him-/herself? iv. From which _point of view_ is the story told? Why do you think the author chose this particular point of view? What would be different if the story had been told from another point of view? (See also _Structure_ on the opposite page.) v. Suggest one or two possible _themes_ of the short story. Give reasons for your views. b) Discuss i.–v. in class. Take active part and base your discussion entries on your notes. See course 15: _Holding discussions_ for guidance.Bilde (s. 38):Forklaring: TegningEt par som gj?r mye sammen: handle mat, b?rer en stor eske, lage mat, se p? TV, drar p? ferie, spiller sjakk og st?vsuger.--- 40 til 327Bildeside: Bilde er flyttet--- 41 til 327xxx2 AmyGenre: Documentary Film(Watch the film!)_Aims_-- Watch and respond to a critically acclaimed documentary-- Research and discuss mental health issues and dependencies-- Analyse a song lyric_First_ What do you already know about Amy Winehouse before watching the film?Context: Growing up means continuously trying to figure out who we want to be and how we want to lead our lives. For some of us, this process seems rather undramatic, whilst for others it is full of highs and lows. They may even engage in self-destructive behavior. Now, imagine, at the same time, that the whole world is watching your every move. The documentary _Amy_ (2015) chronicles the life of Amy Winehouse from childhood to her death in 2011 and tells the story of her battle with addiction. The film was directed by the London-born Asif Kapadia and has received several awards, most notably an Academy Award and a BAFTA (short for British Academy of Film and Television Arts). It also became the most watched British documentary in UK cinemas. Nevertheless, the film has faced criticism, especially from Amy Winehouse's father, Mitch Winehouse.Bilde (s. 40):Forklaring: fotoBildetekst: Amy Winehouse was born on September 14th 1983 and died on July 23rd 2011.--- 42 til 327xxx3 Practicexxx4 Content After watching the first hour of the film, review your answers of these questions:1. Where did Amy Winehouse come from and what ethnic group did she belong to?2. After the release of her first album, _Frank_ (2007), did she expect or hope for fame? Why / why not?3. What made her particularly interesting for the media industry?4. What were the early signs of her suffering from bulimia, according to her record company and her mother?5. Why was it considered a curious choice when she hired her promoter, Raye Cosbert, to also be her manager?6. "Rehab" was the first single off her _Back to Black_ album. How did she initially feel about it?7. What did "Rehab" do for her career?8. At what point did Blake Fielder return to her life? How do you think his presence, fame, and success would influence her?xxx4 Structure9. Study the overview of storytelling techniques in documentaries. Which of these are present in _Amy_?Ramme: _A documentary_, in contrast to a feature film, is non-fictional and aims to portray reality. Its purpose is to inform the audience. Some common story-telling techniques used in documentaries are:-- Direct narration (we see the narrator who tells the story)-- Voiceover narration (we hear the narrator's voice while watching)-- Interviews-- Following the story of one character-- Archival footage (clips from the past)xxx4 LanguageMake possessive forms to make new sentences from these two lists:_Example:_Blake Fielder's drug addiction1. liste:-- Blake Fielder-- The record company-- Camden-- The media-- Amy Winehouse-- Tabloid newspapers-- Music producers-- The lovers-- Her friends2. liste:-- drug addiction-- vested interest-- music scene-- attention-- personal problem-- interests-- timetables-- downward spiral-- reactionsxxx4 Over to you11. Hold a discussiona) Form groups of four and go through the statements beneath. All members must state their opinion and support it with explanations and concrete examples. You may begin your sentences with: "I agree, because ..." "I agree somewhat, because ... ", or "I disagree, because ..." -- Amy Winehouse would not have written her best music without bouts of depression. -- The paparazzi were largely to blame for Amy Winehouse spiralling out of control. -- Smoking marijuana is harmless, and had she stuck to only this, she would have been fine. -- Mitch Winehouse and Blake Civil Fielder used Amy to gain fame and money. -- Amy's mother's inability to say no to her as a child resulted in her extreme behaviour as an adult. -- Amy's substance abuse was more harshly criticised because she was a female artist.--- 43 til 327 b) Go back to the statement "Smoking marijuana is harmless." Prepare for a group or class discussion by going online to find information on the following related issues: -- vaping -- legislation -- political views -- statistics of marijuana use -- effects and side effects Make use of the information as you join in the discussion. For guidance, see course 15: _Holding discussions_.12. Research and present a health issue Periodically, Amy Winehouse suffered from alcoholism, bulimia, depression, and drug addiction. In groups of four, divide these health issues among you. Once you have researched your designated issue, share and compare: -- symptoms and characteristics -- number of people who suffer from the illness in the UK, the US, and Norway -- possible long-term effects See course 14: _Giving presentations_.13. Listen and understand the "Opioid Crisis" Amy Winehouse struggled with an addiction to heroin and cocaine, which are illegal drugs. In the US, a rising number of people are becoming addicted to prescription drugs, which are legal and prescribed by doctors. The situation is so severe that it has been called the "opioid crisis". One of the drugs at the centre of this crisis is Oxycontin. Listen to the first 9 minutes and 40 seconds of the podcast "The Family That Profited from the Opioid Crisis" from _The New York Times_ series _The Daily_. As you listen, try to find out: -- What was the protest in the Guggenheim Museum about? -- What is Oxycontin? -- Who produces it? -- How many people have died due to the use of prescription painkillers since the 1990s? -- Why are lawsuits now being raised against members of the Sackler family?-- What strategies did the drug company use to boost the sale of Oxycontin? Take notes while you listen and prepare to share your answers and reflections on this issue. For guidance, see course 3: _Improving your listening skills_.Bilde:Forklaring: foto Bildetekst: USA, San Francisco, California, 2018. Drug users injected heroin out in the open, right on the street, in plain sight of passersby. Photographed by James Nachtwey and published as the special report "The Opioid Diaries" in Time Magazine.--- 44 til 32714. Analyse a song lyric "Tears Dry on Their Own" (2006) is one of Amy Winehouse's most popular songs. Read the lyrics on the next page carefully, listen to the song, and write a song analysis. Explain and comment on the following: -- the meaning of the following expressions: -- get accustomed to -- at our height -- meet your match -- get attached -- you owe nothing to me -- I have no capacity -- have it all -- hit a wall -- inevitable withdrawal -- play myself -- no emotional debts -- the rhyme schemes -- literary devices such as: -- alliteration -- metaphors -- the theme -- the mood -- whether the music complements or contrasts with the lyrics As you can see, song lyrics share many characteristics with poems. For guidance, see course 16: _Analysing poems and songs_.--- 45 til 327xxx3 Tears Dry on Their OwnAuthentic material:Genre: song lyrics(Listen to music!)All I can ever be to youIs a darkness that we knewAnd this regret I've got accustomed toOnce it was so rightWhen we were at our heightWaiting for you in the hotel at nightI knew I hadn't met my matchBut every moment we could snatchI don't know why I got so attachedIt's my responsibilityAnd you don't owe nothing to meBut to walk away I have no capacityChorus:He walks awayThe sun goes downHe takes the day, but I'm grownAnd in your way, in this blue shade My tears dry on their own.I don't understandWhy do I stress the manWhen there's so many bigger things at handWe could a never had it allWe had to hit a wallSo this is inevitable withdrawalEven if I stop wanting youA perspective pushes throughI'll be some next man's other woman soonI can not play myself againI should just be my own best friendNot fuck myself in the head with stupid men[...]I wish I could say no regretsAnd no emotional debtsCause as we kiss goodbye the sun setsSo we are historyThe shadow covers meThe sky above ablaze that only lovers see. Winehouse, A. (2005). Tears Dry on Their Own. [Recorded by Amy Winehouse.] On Back to Black [cd]. Miami: Island Records (2005). Lyrics retrieved from 46 til 327xxx2 Texting_Aims_-- Reflect on how you form your digital identity and live your digital life-- Understand how technology changes communication-- Analyse a poem_First_ For each of the three groups _family, close friends_ and _acquaintances_, list how often you contact them by:-- Calling-- Sending a text-- Using social media Use the adverbs _often, occasionally_, and _rarely_ or _never_.Bilde:Forklaring: fotoEt par ligger i en seng med ryggene mot hverandre. Hver av dem holder en av hendene i en bestemt stilling slik at det ser ut som om de holder hver sin mobiltelefon. De stirrer p? "telefonen" og kommuniserer ikke med hverandre.--- 47 til 327Context: An ever-greater proportion of how we communicate happens via our smartphones. Even though the technology allows us to talk as though face-to-face, this is not how most of us choose to communicate. We often prefer to send text and picture messages. According to _Forbes_ (2011), the reason we text rather than call is that "it puts some extra space between us and our recipients". We might be less concerned about disturbing someone with a text than with a call. It can also give us more courage to reveal our feelings and say what we really mean. Another reason is that texts "allow us to capture people's voices in the situations they're in, right when they're in them". If you text someone your thoughts while something is taking place, it is likely that more of the moment is captured and communicated than if you had just waited to talk about it later.xxx3 TextAuthentic material:Genre: poem_Text_I tend the mobile nowlike an injured bird.We text, text, textour significant words.I re-read your first,your second, your third,look for your small xx,feeling absurd.The codes we sendarrive with a broken chord.I try to picture your hands,their image is blurred.Nothing my thumbs presswill ever be heard. Duffy, C.A. (2006). Text. In _Rapture_. London: Pan Macmillan._Author:_ _Carol Ann Duffy_ is a Scottish poet, born in Glasgow in 1955. From 2009 to 2019 she held the honorary position of Poet Laureate – a position now filled by Simon Armitage. The Poet Laureate may be asked to write poems for the nation on special occasions.Bilde:Forklaring: fotoDikteren Carol Ann Duffy.xxx4 Glossary Page 47:text (v): send a text message (SMS)tend: look after, care formobile: mobile phone, cell phonesignificant: meaningful, importantxx (two kisses): similar to writing absurd: silly, foolish--- 48 til 327xxx3 Practicexxx4 Content1. Paraphrase the poem, line by line, in plain English.2. What could Duffy / the speaker mean by comparing the way she is holding her mobile phone to someone cradling an injured bird?3. What is the effect of the repetition of "text" in the third line of the poem?4. Why does the speaker of the poem feel "absurd"? (Hint: If the speaker is preoccupied with these kisses – see the glossary – they will not have been sent from a family member or a mere friend.)5. In the 2018 documentary _Swiped: Hooking Up in the Digital Age_, a teenage boy recalls: "I do remember when you used to call people on the phone. Like, if you had a crush on someone, I think it was like seventh grade, eighth grade, just shoot the shit over the phone. And then you'd like hang up and you feel that warm kind of fuzzy feeling. That probably doesn't happen anymore. I think if you called someone these days, you'd probably get labelled a psychopath." With a partner, discuss whether you agree with the statement. Can you remember a time when it was easier or more socially acceptable to call someone rather than send a text?Bilde:Forklaring: fotoEn kvinne p? 1970-tallet snakker i en fasttelefon.xxx4 Structure16. Describe the poem in terms of the number of stanzas and lines per stanza._Take note!_ The Norwegian terms _strofe_ and _verselinje_ translate to _stanza and line._ Verse in English is a "false friend": although it looks like _vers_, and the two words are clearly related, its meaning is the same as _stanza_ or _strofe_: a group of lines. Today, we tend to use _stanza_ when referring to a group of lines in poetry and _verse_ when referring to a group of lines in a song.7. A poem often has at least one shift in mood or tone, which may be marked by a break in the expected pattern – e.g., the rhyming scheme. Find a place where this occurs and describe how the mood or tone changes.xxx4 Language8. All but one of the words in the poem are just one or two syllables long. What is the one word that breaks this pattern and where does it occur?9. What language features of the poem give it a natural rhythm and make it easy to read.xxx4 Over to you10. Write a text story Text or chat stories are stories – often humorous – told through text message conversations between two or more participants and shared via social media. Cooperate with a partner to write and share your own text story by using one of the mobile phone apps made for this purpose.11. Analyse the poem Use the advice given in course 17: _Approaching literature and film_ to write an analysis of _Text_ by Carol Ann Duffy.--- 49 til 32712. Write an essay where you argue a caseBilde:Forklaring: symbolerEmojier (ansikter) som viser ulike f?lelser. Some people worry that the vocabulary of emoji and memes is replacing a rich vocabulary of words. A journalist at the _Spectator_ asks: "How do you question, how do you articulate, how do you rage, howl, rebel, kick-back, all the things a curious teenager should be doing, if you have no words in your arsenal? If your entire ‘vocabulary’ is restricted to the emoji palette on your smartphone?" (2018). Write a five-paragraph essay, following the advice in course 5: _Structuring a text_, in which you respond to the above viewpoint. Use the title "Emoji are not making teenagers less articulate" or make up your own. Remember that your argument is made up of one main point per body paragraph, followed by supporting sentences that explain and illustrate your thoughts.13. Know your digital habits Research smartphone habits in your classroom using Apple's _Screen Time_ on iPhone and Google's _Digital Wellbeing_ on Android. Here is a list of suggested questions to add to a questionnaire. -- What is your average number of daily minutes of screen time? -- What were your first, second, and third most used apps over the past 7 days? -- What was your most used app category over the past 7 days (e.g., _social networking, reading and reference_, or _productivity_)! -- What was your average number of pick-ups per day over the past 7 days? (NB: this is how many times on average you checked your phone per day.) -- What was your average number of notifications received per day over the past 7 days? -- Which app sent the most notifications to you per day over the past 7 days? Publish the results as a presentation. See course 14: _Giving presentations_ for guidance.Bilde:Forklaring: illustrasjonEt skjermbilde av "Screen time". Et s?ylediagram viser hvor mye tid har v?rt brukt i l?pet av en uke p? "Social networking", "Productivity" og "Other". "The poem is a form of texting ... It's a perfecting of a feeling in language – it's a way of saying more with less, just as texting is. Carol Ann Duffy"--- 50 til 327Bildeside: Bilde er flyttet--- 51 til 327xxx2 The Power of Algorithms_Aims_-- Understand some of the challenges and threats that algorithms pose-- Improve your paragraph-writing skills_First_ Watch the music video Algorithm by the English rock band Muse on YouTube (04:39). How does the video make you feel? What do you see or hear that makes you say that?Context: Who do you become if you no longer can make decisions about your own life? What happens to your identity when algorithms constantly manipulate your actions? These may be troubling questions, but they should be asked. According to Yuval Noah Harari, algorithms represent a real threat to who we are as individuals, and in his text "Change is the only constant" he paints a dark picture of the future. In his own words: "If [...] you want to retain some control of your personal existence and of the future of life, you have to run faster than the algorithms." To be able to follow Harari's arguments, you first need to understand what an algorithm is. Simply put, an algorithm is a set of instructions for solving or completing a given task. In a sense, even a cake recipe can be regarded as an algorithm. In everyday language, however, we usually think of algorithms as instructions programmed into computers. They do everything from opening compressed files to scheduling traffic lights to suggesting which Netflix series you should watch next. For better or worse, they underlie all modern technology.Bilde (s. 50):Forklaring: fotoEt bilde av et ansikt som har blitt analysert av et dataprogram. Resultatet av analysen – en flersidig form som best?r av tre- og firkanter – er lagt opp? fotografiet av ansiktet.--- 52 til 327xxx3 Change is the only constantAuthentic material:Genre: argumentative essay (excerpt) A baby born today will be thirty-something in 2050. If all goes well, that baby will still be around in 2100, and might even be an active citizen of the 22nd century. What should we teach that baby that will help him or her survive and flourish in the world of 2050 or of the 22nd century? What kind of skills will he or she need in order to get a job, understand what is happening around them and navigate the maze of life? Unfortunately, since nobody knows how the world will look in 2050 – not to mention 2100 – we don't know the answer to these questions. Of course, humans have never been able to predict the future with accuracy. But today it is more difficult than ever before, because once technology enables us to engineer bodies, brains and minds, we can no longer be certain about anything – including things that previously seemed fixed and eternal.(...) [The] best advice I could give a 15-year-old stuck in an outdated school somewhere in Mexico, India or Alabama is: don't rely on the adults too much. Most of them mean well, but they just don't understand the world. In the past, it was a relatively safe bet to follow the adults, because they knew the world quite well, and the world changed slowly. But the 21st century is going to be different. Due to the growing pace of change, you can never be certain whether what the adults are telling you is timeless wisdom or outdated bias. So on what can you rely instead? Technology? That's an even riskier gamble. Technology can help you a lot, but if technology gains too much power over your life, you might become a hostage to its agenda. Thousands of years ago, humans invented agriculture, but this technology enriched just a tiny elite, while enslaving the majority of humans. Most people found themselves working from sunrise till sunset plucking weeds, carrying water buckets and harvesting corn under a blazing sun. It can happen to you too. Technology isn't bad. If you know what you want in life, technology can help you get it. But if you don't know what you want in life, it will be all too easy for technology to shape your aims for you and take control of your life. Especially as technology gets better at understanding humans, you might increasingly find yourself serving it, instead of it serving you. Have you seen those zombies who roam the streets with their faces glued to their smartphones? Do you think they control the technology, or does the technology control them? Should you rely on yourself, then? That sounds great on _Sesame Street_ or in an old-fashioned Disney film, but in real life it doesn't work so well. Even Disney is coming to realise it. Just like _Inside Out's_ Riley Anderson, most people hardly know themselves, and when they try to "listen to themselves" they easily become prey to external manipulations.--- 53 til 327The voice we hear inside our heads was never trustworthy, because it always reflected state propaganda, ideological brainwashing and commercial advertisement, not to mention biochemical bugs. As biotechnology and machine learning improve, it will become easier to manipulate people's deepest emotions and desires, and it will become more dangerous than ever to just follow your heart. When Coca-Cola, Amazon, Baidu or the government knows how to pull the strings of your heart and press the buttons of your brain, could you still tell the difference between yourself and their marketing experts? To succeed in such a daunting task, you will need to work very hard on getting to know your operating system better. To know what you are, and what you want from life. This is, of course, the oldest advice in the book: know thyself. For thousands of years, philosophers and prophets have urged people to know themselves. But this advice was never more urgent than in the 21st century, because unlike in the days of Laozi or Socrates, now you have serious competition. Coca-Cola, Amazon, Baidu and the government are all racing to hack you. Not your smartphone, not your computer, and not your bank account – they are in a race to hack you, and your organic operating system. You might have heard that we are living in the era of hacking computers, but that's hardly half the truth. In fact, we are living in the era of hacking humans. The algorithms are watching you right now. They are watching where you go, what you buy, who you meet. Soon they will monitor all your steps, all your breaths, all your heartbeats. They are relying on Big Data and machine learning to get to know you better and better. And once these algorithms know you better than you know yourself, they could control and manipulate you, and you won't be able to do much about it. You will live in the matrix, or in _The Truman Show_. In the end, it's a simple empirical matter: if the algorithms indeed understand what's happening within you better than you understand it, authority will shift to them. Of course, you might be perfectly happy ceding all authority to the algorithms and trusting them to decide things for you and for the rest of the world. If so, just relax and enjoy the ride. You don't need to do anything about it. The algorithms will take care of everything. If, however, you want to retain some control of your personal existence and of the future of life, you have to run faster than the algorithms, faster than Amazon and the government, and get to know yourself before they do. To run fast, don't take much luggage with you. Leave all your illusions behind. They are very heavy. Harari, Y. N. (2018). _21 Lessons for the 21st Century_ (pp. 259; 266-268). London: Jonathan Cape.xxx4 Glossary Page 52:flourish: grow or develop in a healthy waymaze: labyrinthpreviously: before the present timeeternal: lasting foreverpace (here): the speed at which something happensbias: tendency to prefer one person or thing to anotherhostage: _gissel_agriculture: farmingenrich (here): make someone wealthy or wealthierenslave: make someone a slaveweed: a wild plant growing where it is not wantedblazing: very hotincreasingly: more and morezombie (here): a will-less and speechless humanroam: move about aimlesslyglue (V) (here): metaphorically fasten as if with glueSesame Street: American children's television series (_Sesam Stasjon_ is a Norwegian remake)Inside Out: American computer-animated comedy-drama (2015)Riley Anderson: a major character in the film Inside Outprey (here): victimexternal: coming from the outside Page 53:trustworthy: deserving of trustideological: based on a system of ideasbiochemical bug: a microorganism that creates a harmful chemical process in a living beingBaidu: Chinese internet search engine companydaunting (here): inspiring fearthyself: yourselfurge (v): strongly encourage someone to do somethingurgent: needing attention very soonLaozi: Chinese philosopher (601 BC – year of death unknown)Socrates: Greek philosopher (c. 470-399 BC)monitor (v): keep under systematic reviewmatrix (here): the environment in which something developsThe Truman Show: American satirical science fiction film (1998)empirical: verifiable by observation or experiencecede: give upretain: keep possession of--- 54 til 327xxx3 Practicexxx4 Content1. According to Harari, why is it more difficult to predict the future today than ever before?2. What is Harari's best advice to a 15-year-old?3. What will happen as biotechnology and machine learning improve?4. What will happen if the algorithms understand what is happening within you better than you understand it yourself?5. Why should you "leave all illusions behind"?xxx4 Structure6. Harari's text consists of 10 paragraphs, each of which is introduced by a carefully phrased topic sentence. a) Identify the topic sentences. b) In your judgement, does Harari follow up all the topic sentences with explanations and relevant examples and/or comments? Justify your answer. See course 8: _Structuring a text_ for guidance.xxx4 Language7. Write five sentences where you include a total of 5-10 words from the vocabulary list.8. Using your own words, rewrite the following sentences from the text: -- "Due to the growing pace of change, you can never be certain whether what the adults are telling you is timeless wisdom or outdated bias." -- "Technology can help you a lot, but if technology gains too much power over your life, you might become a hostage to its agenda." -- "Of course, you might be perfectly happy ceding all authority to the algorithms and trusting them to decide things for you and for the rest of the world."_Author:_ Israeli _Yuval Noah Harari_ (b. 1976) is a history professor at the Hebrew University of Jerusalem and the author of three international bestselling books: _Sapiens: A Brief History of Humankind_ (2014), _Homo Deus: A Brief History of Tomorrow_ (2016), and _21 Lessons for the 21st Century_ (2018). Some of his views are controversial. For instance, in a 2017 interview with the British newspaper _The Observer_ he claimed that "Homo sapiens as we know them will disappear in a century or so". Harari does not own a smartphone. Here is how he justifies his choice:-- "I'm trying to conserve my time and attention. It can be such a distraction. I wouldn't have the time to write books if I had a smartphone."-- "Attention is maybe the most important resource at present, and smartphones are designed to take over your attention."Bilde:Forklaring: fotoForfatteren Yuval Noah Harari.--- 55 til 327Bilde:Forklaring: fotoEt nyf?dt barn.xxx4 Over to you9. Write a short text Choose a or b below. See course 7: _Structuring a paragraph_ for guidance. a)Write 1 or 2 paragraphs where you suggest an answer to one of the following: -- "What should we teach that baby that will help him or her survive and flourish in the world of 2050 or of the 22nd century?" -- "Have you seen those zombies who roam the streets with their faces glued to their smartphones? Do you think they control the technology, or does the technology control them?" b) Go online and find out what _Homophobia, phoneliness_ or _technological hangover_ means. Write 1 or 2 paragraphs where you explain the concept that you have chosen. Comment also on why you think some people go through phases in their lives where they experience this condition.--- 56 til 327Bildeside: Bilde er flyttet--- 57 til 327xxx2 In defence of decency_Aims_-- Understand the dangers of sharing personal, intimate images-- Assess sources-- Cooperate to give an oral presentation_First_ Why should you always ask for permission when sharing pictures of friends and family on the internet?Context: In 2015, London-based journalist Sophia Ankel (b. 1996) lived through the nightmare of her life when nude pictures of her were published online. Three years later, she wrote the opinion piece that you are about to read. In many ways, she describes how she lost ownership of her own identity. Ankel also puts her story in the context of the international #MeToo movement, which gained enormous traction after American actress Alyssa Milano posted the following Tweet in the autumn of 2017: If you've been sexually harassed or assaulted write ‘me too’ as a reply to this tweet. Suggested by a friend: "If all the women who have been sexually harassed or assaulted wrote ‘Me too’ as a status, we might give people a sense of the magnitude of the problem." In Ankel's own words: "I will join the fight, proudly wearing my own story on my sleeve for the very first time."Bilde (s. 57):Forklaring: maleriHodet og h?nden til en blond kvinne som t?rker bort en t?re. Bildetekst: Roy Lichtenstein: Crying Girl (1963)--- 58 til 327xxx3 What I learned when naked pictures of me were leaked onlineAuthentic material:Genre: opinion piece Three years ago, nude pictures of me made the rounds online. There were two and they had been taken in my bathroom several months earlier. One showed my stomach and my bare chest and the other was a long mirror shot of me topless, with my face on full display. I was even smiling – a gesture made for the eyes of my then long-distance boyfriend, to whom I had sent them via Facebook. When you're a teenager, it's common to hear stories about other girls discovering their naked pictures on porn sites or in the possession of easily aroused adolescent boys. But you never think it could happen to you. After all, you're just one out of millions. Surely the chances of something leaking are very small? So, as time went on and our feelings grew stronger, I warmed up to the idea of sending him some sexy shots. After a long morning preparing (How does my hair look? Which is the best angle?), I finally pressed "send" and, with that, lost all ownership and dignity of something deeply private and personal to me – my own body. It is hard to describe my feelings in the moment I found out that boys were showing my pictures around my old school. I felt exposed and – a feeling I'll never forget – disgusted with myself. In the days that followed, I remember feeling so helpless that I could not function. My older sister had to take care of me, reminding me to eat and holding me when I randomly burst into panicked tears. It felt like a break-up, but instead of a broken heart, there was only shattered self-worth. As I received the news, my boyfriend, who still says he never shared the pictures, told me he was desperately attempting to track down the source of the leak. There was a long chain of finger-pointing that eventually led nowhere. He was trying to smother a fire that was spreading viciously and quickly. I was no longer in school when the pictures leaked, as I had graduated two years earlier. However, my younger sister was, and many of the boys who were distributing the pictures were her friends. It was a close-knit community, the school I grew up in and often returned to – a place that until then had been full of only fond memories.--- 59 til 327 More than half of UK teenagers have seen their friends share intimate images of someone they know, according to a survey by Childnet International. Four in 10 say they have witnessed peers setting up groups on social media to share sexual gossip or images. Stories of online bullying, body shaming and teen suicides are reported on a regular basis. But behind every headline is a real girl. In the months that followed, I continued to blame myself. I was told to get over it, that it could have been worse. That it wasn't as bad as being on a porn site. I was scolded by a friend for sending the pictures in the first place. Returning home, I refused to go back to school for my annual visit. I avoided reunions and parties. I also approached my own friends with care, wondering if they had heard something through the grapevine. Even when my younger sister finished school last summer, I had to force myself to attend her graduation. The large gathering of boys made me incredibly nervous and I found myself avoiding eye contact with every guy in the room. I kept asking the same question in my head: did you see my pictures too? The debate about sexual harassment, demonstrated by the #MeToo movement, has started a positive discussion. But where does online sexual harassment fit into this picture? It is now so embedded into our everyday digital lives that it has become normalised and, quite frankly, overlooked. In her book _Hate Crimes in Cyberspace_, Danielle Keats Citron writes about how victims are blamed for having poor online judgment, and some are accused of letting pictures leak merely for attention. Many men and boys, who would never dream of doing any of the acts Harvey Weinstein has been accused of, still think it acceptable to share naked pictures of strangers, as if the internet is exempt from social norms.--- 60 til 327 Although horrible in its own right, my story isn't the only one. After regaining my energy, I spent every night online frantically trying to track down the original leak. My investigation came to an abrupt halt one evening when I was told that my nudes were originally on a larger online document that had been shared with even more boys. On it were more than 40 images of other girls at my school, collected throughout the years. Some featured young girls in their underwear, a few were completely naked. The next fight for the women's rights movement must be to afford online sexual harassment the same importance as offline abuse. With the pace at which technology is advancing, including developments such as customised virtual reality pornography or AI-generated face-swap porn, this need is only becoming more urgent. We cannot simply walk away and turn off our computers. I have come to terms with what happened, and most importantly, have stopped blaming myself. But one thought that still worries me three years on is whether my pictures linger in the dark cyber-void. I guess this is something I will just have to learn to live with. But for now, I will join the fight, proudly wearing my own story on my sleeve for the very first time. Ankel, S. (2018, March 22). What I learned when naked pictures of me were leaked online. Retrieved from . 2 fotografier:1. (s. 58): Forklaring: Forsiden av et blad med tittelen "Revenge porn". Ei jente if?rt bare truse og r?de, h?yh?lte, pvc-st?vletter til halvveis opp p? l?rene sitter med spredte bein p? en stol. Hun holder to objekter over brystvortene. Bildetekst: This magazine was sold at Tate Modern in London in 2018 to raise awareness about revenge porn and media representation of it. Steph Wilson's photo series explored censorship through the use of emojis.2: Forklaring: En kvinne som st?r mellom to andre kvinner holder opp en plakat med denne p?skriften: "Women's rights are human rights"._Tidbit_ (s. 59): Sophia Ankel does not claim that she is the victim of an evil act. However, her case shares many similarities with what is commonly known as revenge porn:-- Revenge porn is the act of publishing a private sexual image of someone without her or his consent. It is illegal and punishable by law.-- 1 out of 10 ex-partners has threatened to post naked images of his/her ex online. 60% of them carry out the threat.-- 80-90% of revenge porn victims are women.-- 93% of victims suffer significant emotional distress.-- 49% of victims are harassed or stalked online by someone who saw the material.-- 3,000 pornography websites feature a "revenge porn" genre. Sources: End Revenge Porn (US), the Cyber Civil Rights Initiative (US), the Revenge Porn Helpline (UK), McAffee and _The Economist_xxx4 Glossary Page 58:on display: put somewhere for people to seeadolescent: teenagedignity: being worthy of honour and respectexpose: make visiblerandomly: without method or conscious decisionshattered: very upsetsmother: put outclose-knit: tightly connected Page 59:peer (here): person of same age and statusscold: angrily criticiseannual: once a yearthrough the grapevine: from gossipembed: fix firmlyDanielle Keats Citron: professor of law at Boston University Page 60:frantically: in a panic-stricken wayabrupt halt: sudden stopabuse (v): treat with cruelty and violencecustomise: modifylinger: remain longer than expectedcyber-void (here): the internetwear something on my sleeve: display something openly--- 61 til 327xxx3 Practicexxx4 Content1. Why did Sophia Ankel send "sexy shots" to her boyfriend?2. Why did she feel disgusted with herself?3. How common is sharing intimate pictures?4. What point does Danielle Keats Citron make in her book _Hate Crimes in Cyberspace_?5. What thought still worries Sophia Ankel?xxx4 Structure6. Despite the fact that Sophia Ankel's text consists of 13 paragraphs, it is still structured according to most of the main principles of the five-paragraph essay. For instance, she presents the point that she wants to discuss, her thesis statement, in the introduction. a) In your opinion, what is Sophia Ankel's thesis statement / thesis question? b) What are the main arguments that she uses to support this? c) Does she refer to her thesis statement in the conclusion? If your answer is yes: How does she do that? See course 8: _Structuring a text_ for guidance.xxx4 Language7. Rewrite the following sentences in your own words: a) "As I received the news, my boyfriend, who still says he never shared the pictures, told me he was desperately attempting to track down the source of the leak." b) "I also approached my own friends with care, wondering if they had heard something through the grapevine." c) "The next fight for the women's rights movement must be to afford online sexual harassment the same importance as offline abuse." d) "But one thought that still worries me three years on is whether my pictures linger in the dark cyber-void."xxx4 Over to you8. Cooperate and give an oral presentation In groups of 4 or 5, work with either a, b, or c below. a) Cyberbullying and online shaming Prepare and give an oral presentation about _cyberbullying_ and _online shaming_. Focus on: -- what cyberbullying and online shaming is -- examples of cyberbullying and online shaming -- what one can do to protect oneself against cyberbullying and online shaming Use only reliable sources. In addition to your own research, you may find these resources helpful: dubestemmer.no/en/cyberbullying-0 and blog/online-publicshaming. Add your own comments to what you find. See course 10: _Choosing sources_ and course 14: _Giving presentations_ for guidance. b) The #MeToo movement Prepare and give an oral presentation about the #MeToo movement. Focus on: -- how the movement started in 2006 -- who some of the victims of sexual abuse and harassment are -- some results the movement has achieved Use only reliable sources. See course 10: _Choosing sources_ and course 14: _Giving presentations_ for guidance c) Some high-profile cases Powerful men like Bill Clinton, Bill Cosby, Jeffrey Epstein, R. Kelly, Kevin Spacey, Donald J. Trump, and Harvey Weinstein have all been accused of sexual misconduct. In small groups, focus on one of them and find out more about the case against him. Look into: -- his role in society at the time when the allegations were made: -- who some of his alleged victims are -- what he was/is accused of Use only reliable sources. See course 10: _Choosing sources_ and course 14: _Giving presentations_ for guidance.--- 62 til 327Bildeside: Bilde er flyttet--- 63 til 327xxx2 Crazy Rich Asians(Watch the film!)_Aims_-- Gain new perspectives on how people's lifestyles and individual circumstances contribute to form our identities-- Practise film analysis-- Write a film review_First_ Discuss in class: Who is Cinderella of the traditional fairy tale? Why does her story appeal to us so much?Context: The film _Crazy Rich Asians_ (2018) is an adaptation of the 2013 novel by Singaporean author Kevin Kwan. The protagonist, ABC (American-born Chinese) professor of economy Rachel Chu, is invited to Singapore to meet the family of her boyfriend Nick Young. All her life, Rachel has been encouraged to "pursue her passion", which is a truly American idea. Nick's mother, Eleanor, on the other hand, stands for a completely different approach to life: "[Here in Singapore], parents are obsessed with shaping the life of their children," she says. Rachel is thrown into a world of unfamiliar values, of multimillion-dollar estates, mega yachts, fast cars, and poolside parties. However, neither the values nor the money of her "crazy rich" in-law family can make Rachel change in any way. She remains true to her New York self.Bilde (s. 62):Forklaring: filmplakatEt ungt asiatisk par st?r med armene rundt hverandre. Tekst p? plakaten er bl.a.: The only thing crazier than love is family. Based on the best-selling novel _Crazy Rich Asians_.--- 64 til 327Bilde:Forklaring: fotoFra filmen Crazy Rich Asians. Hovedpersonen sitter sammen med andre rundt et bord dekket med krystallglass og gourmetmat. En enorm lysekrone henger i bakgrunnen. Here are some snippets of what critics have said about the film: "[Crazy Rich Asians is a] celebration of luxury and money, with hints of class conflict that have more to do with aspiration than envy or anger, set in an Asia miraculously free of history or politics." (A. O. Scott in the New York Times.) "Crazy Rich Asians is a marvel of sorts, because it makes it possible even for militantly non-rom-com people like me to let down our guard and enjoy a little illusion of love." (Peter Martin in Dallas Film Now.) "I realize that the majority of those who see the movie are simply interested in escapism and wish-fulfillment. For those viewers, although the fantasy may not be the most original or best executed, it works well enough to satisfy the craving." (James Berardinelli, in ReelViews.) "While there are many funny moments, Crazy Rich Asians is more interested in its central romance than in delivering wall-to-wall laughs. Even so, the romance, while engaging, is fairly predictable. Chu's movie adds little that is new to the rom com genre. However, hidden depths lie beneath the surface of this blinged-up love story." (Jane Douglas-Jones in 500 Days of Film.)--- 65 til 327xxx3 Practicexxx4 Content and structure1. _Film analysis_ Answer the questions in a-e below. a) Cinematic devices -- Visual elements: What do the settings, costumes, and props tell you about the different characters? -- Cinematography: Is the camera used in certain ways to create special effects? If yes: How? -- Sound: What sound effects, like music and voice overs, are used? Why are they used? -- Editing: Are the transitions within the individual scenes fast or slow? What are the effects? b) Setting -- What are the most important settings in the film? -- Are the settings themselves important, or could the film have been set outside Asia? c) Plot -- In your opinion, what are the five key moments in the film? -- What is the climax, or turning point? -- Does the film end as you expected – or not? Did it tie up loose ends, or leave some things unresolved? d) Characters -- In your opinion, is the film mainly about Rachel or Nick – or both? -- Who are the antagonists? -- Do all the main characters in the film have clear individual features? Are some of them stereotypes? e) Theme and message -- In your opinion, what are the three most important themes in the film? What makes you say that? -- Does the film deal with big issues that concern us all, or small ones that only affect individual lives? -- Who do you think the film was made for, and why? Who else should watch it? See course 17: _Approaching literature and film_ for guidance.xxx4 Language2. With the help of a dictionary, define these words and expressions from the film in your own words: custodian fertility vibe Tupperware meal convert (v) vomity groomsmen human douche nozzle snoshy lingo perk (n) Jamba Juice card grounded (adj) dashing (adj) self-anointed coronation millennial (n) bachelorette party ditto nepotism sociopathxxx4 Over to you3. Write your own film review Write a 5-paragraph review of _Crazy Rich Asians_ based on the following points: -- First paragraph: Introduction Include basic information about the film: its name and year of production, and the names of the director, screenwriter(s), and major actors. Round off with a general claim about how you view the quality of the film. -- Second paragraph: Plot summary Be brief and avoid specific details, especially about the ending, that would spoil the viewing for others. -- Third paragraph: Your general impression Describe how the film looks and sounds, how it makes you feel, and how it compares to other films of the same genre or by the same director. What stands out? -- Fourth paragraph: Analysis Comment on how different cinematic devices are used. (See course 17: _Approaching literature and film_.) How are themes like wealth, class, love, etc. highlighted? -- Fifth paragraph: Conclusion Remind your reader of your general impressions. Do you recommend the film or not? See also course 8: _Structuring a text_ for guidance.--- 66 til 327xxx2 Preparing for the written exam Identity, or _Who Are You?_, may be a topic on the exam. The purpose of completing exam tasks is to demonstrate to the external examiner that you can:-- Interpret the task carefully to respond properly-- Demonstrate knowledge and understanding by using and referring to relevant sources, i.e., the texts you have studied in this chapter-- Structure your text to make your arguments easy to follow-- Use clear, varied, and accurate languagexxx3 Task 1 – Short answer In her text "Who do you think you are?", Emma Clare Gabrielsen uses both formal and informal language features. Several of these are commented on in the model answer below. What other features can you find in Gabrielsen's text?See course 7: _Recognising formality_ for guidance.xxx4 Model answer_Example:_ By using several informal language features, Emma Clare Gabrielsen makes her text appear both personal and sincere. Contractions ("it's", "I'm", "we're", "don't", "aren't", "I'd", and "I'll"), incomplete sentences ("But why?", "Nails.", and "Duh!"), and informal expressions ("stuff like that", "their brains start spinning") all add to the general effect. She also uses the personal pronouns "I", "me", "my", and "mine" to highlight her personal experiences. In addition, she creates a sense of common understanding between herself and her reader through the extensive use of the personal pronouns "we", "us", "our", and "ourselves". In her text, Gabrielsen also uses several formal language features. We find both advanced vocabulary ("assign", "preoccupation", "perceive", "philologist", "curate", "conveniently", and "presumably") and formal expressions, like "the potentially deceptive nature of our online selves" and "conventional gender categories". Formal language features like this make her arguments convincing to her reader.xxx3 Task 2 – Long answer Choose either a or b below. Give your text a suitable title. a) Based on the material you have studied in this chapter, create a text where you discuss the concept of identity. Use Bob Dylan's statement below as your starting point: "I can change during the course of a day. I wake and I'm one person, when I go to sleep, I know for certain I'm somebody else. I don't know who I am most of the time." Bob Dylan, in biographical film I'm Not There (2007)" b) Reflect on how video games and/or films that you are familiar with have raised your awareness about your own identity.--- 67 til 327xxx2 Preparing for the oral exam An oral exam typically consists of:1. A presentation2. A conversation based on the presentationxxx3 Task Prepare and give an oral presentation based on the following competence aim:-- diskuter og reflekter over form, innhold og virkemidler i engelskspr?klige kulturelle uttrykksformer fra ulike medier, inkludert musikk, film og spill Suggested thesis statements/questions:_Example:_-- I support Yuval Noah Harari's claim that we all should worry about the power of algorithms.-- I disagree with what Jordan Peterson says about gender roles.-- What are the most important themes in the video game "What Remains of Edith Finch?" How are these themes highlighted?-- How do the cinematic devices or techniques, like visual cues and music, used in "What Remains of Edith Finch?" and/or _Crazy Rich Asians_ enhance the themes?xxx3 Requirements for the presentation Your presentation points to elements that you wish to discuss in the conversation. It gives your teacher and the examiner insight into your pronunciation, vocabulary, and to what extent you can complete the task. Make sure it:-- lasts no longer than 10 minutes-- has a clear structure: introduction, body, and conclusion-- includes examples from texts that you would like to talk about in the conversation-- is presented using a functional volume, speed, diction, and gesticulation suitable for your audience and purposexxx3 Requirements for the conversation-- You are to talk the most – not your examiners. Elaborate on your answers by providing examples of arguments from sources you have worked on during the school year-- Respond to the examiner's questions and try to follow his or her line of thought-- Use specific terminology linked to your topic whenever relevant-- Be prepared to be asked to discuss and reflect on other competence aims in the curriculum The two courses _Giving presentations_ and _Holding discussions_ are useful when preparing for the oral exam.Ramme: The examiner will be using the national criteria when assessing your written and oral skills. You find these on Udir.no.--- 68 til 327xxx1 Chapter 2: English Everywhere--- 69 til 327_Chapter focus_-- Apply knowledge of the relationships between English and other languages you know in your language learning-- Describe central features of the development of English as a world language_Innledende sp?rsm?l_ This is Morten Morland's interpretation of English Everywhere. Merknad: Se bildebeskrivelsen nedenfor. What could be his message?Bilde:Forklaring: tegningJorda har et ansikt og rekker ut tunga. P? tunga st?r den britiske marinekapteinen og oppdageren fra 1700-?rene, James Cook, som planter bestemt det britiske flagget p? tunga.--- 70 til 327xxx2 English as a World LanguageBy Kristin BechIntroductory article There are about seven thousand languages in the world. The largest language by number of speakers is Mandarin Chinese. The second-largest language is Spanish, and English is in third place. So why is it English that is the "global language", the _lingua franca_ of communication? Why is English the main language of important international organisations such as NATO, the UN, and the EU? Why do you study English as a second rather than a foreign language? To understand how English has come to have this status, we have to consider the three Cs: colonisation, capitalism, and culture.xxx3 Colonisation In the year 1500, English was spoken by a few million people on the British Isles, primarily in England. Because English kings and queens wanted to expand their power, English first spread to the areas where Celtic languages were spoken – Ireland, Scotland, and Wales – where these languages lead an uncertain existence today. Nevertheless, English was still an island language. The modest beginnings of English as a world language happened in 1584, when Queen Elizabeth I gave Sir Walter Raleigh permission to colonise any "remote, heathen and barbarous lands, countries and territories, not actually possessed of any Christian prince, nor inhabited by Christian people" (the Avalon Project, paragraph 1). However, a successful colony was not established until Jamestown in 1607._Underveissp?rsm?l:_ How many people spoke English at the beginning of the 16th century?--- 71 til 327In the early years, eighty percent of the colonisers died of disease and starvation, since they arrived with practically no clue how to survive in the new world; it was not until John Rolfe started to grow tobacco that the colony was able to thrive. It would take a while before the American colonies became independent of the mother country and the USA developed into a global power, but in the meantime, Britain was busy taking as much of the world as possible. Colonies were established in Australia, used to dispose of petty criminals for whom there was no room in overcrowded British prisons, and New Zealand, in South Africa and on large parts of the African continent, on the Indian subcontinent, and elsewhere in Asia. This was the British Empire. Through government and education systems in the new colonies, English spread and took on new flavours as speakers of other languages had to learn English (Bauer, 2002). Where would English be today without words like _juggernaut, moose, pyjamas, safari_, and _zombie_? The speed with which the British Empire expanded was quite astonishing. It was the project of a self-confident nation, and the reason for the self-confidence was economic prosperity. This brings us to the next C: capitalism._Underveissp?rsm?l:_ What made English colonists finally thrive in America?xxx3 Capitalism In the 17th century, improvements in farming techniques led to more and better food, which in turn led to a population increase. This meant that the urban workforce became big enough to drive the Industrial Revolution. Britain was a leading force in this change from hand to machine production, and its wealth and power were what made it possible for it to colonise large parts of the world. At the end of the 19th century, however, it was surpassed by the USA. American inventions in transportation, communication, and technology – steamships, railways, the telephone, newspapers – meant that knowledge could be spread more easily, and the primary language was English (Crystal, 2003). This was also when Norwegian politicians decided to replace Latin with English in Norwegian schools, a bold decision at the time. Two world wars in the 20th century slowed things down for a while, and Britain emerged from World War II with massive debts and a lost empire. The USA, on the other hand, consolidated its status as an economic superpower, and American capitalists channelled some of their wealth into educational and cultural institutions, further strengthening the English language. People like the steel magnate Andrew Carnegie and the railroad tycoon Cornelius Vanderbilt founded universities that are well respected today. The oil baron John D. Rockefeller was a generous philanthropist in areas such as public education, medical science, and the arts. Although English had spread throughout the world because of the British Empire, it was the USA that ensured its position as a global language._Underveissp?rsm?l:_ Which American inventions contributed to spreading knowledge?--- 72 til 327_Underveissp?rsm?l:_ What language lost out to English in Norwegian schools at the end of the 19th century?xxx3 Culture History books normally devote considerable space to war and economics. But the third C, culture, is also an extremely important factor when it comes to the status of English as a world language. The first commercial radio broadcast took place in Pittsburgh in 1920, and two years later there were six hundred radio stations in the USA. Britain followed suit, but with the BBC holding a monopoly. The silent film was replaced by the sound film, which was invented in the USA. The pop music we listen to is very often in English, and both Britain and the USA continue to produce great artists. Norwegian artists also often choose to sing in English, for better or for worse. And then there is the internet – "the eighth continent". As with so many other things, it originated in the USA, and when the World Wide Web was invented in 1991, the world was changed forever. The primary vehicle of change was, as usual, English (Bech, 2016). We are surrounded by English in our everyday lives, and many voice concern that Norwegian will eventually be replaced by English. There is no need to worry just yet. Norwegian is a robust language, but it may change, as all languages change, including English, which is a very different language today than it was a thousand years ago. Will English remain a world language? One would need a reliable crystal ball to answer that question, but a safe guess would be that it will remain so for a long time still. After all, there are not many competitors. China will take over as the foremost economic superpower, but Chinese is too difficult to have potential as a world language. Spanish is widely used, but Spanish-speaking countries do not have enough economic power to dethrone English, for as we have seen, status is linked to power. English is now so established as a lingua franca that the EU chooses to keep it as one of their official languages even after Brexit. We simply cannot do without it. Sources:-- The Avalon Project. Documents in Law, History and Diplomacy, (n.d.). Charter to Sir Walter Raleigh: 1584. Retrieved from Bauer, L. (2002). _An Introduction to International Varieties of English_. Edinburgh: Edinburgh University Press.-- Bech, K. (2016). _Fra englisc til English: et spr?k blir til_.Oslo: Pax Forlag.-- Crystal, D. (2003). _English as a Global Language_. Cambridge: Cambridge University Press._Author:_ _Kristin Bech_ (b. 1968) is Professor of English Language at the University of Oslo. She specialises in the history of English, and is the author of the book _Fra englisc til English: et spr?k blir til_ (2016, Pax Forlag).Bilde:Forklaring: fotoForfatteren Kristin Bech._Useful terminology:_lingua francathe new worldphilanthropistfirst/second/foreign languageofficial languagemultilingualcreole/pidginthe Commonwealthprosperityconsolidatedethronea leading force--- 73 til 327xxx3 Practicexxx4 Content1. Which are the two most spoken languages in the world?2. What did the British use their colony Australia for at first?3. When did the US overtake Britain in terms of industrial production?4. Where did the wealth of Rockefeller, Vanderbilt, and Carnegie come from?5. Why is it unlikely that Mandarin Chinese will become the new world language?xxx4 Structure6. A model text Having a model text is useful in the writing process. You need an example of what a good text looks like. The text "English as a World Language" can be read as a model text, as it exemplifies the key features of an academic essay. a) Using the table in Step 1 of course 8: _Structuring a text_, identify the parts of Bech's introduction that draw in the reader, orientate and set the destination. b) Using the table in Step 3 of course 8: _Structuring a text_, identify the parts of the introduction that summarise by combining the main points from the discussion and presenting a final perspective. You may find it helpful to compare this text with the labelled model text at the end of the course. c) Look at the paragraph structure and identify: -- Topic sentences of each body paragraph -- The main idea of each paragraph -- Hooks or transitions between paragraphs d) Identify the parts of the conclusion that bring together all the ideas presented in the text and identify the parts that refer to the introduction. e) Identify the source references in the text and after the text. f) Compare the text with the text "Who Do You Think You Are?", p. 8. How do these texts differ in style and structure? What is the effect of this?xxx4 Language7. Find verbs in the paragraph on colonisation that have the same meaning as: a) grow, become larger b) come, set foot c) do away with d) make it, not die e) do well, have success8. Bech mentions that English took on new flavours as it came into contact with other languages. Find out the origins of the following words: juggernaut, moose, pyjamas, safari, zombiexxx4 Over to you9. Presentation of Kachru's Circles Merknad: Se figuren under oppgaveteksten. The Indian linguist Braj Kachru (1932-2016) presented a model of concentric circles, i.e. they have the same centre, to illustrate English as a world language. Create a presentation in which you: -- explain Kachru's circles -- explain relevant terms -- present a country which belongs in _the inner circle_ -- compare it to a country which belongs in _the outer circle_ -- compare these two to a third country which belongs in _the expanding circle_ -- justify why they belong in their respective circles -- reflect on what Kachru's circle tells us about the future of English as a world language For guidance, see course 10: _Giving presentations_.Bilde:Forklaring: figurTre konsentriske sirkler. Teksten p? hver sirkel fra den i midten og utover:1: Inner circle, e.g. UK & US 2: Outer circle, e.g. Singapore & India3: Expanding circle, e.g. China, Russia and Vietnam--- 74 til 327Bildeside: Bilde er flyttet--- 75 til 327xxx2 Multilingual_Aims_-- Analyse the similarities and differences between English and other languages that you know-- Use your multilingual capacity to interpret and translate texts-- Reflect on what being multilingual means to you_First_ What languages do you speak? Can you name any similarities between these languages in terms of vocabulary, grammar, or politeness?Bilde (s. 74):Forklaring: spr?ktreThe Indo-European & Uralic Language Families. Treet viser bl.a. at Spansk, Portugisisk, Italiensk og Fransk stammer fra romansk (Romance) og tidligere Italisk (Italic). Tysk, Engelsk, Nederlandsk, Norsk, Svensk og Dansk stammer fra Germansk (Germanic). Hvis du trenger flere opplysninger fra figuren, sp?r l?reren din.Context: Whatever your plans are, whether you wish to become an opera singer, businessperson or sports professional, you will need to speak several languages. Just think of the football manager Pep Guardiola who has at various points in his career needed to communicate in Catalan, Spanish, German, and English. Even if you are not set on an international career, you probably already speak at least three languages: Norwegian, English, and a first or third language in addition. Thus, we all qualify as multilingual. Research indicates that this is advantageous when learning a new language. This is because of direct spillovers from one language to another in the form of similar vocabulary and sentence structure, but also because of our experience with language-learning strategies. Naturally, the more similar two languages are, the easier it will be to learn one once you already know the other. On the following pages, you will see the same text in German, French, and Spanish. Spanish and French both share ties to English via Latin, whilst German and English are both labelled as Germanic languages. Now we challenge you to find out how much you can understand of the three languages by reading a well-known novel extract in each of them._Tidbit:_ In European academia the term _plurilingual_ is used to describe _individuals_ who speak more than two languages. Here we use the term _multilingual_ as it is more commonly used worldwide. Some claim multilingual refers to societies where more than two languages are spoken. As long as you state what you mean, you can use either of them.--- 76 til 327Authentic material:Genre: novel extractUtdraget p? fransk: Un véritable géant se tenait dans l'encadrement. Son visage était presque entièrement caché par une longue crinière de cheveux emmêlés et par une grande barbe broussailleuse, mais on voyait distinctement ses yeux qui brillaient comme deux scarabées noirs au milieu de ce foisonnement. Le géant se glissa à l'intérieur de la masure en inclinant la tête pour ne pas se cogner contre le plafond. Il se pencha, ramassa la porte et la remit sans difficulté sur ses gonds. Au-dehors, le vacarme de la tempête s'était un peu atténué. Il se retourna et les regarda: – Si vous aviez une tasse de thé, ce ne serait pas de refus, dit le géant. Le voyage n'a pas été facile. Il s'avan?a vers le canapé òu Dudley était resté assis, pétrifié de terreur. – Bouge-toi un peu, gros tas, dit-il. Dudley poussa un petit cri et courut se réfugier derrière sa mère, tout aussi terrifiée, qui se cachait elle-même derrière l'oncle Vernon. – Et voilà Harry! dit le géant. Rowling, J. K. (1998). _Harry Potter a L'ecole des Sorciers_(J. F. Ménard, Trans.). Paris: Gallimard Jeunesse.Utdraget p? tysk: In der Tür?ffnung stand ein Riese von Mann. Sein Gesicht war fast g?nzlich von einer langen, zottigen Haarm?hne und einem wilden, struppigen Bart verdeckt, doch man konnte seine Augen erkennen, die unter all dem Haar schimmerten wie schwarze K?fer. Dieser Riese zw?ngte sich in die Hütte, den Rücken gebeugt, so dass sein Kopf die Decke nur streifte. Er bückte sich, stellte die Tür aufrecht und setzte sie mit leichter Hand wieder in den Rahmen ein. Der L?rm des Sturms drau?en lie? etwas nach. Er wandte sich um und blickte sie an. "K?nnte 'ne Tasse Tee vertragen. War keine leichte Reise ... " Er schritt hinüber zum Sofa, auf dem der vor Angst versteinerte Dudley sa?. "Beweg dich, Klops", sagte der Fremde. Dudley quiekte und rannte hinter den Rücken seiner Mutter, die sich voller Angst hinter Onkel Vernon zusammenkauerte. "Und hier ist Harry!", sagte der Riese. Rowling, J. K. (1998). _Harry Potter und der Stein der Weisen_ (K. Fritz, Trans.). Hamburg: Carlsen Verlag GmbH.--- 77 til 327Utdraget p? spansk:Un hombre gigantesco apareció en el umbral. Su rostro estaba prácticamente oculto por una larga mara?a de pelo y una barba desali?ada, pero podían verse sus ojos, que brillaban como escarabajos negros bajo aquella pelambrera. El gigante se escurrió hacia el interior de la caba?a agachándose para que su cabeza sólo rozara el techo. Se agachó, cogió la puerta y, sin esfuerzo, volvió a ponerla en su lugar. El ruido de la tormenta se apagó un poco. Se volvió para mirarlos. – Podríamos prepararnos una taza de té, ?verdad? No ha sido un viaje fácil ... Se desparramó en el sofá donde Dudley estaba petrificado de miedo. – Levántate, bola de grasa – dijo el desconocido. Dudley chilló y corrió a esconderse detrás de su madre, que estaba agazapada, aterrorizada, detrás de tío Vernon. – ?Ah! ?Aquí está Harry! – dijo el gigante. Rowling, J. K. (1998). _Harry Pottery y la piedra filosofal_(A. D. Rawson, Trans.). Barcelona: Salamandra.Bilde:Forklaring: fotoHarry Potter snakker med kjempen Gygrid ved siden av toget som kj?rer elevene til Galtvort skole. Bildetekst: The books in the fantasy series about Harry Potter, written by J. K. Rowling, are among the most translated novels of all time. The actors who starred in the film adaptations also instantly shot to fame, here represented by the protagonist Harry, played by Daniel Radcliffe.--- 78 til 327xxx3 Practicexxx4 Content1. What four languages does Pep Guardiola speak?2. Name two reasons why being multilingual is helpful when learning a new language.3. Which of the three languages – French, German, or Spanish – has the fewest direct ties to English?xxx4 Structure4. Study the structure of the extracts and identify the lines of dialogue in all three languages. Can you guess who says what?xxx4 Language5. Pick one of the extracts, probably in the language that you are currently learning as a foreign language, and: -- find all words or nouns that are similar to English or Norwegian -- translate the whole text into English -- compare your version with that of a classmate who has picked the same language -- compare your version with the original English version on Skolestudio -- reflect on what you found easy and difficult when reading and translating6. English words of French or Latin origin are often considered more advanced than those of Germanic origin. In the following table you see a list of words. Pair the words that have the same meaning: Merknad. Tabellen er gjort om til liste. Sett sammen en bokstav fra f?rste lista med et tall fra andre lista._Germanic origins:_a) askb) beginc) brotherlyd) buye) forbidf) sheep_French or Latin origins:_1. commence2. inquire3. fraternal4. mutton5. prohibit6. purchase7. Merknad: I tabellen til denne oppgaven er det i originalboka brukt ulike typer utheving for ? hjelpe eleven finne ordrekkef?lgen, verb, substantiv osv. I leselistboka er ingen utheving tatt med. Sp?r l?reren din hvis du trenger hjelp til oppgaven. Study the table below and keep in mind what you know about: -- word order -- word classes (verbs, nouns, adjectives, adverbs, prepositions, relative pronouns, and conjunctions) a) Identify the following word classes in all five languages: -- adjectives -- adverbials of time -- conjunctions -- nouns -- pronouns -- relative pronouns -- verbs b) What strikes you about the word order – what is similar and different between the languages? c) Translate these sentences into another language you may know. Does the word order remain the same?Tabell gjort om til oppsett med avsnitt:Norwegian: I 1996 var J. K. Rowling en fattig alenemor som ikke hadde noen anelse om at hun snart kom til ? bli en bestselgende forfatter.English: In 1996, J. K. Rowling was a poor single mother who had no idea that she would soon become a bestselling author.French: En 1996, J. K. Rowling était une mere célibataire pauvre qui ne se doutait pas qu'elle allait bient?t devenir une auteure à succès.Spanish: En 1996, J. K. Rowling era una madre soltera y pobre que no sospechaba que pronto se convertiría enuna escritora de éxito.German: Im Jahre 1996 war J. K. Rowling eine mittellose alleinerziehende Mutter, die keine Ahnung hatte, dass sie bald eine Bestsellerautorin werden würde.--- 79 til 327xxx4 Over to you8. Create a timeline Watch the first two-and-a-half minutes of "The History of the English Language in 10 Minutes" on YouTube. Using the information from the film, create a timeline from 410 to 1453 which shows when and how other languages influenced English. In your timeline you should include information on: -- The following peoples and/or languages: -- Anglo-Saxons -- Christians and Latin -- Vikings -- Norman French -- Examples of English words that entered English at these times9. Cooperate to create a poster about politeness Norwegians are renowned for being less polite than, for instance, the British. Nevertheless, there are several unwritten rules for how to behave in Norway. In groups, decide on 3-5 rules of conduct that English-speaking visitors should know about. Next, make a poster in which you explain and illustrate these rules. Study the comic below and course 4; _Being polite_ for inspiration.10. Write a blogpost on being multilingual Merknad: Denne oppgaven er nummerert som 12 i originalboka. You have now read about the benefits of being multilingual and practised interpreting several languages. Perhaps you think that:Rammer. 3:1: being multilingual makes it easier to learn new languages2: schools should focus more on helping us use our existing languages when learning new ones3: it is confusing to learn several languages at the same time Write a blogpost in which you: -- state your opinion on being multilingual -- give examples from your own experience with languages -- give your blogpost a suitable title -- include an illustration or a photoFor more on writing texts, see course 8: _Structuring a text_.Bilde:Forklaring: tegningEn halvfull buss med to seter p? hver side av midtgangen. I hvert sete ved siden av vinduet sitter en person, og hvert sete ved siden av er tomt. Bildetekst: Source: The Social Guidebook to Norway--- 80 til 327 Bildeside: Bilde er flyttet--- 81 til 327xxx2 Shakespeare_Aims_-- Understand Shakespeare's influence on the English language-- Interact with an extract from a play-- Research conspiracy theories and assess sources_First_ Choose three Shakespearean expressions from the opposite page (nedenfor) and explain them with other words.Uttrykk:-- "Heart of gold"-- "Knock, knock! who's there?"-- "Not slept one wink"-- "Vanish into thin air"-- "The world is my oyster"-- "Naked truth"-- "Set your teeth on edge"-- "In a pickle"-- "Laughing stock"-- "Break the ice"-- "So-So"-- "Seen better days"-- "Fight fire with fire"-- "A sorry sight"-- "Wear your heart on your sleeve"-- "Love is blind"-- "Cold comfort"-- "Kill with kindness"-- "Play fast and loose"-- "Breathed his last"-- "The game is up"Context: Culture is central to the growth of English as a world language, and the process began centuries before the advent of popular music and films from Hollywood. William Shakespeare (1564-1616) was an English playwright and poet whose name is recognised all over the world. His works are central parts of the Western literary canon, which means that they are established as important texts. Yet, Shakespeare is not something you read just because it is the done thing or because your English teacher tells you to. There are better reasons. Firstly, many of his words and expressions are still used today. Have you ever _felt green with envy_, or _not even slept one wink_? These terms were coined by Shakespeare, though the underlying feelings surely go further back in time. Secondly, Shakespeare's plays are both universal and ambiguous, leaving themselves open to personal interpretations. Professor Emma Stone at Oxford University suggested the verb "to Shakespeare", which she defines as the activity of asking questions, rejecting certainties, and leaving endings wide open. The universal appeal brings us to a third reason for you to read Shakespeare: the fact that his works are continually being staged in theatres around the world. Look at the programme of any major theatre and you will surely discover current adaptations of his plays. Finally, if none of these piques your interest, the numerous conspiracy theories surrounding Shakespeare might do the trick. Was he gay or straight? Did he in fact write his plays? Now we challenge you to read an extract from his early comedy _A Midsummer Night's Dream_. Long considered a child-friendly play and often staged in school productions, it challenges our romantic conventions. Professor Stone, however, argues that the play is at times sexually explicit. So, perhaps it is not so child friendly after all. Make up your own mind by studying this scene from the beginning of the play in groups of five, with one designated role each.--- 82 til 327xxx3 A Midsummer Night's Dream, Act 1, Scene 1Authentic material:Genre: PlayCharacters:Theseus, Duke of AthensEgeus, father of HermiaHermia, daughter of Egeus and in love with LysanderLysander, loved by HermiaDemetrius, suitor to HermiaEgeus: Happy be Theseus, our renowned duke!Theseus: Thanks, good Egeus: what's the news with thee?Egeus: Full of vexation come I, with complaintAgainst my child, my daughter Hermia.Stand forth, Demetrius. My noble lord,This man hath my consent to marry her.Stand forth, Lysander: and my gracious duke,This man hath bewitch'd the bosom of my child;Thou, thou, Lysander, thou hast given her rhymes,And interchanged love-tokens with my child:Thou hast by moonlight at her window sung,With feigning voice verses of feigning love,And stolen the impression of her fantasyWith bracelets of thy hair, rings, gawds, conceits,Knacks, trifles, nosegays, sweetmeats, messengersOf strong prevailment in unharden'd youth:With cunning hast thou filch'd my daughter's heart,Turn'd her obedience, which is due to me,To stubborn harshness: and, my gracious duke,Be it so she; will not here before your graceConsent to marry with Demetrius,I beg the ancient privilege of Athens,As she is mine, I may dispose of her:Which shall be either to this gentlemanOr to her death, according to our lawImmediately provided in that case.Theseus: What say you, Hermia? be advised fair maid:To you your father should be as a god;One that composed your beauties, yea, and oneTo whom you are but as a form in waxBy him imprinted and within his powerTo leave the figure or disfigure it.Demetrius is a worthy gentleman.Hermia: So is Lysander.Theseus: In himself he is;But in this kind, wanting your father's voice,The other must be held the worthier.--- 83 til 327Hermia: I would my father look'd but with my eyes.Theseus: Rather your eyes must with his judgment look.Hermia: I do entreat your grace to pardon me.I know not by what power I am made bold,Nor how it may concern my modesty,In such a presence here to plead my thoughts;But I beseech your grace that I may knowThe worst that may befall me in this case,If I refuse to wed Demetrius.Theseus: Either to die the death or to abjureFor ever the society of men.Therefore, fair Hermia, question your desires;Know of your youth, examine well your blood,Whether, if you yield not to your father's choice,--- 84 til 327You can endure the livery of a nun,For aye to be in shady cloister mew'd,To live a barren sister all your life,Chanting faint hymns to the cold fruitless moon.Thrice-blessed they that master so their blood,To undergo such maiden pilgrimage;But earthlier happy is the rose distill'd,Than that which withering on the virgin thornGrows, lives and dies in single blessedness.Hermia: So will I grow, so live, so die, my lord,Ere I will my virgin patent upUnto his lordship, whose unwished yokeMy soul consents not to give sovereignty.Theseus: Take time to pause; and, by the next new moon – The sealing-day betwixt my love and me,For everlasting bond of fellowship – Upon that day either prepare to dieFor disobedience to your father's will,Or else to wed Demetrius, as he would;Or on Diana's altar to protestFor aye austerity and single life.Demetrius: Relent, sweet Hermia: and, Lysander, yieldThy crazed title to my certain right.Lysander: You have her father's love, Demetrius;Let me have Hermia's: do you marry him.Egeus: Scornful Lysander! true, he hath my love,And what is mine my love shall render him.And she is mine, and all my right of herI do estate unto Demetrius.Lysander: I am, my lord, as well derived as he,As well possess'd; my love is more than his;My fortunes every way as fairly rank'd,If not with vantage, as Demetrius';And, which is more than all these boasts can be,I am beloved of beauteous Hermia:Why should not I then prosecute my right? Shakespeare, W. (2016). _A Midsummer Night's Dream_. B. Mowat & P. Werstine (Eds.). (Original work written 1595/96.) Retrieved from (s. 83):Bildetekst: Ekow Quartey as Lysander and Faith Omole as Hermia in the play A Midsummer Night's Dream at the Globe Theatre in London. Forklaring: foto. Skuespillerne er av afrikansk opprinnelse.xxx4 Glossary Page 82:renowned: well-known or respectedvexation: strong irritationbewitch'd the bosom: cast a spell on the heartinterchanged: exchangedtoken: souvenir or mementofeigning: pretendingbracelet: jewellery worn on the wristgauds: flashy trinket, _juggel_conceits: clever giftsknacks: knick-knacks or _juggel_trifles: a small thing of very little valuenosegays: small bouquets of flowerssweetmeats: sweetened delicacy such as a cakeprevailment: widespread useunhardened: still softcunning: trickery or skill in deceivingfilch: stealstubborn: _sta_ancient privilege: right giving fathers power over their children's livesdispose: do what he will withbe advised: be warnedcomposed: generated or was the source ofyea: yes or indeedwax: _voks_imprinted: stamped or markeddisfigure: deform or destroywanting: lacking Page 83:entreat: plead with or begpardon: forgivebold: daringmodesty: shynesspresence: in publicplead: beg or askbeseech: beg or implorebefall: happen towed: marryabjure: avoidyield: give in or surrenderendure: bear or survivelivery of a nun: clothes of a nunfor aye: forevercloister: monastery where nuns livemew'd: shut up or confinedbarren: childlesschanting: _messende/messande_faint hymns: barely audible religious songs Page 84:thrice: three timesundergo: experience or go throughmaiden pilgrimage: first journeys through lifedistill'd: with the perfume extracted (referring to sex)withering: process of drying upblessedness: holy or sacred stateere: beforepatent: privilege or rightunwished yoke: undesired burdenconsent: agreesovereignty: power or controlsealing day: day of his marriagebetwixt: betweenfellowship: companionshipdisobedience: misbehaviourDiana: the goddess of virginityausterity: abstinence or self-disciplinerelent: give upscornful: disrespectfulrender: giveestate unto: give toderived: descended or from a certain family backgroundpossess'd: richfortunes: riches or propertiesas fairly ranked: as goodwith vantage: more favourably or even betterboasts: brags or claimsprosecute: exercise--- 85 til 327xxx3 Practicexxx4 Content1. How old was William Shakespeare when he died?2. What genre of drama is _A Midsummer Night's Dream_?3. In the play, what does Egeus go to talk to Theseus about?4. Why does Hermia not want to marry Demetrius?5. What alternative to death does Theseus offer Hermia?6. What arguments does Lysander use to be allowed to marry Hermia?xxx4 Structure7. As in all Shakespeare's plays, there is little or no information given, except the actual spoken lines. As readers, we must interpret how the characters feel, from what they say. Can you find signs of excitement, desperation, or anger in Egeus' first speech?8. Shakespeare's plays include a mix of dialogue and monologue. One famous monologue is the "To be or not to be" section from Hamlet. Is there more dialogue or monologue in this extract? What examples of monologue can you find?Bilde:Forklaring: fotoSkuespilleren Benedict Cumberbatch i rollen som Hamlet. Han ser p? et hodeskall som han holder opp i den ene h?nden.9. The text titled _Context_ could be divided into short paragraphs. a) Identify the thesis statement. b) Identify the topic sentences. c) Comment on how the topic sentences use linking terms. For more on linking terms, see course 8: _Structuring a text_.xxx4 Language10. Many of the words in Shakespeare's texts seem old-fashioned to us today. See if you can find the Shakespearian versions of these words in the text: a) have b) you c) forever d) stolen e) before11. Professor Emma Stone labelled this play as sexually explicit. What references can you find to sexuality?12. Return to the poster of Shakespearian expressions. Identify 5 of them that you are unfamiliar with. Write them down, then compare your expressions with a partner. If neither of you can explain the expressions fully, go online to research their meanings.13. As you have seen in the extract, Shakespeare's characters do not all respect or speak well of each other. Go online and explore the Shakespearian insult generator. Note down your favourite insult and explain why. Share your opinions in class.xxx4 Over to you14. Modernise and act out Rewrite the extract into modern English, assign the roles, and act out your updated versions. The style of your language may be as modern and informal as you wish but make sure it is suitable for your audience and purpose. See course 5: _Recognising formality_.15. Research and evaluate conspiracy theories Shakespeare is one of the most widely researched literary authors of all time. -- Search online for conspiracies surrounding Shakespeare and choose one that you wish to research further. -- Make a list of the online sources that you use. -- Prepare to present your chosen conspiracy and an assessment of the trustworthiness of the sources you have used. See course 10: _Choosing sources_.--- 86 til 327Bildeside: Bilde er flyttet--- 87 til 327xxx2 More Time(Listen to music!)_Aims_-- Read and listen to authentic Jamaican English-- Analyse and compare song lyrics_First_ If you had more time, which three things would you spend more time on? Which three things would you like to spend less time on?Context: Two reasons why the English language spread to the rest of the world are colonisation and capitalism. As a former British colony, Jamaica supplied the British Empire with sugar cane produced on large plantations. Thus, its natural resources and manpower were important to the British capitalist economy. In his poetry, Linton Kwesi Johnson (b. 1952) often describes some of the downsides to colonisation and capitalism. Johnson was born in Jamaica and emigrated to the United Kingdom at the age of 11. He has lived most of his life in Brixton, a rather run-down neighbourhood in South London where many people of Caribbean origin live. He joined the British Black Panthers while still at school and has spoken up against racial discrimination throughout his career. Often concerning the plight of black people in Britain, another striking trait of his poetry is his use of Jamaican English, which he spells exactly as it is pronounced. He has called this style of writing an "act of rebellion" against the English language. Certainly, this written representation of Jamaican English is one of the trademarks of his poetry, and it is evident in his 1998 poem and reggae track "More Time".Bilde (s. 86):Forklaring: fotoEn huske henger fra en palme p? en eksotisk sandstrand. Vannet er krystallklart, og sola skinner.Ramme:_Jamaica_ _History:_ English has been spoken in Jamaica since England captured it from Spain in the second half of the 17th century. In 1962, Jamaica gained full independence, but it has remained part of the Commonwealth. _Status:_ English is the official language of Jamaica and is spoken alongside Jamaican Creole, which is based on the structures of English, but also features loan words from mostly West-African languages. _Jamaican words_ in the English language: Caribbean, dancehall, ganja, hurricane, irie, Rastafarian, reggae, rock steady, rude-boy, ska, spliff.Bilde:Forklaring: kartJamaica med hovedstaden Kingston.--- 88 til 327xxx3 More TimeAuthentic material:Genre: Poetry / song lyricwi mawchin out di ole towards di new centriarm wid di new teknalagywi gettin more an more producktivitysome seh tings lookin-up fi prasperitybutifevrywan goin get a share dis timeole mentality mus get lef behinewi want di shatah workin daygi wi di shatah workin weeklangah holidaywi need decent paymore time fi leasuremore time fi pleasuremore time fi edificaeshunmore time fi reckreashanmore time fi contemplatemore time fi ruminatemore time fi relatemore timewi needmoretimegi wi more timea full time dem abalish unemploymentan revalueshanize laybah deploymenta full time dem banish owevahtimemek evrybady get a wok dis timewi need a highah quality a livitywi need it now an fi evrybadywi need di shatah workin yeargi wi di shatah workin lifemore time fi di huzbanmore time fi di wifemore time fi di childrenmore time fi wi fren demmore time fi meditatemore time fi createmore time fi livinmore time fi lifemore timewi need more timegi wi more time Johnson, L. K. (2006). More Time. In Selected Poems (pp. 84-85). London: Penguin Books.Bilde:Forklaring: fotoLinton Kwesi Johnson p? en scene.xxx4 Glossary Page 88plantation: large farms, previously manned by slavesderived from: received or taken fromplight: hardships or challengesrebellion: uprising or resistance Page 87:centri: period of a hundred years (century)armed wid: equipped or prepared with (armed with)lookin-up: seeming positive (looking up)prasperity: being successful (prosperity)mentality: state of minddecent: satisfactoryleasure: free time (leisure)pleasure: enjoymentreckreashan: relaxation and fun (recreation)contemplate: think about or ponderruminate: think about repeatedly, revisit a thoughtabalish: put an end to (abolish)unemployment: being out of worklaybah deployment: use of staff or workers (labour deployment)banish: get rid of or drive away--- 89 til 327xxx3 Practicexxx4 Content1. Where has Johnson lived most of his life?2. What motivated him to use phonetic spelling, i.e. spell everything as it is pronounced, in his poems?3. According to the first stanza, why does prosperity seem likely?4. What four improvements does he start by demanding?5. After the first chorus he specifies that two things need to come to an end. What are they?6. Who does he want these improvements for?xxx4 Structure7. Johnson makes use of repetition in this poem by repeating certain verbs. Read the poem closely and: -- note down all the verbs in the order that they appear in the poem -- mark the verbs that are repeated How does the structuring of the verbs in this song serve to intensify the message?8. Can you identify a rhyme scheme in the poem? Does this structure make the poem easier to recite to a beat? Give it a try. See course 17; _Approaching literature and film_ for guidance.xxx4 Language9. Study the list of words below. What do they mean and in what contexts have you heard them used? _Caribbean, dancehall, ganja, hurricane, irie, Rastafarian, reggae, rocksteady, rude-boy, ska, spliff_10. Johnson uses several advanced words in this poem. Pick five of them that you are unfamiliar with, find their meanings, and write five sentences of your own, using these new words.11. Rewrite the first chorus into Standard English.12. Most singular nouns become plural nouns by adding an s at the end, e.g.: _a girl – many girls_. Some nouns, however, are irregular, i.e. they change in different ways, such as: _a knife – many knives_. In addition, certain words in English do not have a separate plural form and are thus labelled uncountable – _information, furniture_, and _advice_ are examples of this. In order to indicate a quantity, you need to add, for instance: _a piece of, a bit of, some, much, a lot of_. Here are some nouns from the poem: century, education, holiday, leisure, life, pay, pleasure, prosperity, recreation, relation, technology, time, unemployment, wife Place them in the table as shown (here):Tabell. 3 kolonner, 3 rader:Singular formPlural formUncountablecenturycenturies--education--some/a lot of educationxxx4 Over to you13. Compare two song lyrics Bob Marley (1945-1981) is the most celebrated and well-known Jamaican singer-songwriter of all time. When they met each other, Marley commented that he liked Johnson's work, but asked him why he was so militant. Do you agree that there are signs of militancy in "More Time"? "Sun is Shining" (1970), "Redemption Song" (1980) and "No Woman No Cry" (1975) are three of Marley's biggest hits. Choose one of these three songs and compare Marley's use of language to Johnson's in "More Time". Use your comparison to write a text where you include: -- examples of militancy in "More Time" -- similarities between "More Time" and your chosen Marley song -- differences between "More Time" and your chosen Marley song Choose a suitable title. See course 8: _Structuring a text_ and course 16: _Analysing poems and songs_.--- 90 til 327Bildeside: Bilde er flyttet--- 91 til 327xxx2 Hunt for the Wilderpeople_Genre: feature film__Aims_-- Discuss characterisation in a critically acclaimed film-- Compare child protective services-- Listen to a podcast about progress and happiness in New Zealand_First_ Before watching the film, explain what the following terms mean: Caucasian, fugitive, juvie, juvenile delinquent, manslaughter, Maori, skux lifeContext: Owing to colonisation, the English language spread as far as the south-east of New Zealand. The majority of New Zealanders descend from British settlers, and many identify strongly with British culture and the English language. Nevertheless, New Zealand is culturally and linguistically distinct. In recent years, many film directors have been drawn to its dramatic landscape, and New Zealand has thus become a popular location for major international films. _The Hunt for the Wilderpeople_ (2016) tells the story of the foster child Ricky Baker. He has spent the first 13 years of his life in the child welfare system and ends up on a remote farm with Bella and Hec, his new and rather eccentric foster parents. A sad loss makes Ricky run away and a wild manhunt follows. The film was shot in various locations on New Zealand's North Island and features stunning scenery as a backdrop to a comedy adventure about growing up and being on the run. The film is based on the novel _Wild Pork and Watercress_ (1986) by Barry Crump, but has been heavily adapted by director Taika Waititi (1975-). Despite being produced on a modest budget and filming for only 5 weeks, _Empire Magazine_ voted it film of the year in 2016.Bilde (s. 90):Forklaring: fotoFra filmen _The Hunt for the Wilderpeople_. Gutten Ricky Baker med ansiktskamuflasje (striper med gj?rme p? hvert kinn).Ramme:_New Zealand_ _History_: English has been spoken in New Zealand ever since Captain James Cook explored the islands in 1769. New Zealand became a formal British colony in 1840 and gained independence in 1907. _Status_: Today, English is the main language in New Zealand and is spoken by almost the entire population, either as a first or second language. In addition, Maori has status as an official language and is spoken by approximately 3.7% of the population. _New Zealand words_ in the English language: _bach, dairy, gumboots, togs, kiwi, boondocks, egg._Bilde:Forklaring: kartNew Zealand best?r av North Island og South Island. Chatham Islands, som ligger ?st for landet, h?rer ogs? til New Zealand.--- 92 til 327xxx3 Practicexxx4 Content1. What does Paula from child protective services say about Ricky when she presents him to Bella?2. How does Ricky react to his new home during his first 24 hours there?3. What technique has Ricky learnt to express his feelings?4. What does Ricky name his dog?5. Why does he choose this name?6. The hot-water bottle takes on a symbolic meaning. What does it represent?7. What does Ricky envision for his future?8. What does the name "Wilderpeople" signify?xxx4 Structure9. The film is structured in a way that is more typical of a literary genre. Which one? What is the effect of this structure?xxx4 Language10. These words and expressions are typical of New Zealand English. First, guess what they mean. Then, go online to check your answers. a) bach, dairy, gumboots, togs, kiwi, snarlers b) Godzone, dry horrors, cup cake, cow-cocky, the cake tin, Shaky Cityxxx4 Over to you11. Characterisation Ricky, Hec, Bella, and Paula are the four main characters in this film. Take notes and discuss:Tabell gjort om til liste:-- What do we get to know about the character through what he or she says and does? Ricky: .... Hec: .... Bella: .... Paula: ....-- Does the character show any development, i.e. is he/she a dynamic or a static character? Explain. Ricky: .... Hec: .... Bella: .... Paula: ....--What does this character have in common with, and how does he/she relate to, the other characters? Ricky: .... Hec: .... Bella: .... Paula: ....-- What is his/her function in the story of the film? Ricky: .... Hec: .... Bella: .... Paula: .... For more on characterisation, see course 17: _Approaching literature and film_._Tidbit:_ The director Taika Waititi (b. 1975) is of Maori and Jewish descent. He often plays roles in his films. Here, he plays the comic role of a minister. In 2020 Waititi won an Oscar for the film _Jojo Rabbit_.Bilde:Forklaring: fotoTaika Waititi.--- 93 til 32712. A comparative study of child protective services Go online to research and answer the following questions about Norway and New Zealand: -- How many children live in foster care? -- How large a percentage of children is this? -- Can you find guidelines for when a child should be placed in alternative care? Make sure you use two sources that corroborate your findings. See course 10: _Choosing sources_ for guidance.Bilde:Forklaring: figur_Genuine progress indicator_ + = addition to GPI (value) ? = deduction from GPI (cost) Economic indicators:-- Personal consumption +-- Income inequality --- Public & household infrastructure +-- Net capital investment + Environmental indicators:-- Pollution abatement --- Water pollution --- Air pollution --- Noise pollution --- Wetland ecosystem services +-- Forest/grassland ecosystem services +-- Farmland ecosystem services +-- Climate change --- Ozone depletion --- Non-renewable resource use - Social indicators:-- Volunteer Labor +-- Household Labor +-- Family Breakdown --- Crime --- Underemployment --- Lost leisure time --- Commuting --- Vehicle crashes -13. Listen to a podcast and talk about it Find a podcast from the BBC Inquiry from the 27th of June 2019, Part 1 (up to 07:30). This episode is called "Can a government make you happy?" Listen for specific information about the following questions and key words: -- PM Jacinda Ardern -- prisons and rehabilitation -- GDP vs happiness -- the Easterlin Paradox -- the Genuine Progress Index Take notes on relevant information on the points above. First, form groups and bring your notes. Then, retell what you heard in the podcast about the above points. Discuss what you think about the approach taken in New Zealand. Is it relevant to someone like Heck in _Hunt for the Wilderpeople_? See course 3: _Improving your listening skills_ for guidance.--- 94 til 327Bildeside: Bilde er flyttet--- 95 til 327xxx2 Born a crime_Aims_-- Explore the South African variety of English-- Discuss and write a paragraph on social issues-- Research and present South African history_First_ Watch the 8-minute clip of Trevor Noah performing on "Live at the Apollo".-- What does _Born a Crime_ tell us about him?-- Listen to Noah's pronunciation. Is it different from British and American English?Context: The English language spread to South Africa because of colonisation. However, unlike in New Zealand, South Africans who have British ancestors make up only a minority of the population. This helps explain why English is spoken mainly as a second or third language there. South African English is distinct in both pronunciation and vocabulary, with many words borrowed from Afrikaans, spoken by the Dutch settlers, and the various African languages. Trevor Noah, the famous host of _The Daily Show_, still speaks English with a South African accent. Noah grew up as a mixed-race child in Johannesburg, and he now combines his career as a stand-up comedian with hosting _The Daily Show_. He writes about his childhood experiences in his autobiography _Born a Crime_ (2016). This title refers to the fact that his mere existence was against the law, as whites and blacks were not allowed to interact and certainly not to procreate – i.e., have children. In the following extracts, Noah describes scenes from his childhood and reflects on how he was viewed by others and how he viewed himself.Bilde (s. 94):Forklaring: fotoTrevor Noah p? en scene.Ramme:_South Africa_ _History_: South Africa formally became a British colony in 1815 and gained independence in 1910. The English language soon became the language of power ahead of Afrikaans and the various African languages spoken by the indigenous population. _Status_: Today, English is one of 11 official languages in South Africa and approximately 10% of the population speak it as a first language. _South African words_ in the English language: _aardvark, apartheid, braai, howzit, sarmie, shackland, skedonk, ubuntu_Bilde:Forklaring: kartS?r-Afrika.--- 96 til 327xxx3 Part OneAuthentic material:Genre: autobiography One afternoon I was playing with my cousins. I was a doctor and they were my patients. I was operating on my cousin Bulelwa's ear with a set of matches when I accidentally perforated her eardrum. All hell broke loose. My grandmother came running in from the kitchen. "Kwenzeka ntoni?!" "What's happening?!" There was blood coming out of my cousin's head. We were all crying. My grandmother patched up Bulelwa's ear and made sure to stop the bleeding. But we kept crying. Because clearly we'd done something we were not supposed to do, and we knew we were going to be punished. My grandmother finished up with Bulelwa's ear and whipped out a belt and she beat the shit out of Bulelwa. Then she beat the shit out of Mlungisi, too. She didn't touch me. Later that night my mother came home from work. She found my cousin with a bandage over her ear and my gran crying at the kitchen table. "What's going on?" My mom said. "Oh, Nombuyiselo," she said. "Trevor is so naughty. He's the naughtiest child I've ever come across in my life." "Then you should hit him." "I can't hit him." "Why not?" "Because I don't know how to hit a white child," she said. "A black child, I understand. A black child, you hit them and they stay black. Trevor, when you hit him he turns blue and green and yellow and red. I've never seen those colors before. I'm scared I'm going to break him. I don't want to kill a white person. I'm so afraid. I'm not going to touch him." And she never did. My grandmother treated me like I was white. My grandfather did, too, only he was even more extreme. He called me "Mastah." In the car, he insisted on driving me as if he were my chauffeur. "Mastah must always sit in the backseat." I never challenged him on it. What was I going to say? "I believe your perception of race is flawed, Grandfather." No. I was five. I sat in the back. There were so many perks to being "white" in a black family. [...] I was having a great time. My own family basically did what the American justice system does: I was given more lenient treatment than the black kids. Misbehavior that my cousins would have been punished for, I was given a warning and let off. And I was way naughtier than either of my cousins. [...] I was trouble. My mom was the only force I truly feared. She believed if you spare the rod, you spoil the child. But everyone else said, "No, he's different," and they gave me a pass. Growing up the way I did, I learned how easy it is for white people to get comfortable with a system that awards them all the perks. I knew my cousins were getting beaten for things that I'd done, but I wasn't interested in changing my grandmother's perspective, because that would mean I'd get beaten, too. Why would I do that? [...] I had a choice. I could champion racial justice in our home, or I could enjoy granny's cookies. I went with the cookies.--- 97 til 327 At that point I didn't think of the special treatment as having to do with color. I thought of it as having to do with Trevor. It wasn't, "Trevor doesn't get beaten because Trevor is white." It was, "Trevor doesn't get beaten because Trevor is Trevor." Trevor can't go outside. Trevor can't walk without supervision. It's because I'm me; that's why this is happening. I had no other points of reference. There were no other mixed kids around so that I could say, "Oh, this happens to _us_" Nearly one million people lived in Soweto. Ninety-nine point nine percent of them were black – and then there was me. I was famous in my neighborhood just because of the color of my skin. I was so unique people would give directions using me as a landmark. "The house on Makhalima Street. At the corner you'll see a light-skinned boy. Take a right there." Whenever the kids in the street saw me they'd yell, "_Indoda yomlungu!_" "The white man!" Some of them would run away. Others would call out to their parents to come look. Others would run up and try to touch me to see if I was real. [...] What I didn't understand at the time was that the other kids genuinely had no clue what a white person was. Black kids in the township didn't leave the township. Few people had televisions. They'd seen the white police roll through, but they'd never dealt with a white person face-to-face, ever. I'd go to funerals and I'd walk in and the bereaved would look up and see me and they'd stop crying. They'd start whispering. Then they'd wave and say, "Oh!" like they were more shocked by me walking in than by the death of their loved ones. I think people felt like the dead person was more important because a white person had come to the funeral. [...]--- 98 til 327 As a kid I understood that people were different colors, but in my head white and black and brown were like types of chocolate. Dad was the white chocolate, mom was the dark chocolate, and I was the milk chocolate. But we were all just chocolate. I didn't know any of it had anything to do with "race." I didn't know what race was. My mother never referred to my dad as white or to me as mixed. So when the other kids in Soweto called me "white", even though I was light brown, I just thought they had their colors mixed up. [...] I soon learned that the quickest way to bridge the race gap was through language. Soweto was a melting pot: families from different tribes and homelands. Most kids in the township spoke only their home language, but I learned several languages because I grew up in a house where there was no option but to learn them. My mom made sure English was the first language I spoke. If you're black in South Africa, speaking English is the one thing that can give you a leg up. English is the language of money. [...] If you're looking for a job, English is the difference between getting the job or staying unemployed. If you're standing in the dock, English is the difference between getting off with a fine or going to prison. After English, Xhosa was what we spoke around the house. When my mother was angry she'd fall back on her home language. As a naughty child, I was well versed in Xhosa threats. [...] Outside of that, my mother picked up different languages here and there. She learned Zulu because it's similar to Xhosa. She spoke German because of my father. She spoke Afrikaans because it is useful to know the language of your oppressor. Sotho she learned in the streets. Living with my mom, I saw how she used language to cross boundaries, handle situations, navigate the world. We were in a shop once, and the shopkeeper, right in front of us, turned to his security guard and said, in Afrikaans, "_Volg daai swartes, netnou steel hulle iets._" "Follow those blacks in case they steal something." My mother turned around and said, in beautiful, fluent Afrikaans, "_Hoekom volg jy nie daai swartes sodat jy hulle kan help kry waarna hulle soek nie?_" "Why don't you follow these blacks so you can help them find what they're looking for?""_Ag, jammer!_" he said, apologizing in Afrikaans. Then – and this was the funny thing – he didn't apologize for being racist; he merely apologized for aiming his racism at us. "Oh, I'm so sorry," he said. "I thought you were like the other blacks. You know how they love to steal." I learned to use language like my mother did. [...] It became a tool that served me my whole life. One day as a young man I was walking down the street, and a group of Zulu guys was walking behind me, 40 closing in on me, and I could hear them talking to one another [in Zulu] about how they were going to mug me. [...] "Let's get this white guy. You go to his left, and I'll come up behind him."--- 99 til 327 I didn't know what to do. I couldn't run, so I just spun around real quick and said, [in their language] [...] "Yo, guys, why don't we just mug someone together? I'm ready. Let's do it." They looked shocked for a moment, and then they started laughing. "Oh, sorry, dude. We thought you were something else. We weren't trying to take anything from you. We were trying to steal from white people. Have a good day, man." They were ready to do me violent harm, until they felt we were part of the same tribe, and then we were cool. That made [...] me realize that language, even more than color, defines who you are to people. I became a chameleon. My color didn't change, but I could change your perception of my color. If you spoke to me in Zulu, I replied to you in Zulu. If you spoke to me in Tswana, I replied to you in Tswana. Maybe I didn't look like you, but if I spoke like you, I was you.Tabell (s. 98): 2 kolonner, 7 rader:_Ethnicity in South Africa_Ethnic groupPercentBlack80.8%Zulu22.7%Xhosa16%Mixed white-black8.8%Asian, other2.5%White7.9%Total number of inhabitants:Approximately 57 millionSources: and sa-Bilder. 2: 1. (s. 97): Forklaring: foto. Sju smilende, afrikanske barn st?r tett sammen i en gruppe. I midten av gruppen er et barn med litt lysere hud og h?r enn de andre.2: Forklaring: foto. En person, som ligger p? bakken, har blitt tent p?. En afrikansk mann sparker til personen. Andre afrikanske menn st?r og ser p?. Bildetekst: Transkei, South Africa, 1985. Three policemen who attempted to drive through a crowd of mourners were forcibly dragged from their car. One managed to escape but the other two were killed, one by "necklacing".--- 100 til 327xxx3 Part Two As apartheid was coming to an end, South Africa's elite private schools started accepting children of all colors. My mother's company offered bursaries, scholarships, for underprivileged families, and she managed to get me into Maryvale College, an expensive private Catholic school. Classes taught by nuns. Mass on Fridays. The whole bit. I started preschool there when I was three, primary school when I was five. In my class we had all kinds of kids. Black kids, white kids, Indian kids, colored kids. Most of the white kids were pretty well off. Every child of color pretty much wasn't. But because of scholarships we all sat at the same table. We wore the same maroon blazers, the same gray slacks and skirts. We had the same books. We had the same teachers. There was no racial separation. [...]. Kids still got teased and bullied, but it was over usual kid stuff: being fat or being skinny, being tall or being short, being smart or being dumb. I don't remember anybody being teased about their race. I didn't learn to put limits on what I was supposed to like or not like. [...] I had crushes on white girls. I had crushes on black girls. Nobody asked me what I was. I was Trevor. It was a wonderful experience to have, but the downside was that it sheltered me from reality. [...] But the real world doesn't go away. Racism exists. People are getting hurt, and just because it's not happening to you doesn't mean it's not happening. And at some point, you have to choose. Black or white. [...] At the end of grade six I left Maryvale to go to H. A. Jack Primary, a government school. I had to take an aptitude test before I started, and, based on the results of the test, the school counselor told me, "You're going to be in the smart classes, the A classes." I showed up for the first day of school and went to my classroom. Of the thirty or so kids in my class, almost all of them were white. There was one Indian kid, maybe one or two black kids, and me. Then recess came. We went out on the playground, and black kids were _everywhere_. It was an ocean of black, like someone had opened a tap and all the black had come pouring out. I was like, _Where were they all hiding?_ The white kids I'd met that morning, they went in one direction, the black kids went in another direction, and I was left standing in the middle, totally confused. [...] I was eleven years old, and it was like I was seeing my country for the first time. In the townships you don't see segregation, because everyone is black. [...]. Before that day, I had never seen people being together and yet not together, occupying the same space yet choosing not to associate with each other in any way. In an instant I could see, I could feel, how the boundaries were drawn. Groups moved in color patterns across the yard, up the stairs, down the hall. It was insane. [...] I stood there awkwardly by myself in this no-man's-land in the middle of the playground. Luckily, I was rescued by the Indian kid from my class, a guy named Theesan. [...]. He ran over to introduce himself. --- 101 til 327"Hello, fellow anomaly! You're in my class. Who are you? What's your story?" We started talking and hit it off. [...] Through our conversation it came up that I spoke several African languages, and Theesan thought a colored kid speaking black languages was the most amazing trick. He brought me over to a group of black kids. "Say something," he told them, "and he'll show you he understands you." One kid said something in Zulu, and I replied to him in Zulu. Everyone cheered. Another kid said something in Xhosa, and I replied to him in Xhosa. Everyone cheered. For the rest of recess Theesan took me around to different black kids on the playground. "Show them your trick. Do your language thing." The black kids were fascinated. In South Africa back then, it wasn't common to find a white person or a colored person who spoke African languages. [...] "How come you speak our languages?" they asked. "Because I'm black," I said, "like you." "You're not black." "Yes, I am." "No, you're not. Have you not seen yourself?" They were confused at first. Because of my color, they thought I was a colored person, but speaking the same languages meant that I belonged to their tribe. It just took them a moment to figure it out. It took me a moment, too. At some point I turned to one of them and said, "Hey, how come I don't see you guys in any of my classes?" It turned out they were in the B classes, which also happened to be the black classes. That same afternoon, I went back to the A classes, and by the end of the day I realized that they weren't for me. Suddenly, I knew who my people were, and I wanted to be with them. I went to see the school counselor. "I'd like to switch over," I told her. "I'd like to go to the B classes." She was confused. "Oh, no" she said. "I don't think you want to do that." "Why not?"--- 102 til 327 "Because those kids are ... you know." "No, I don't know. What do you mean?" "Look," she said, "you're a smart kid. You don't want to be in that class." "But aren't the classes the same? English is English. Math is math." "Yeah, but that class is ... those kids are gonna hold you back. You want to be in the smart class." "But surely there must be some smart kids in the B class." "No, there aren't." "But all my friends are there." "You don't want to be friends with those kids." "Yes, I do." We went back and forth. Finally she gave me a stern warning. "You do realize the effect this will have on your future? You do understand what you're giving up? This will impact the opportunities you'll have open to you for the rest of your life." "I'll take that chance." I moved to the B classes with the black kids. I decided I'd rather be held back with people I liked than move ahead with people I didn't know. Being at H. A. Jack made me realize I was black. Before that recess I'd never had to choose, but when I was forced to choose, I chose black. The world saw me as colored, but I didn't spend my life looking at myself. I spent my life looking at other people. I saw myself as the people around me, and the people around me were black. My cousins are black, my mom is black, my gran is black. I grew up black. Because I had a white father, because I'd been in white Sunday school, I got along with the white kids, but I didn't belong with the white kids. I wasn't a part of their tribe. But the black kids embraced me. "Come along," they said. "You're rolling with us." With the black kids, I wasn't constantly trying to be. With the black kids, I just was. Noah, T. (2016). _Born a Crime_ (pp. 51-59). New York: Spiegel & Grau.Bilder. 2:1. (s. 101) Bildetekst: Johannesburg, July 19, 2018. An aerial view of the poor black squatter camp Kya Sands, home to South Africans and many African immigrants. Across the road is Bloubusrand, a middle class area with larger houses and swimming pools. South Africa has one of the highest income differences in the world and the country is struggling with a high unemployment rate and low growth rate. Forklaring: foto. Kontrasten er stor. Det er plass til minst 10 skur fra Kya Sands p? den minste eiendommen i Bloubusrand.2: Forklaring: foto Bildetekst: Panoramic view over Cape Town and Table Mountain from top of Lion's Head Mountain._Author:__Trevor Noah_ (b. 1984) is a South African comedian, actor and writer. After starting his career in his native South Africa, he moved to the USA where he appeared on several late-night talk shows. In 2015, he became the host of the satirical news program _The Daily Show_. Noah has won an Emmy award and, in 2018, _Time_ magazine named him as one of the 100 most influential people in the world. His memoir, _Born a Crime_ (2016), has also won him much praise.Bilde:Forklaring: fotoForfatteren Trevor Noah.xxx4 Glossary Page 96:perforate: punctureeardrum: _trommehinne_patch up: bandagemastah: masterperception: outlook or viewflawed: incorrectperk: advantagelenient: mildrod: _pisk_champion: fight forjustice: fairness Page 97:supervision: _overv?king_genuinely: truthfullybereaved: mourning Page 98:bridge (v): connectgap (n): dividemelting pot: _smeltedigel_township: neighbourhood similar to a ghettooppressor: _undertrykker_boundary: border or limitmerely: only, justmug (v): rob, assault Page 100:bursary: _stipend_scholarship: _stipend_mass: Catholic servicewell off: wealthymaroon: brownish redslacks: trouserstease (v): pick onbully (v): harass, intimidatecrush (n): infatuationshelter: protectaptitude test: competence testcounselor: school adviserrecess: break (friminutt)tap (n): _kran_segregation: division based on raceanomaly: the odd one out Page 102stern: serious or strictimpact (v): affect--- 103 til 327xxx3 Practicexxx4 Content1. How did Noah's grandparents treat him when he was a child?2. What did Noah think about the treatment he got as a child?3. How did he learn so many languages, and in which way did he use them to establish relationships with people he met?4. When and how did Noah first realize that there was racial segregation in his country?5. What did he decide to do when he met the kids in the B class? Why?6. What did the school counsellor advise him to do, and how did she explain her views?7. How did Noah feel when he had picked a side? Why?xxx4 Structure8. Study the final paragraph of this extract. What makes this a typical concluding paragraph?xxx4 Language9. Explain these idiomatic expressions from the text in your own words: a) to give someone a leg-up b) to stand in the dock c) to be well versed d) to mug someone e) to have a crush f) to pick a side g) to hit it off h) to roll with someonexxx4 Over to you10. Hold a discussion In groups, go through the questions below. Allow each person to comment before you move on to the next question. a) If you were in Trevor Noah's position, would you choose the A or the B class? Give reasons for your choice and explain what you think is most important when choosing a school. b) What is your opinion of the way Trevor's grandparents treated him? Can you understand their behaviour? c) How does speaking languages open up doors for Trevor? Is this true for all people? Share your thoughts and give examples. d) Trevor says that "language, even more than color, defines who you are to people". From your own experience, is this true? Explain. e) What do you think are the most important themes in this text? Here are some suggestions. Discuss them and give reasons for your choice. childhood, identity, racism, friendship, family, poverty, apartheid, education, language, multi-culturalism, prejudice, tolerance, ambitions, ethnicities See course 15: _Holding discussions_ for advice.11. Write a paragraph Pick one of the discussion tasks from the previous task and write a paragraph where you discuss this question. See course 7: _Structuring a paragraph_ for guidance.12. History of South Africa In groups, research and create presentations on South African history lasting approximately 5 minutes. Decide on a focus, assign responsibilities for research, and plan your presentations. Suggested topics: -- The colonial history of South Africa up until 1910 -- A timeline of apartheid -- Define apartheid and compare its laws with segregation laws in the US -- Nelson Mandela -- South African English See course 14: _Giving presentations_ for guidance.--- 104 til 327Bildeside: Bilde er flyttet--- 105 til 327xxx2 We Should All Be Feminists_Aims_-- Explore English-speaking Nigeria, the most populous country in Africa-- Discuss and write about issues of gender and feminism_First_ Should we all be feminists? Why or why not?Context: In Nigeria, the 7th most populous country in the world, English is spoken partly because the country was a former British colony, but arguably also because of capitalism. Speaking English is good for international business, so many Nigerians learn English in the hope of improving their careers and opportunities. Still, few speak it as their first language. This is also the case for Chimamanda Ngozi Adichie, who has studied and worked in the US and taken an active interest in the issues of gender roles and feminism, both in Nigeria and elsewhere in the world. Feminism is a concept you have most likely heard of, but within your classroom there are probably different attitudes and opinions about what it is. Historically, feminism has been tied to the fight for women's rights. At the beginning of the 20th century, suffragettes fought for the right to vote, whilst the feminists of the 1960s and 1970s stood on the barricades demanding the right to have an abortion, to gain equal access to positions of power, and to receive equal pay. Today, some people feel that gender equality has been achieved in most places in the English-speaking world. Others disagree. They argue that true gender equality still does not exist. Adichie belongs to this camp and explains her views in a TED Talk, which she later adapted and published as an essay.Bilde (s. 104):Forklaring: fotoChimamanda Ngozi Adichie.Ramme:_Nigeria_ _History:_ English has been spoken and taught in parts of Nigeria since the 18th century. In 1861, Lagos became an official British colony, with the area under British control expanding to include the whole of Nigeria in 1914. Independence was gained in 1960, and Nigeria is still a part of the Commonwealth. _Status:_ English is one of several official languages, and is typically acquired as a second, third, or fourth language. In addition to Standard English, Pidgin English is also widely spoken. _Nigerian expressions_ in the English language: _to have long legs, to throw water, to smell pepper, to shine your eyes_Bilde:Forklaring: kartNigeria.--- 106 til 327xxx3 We Should All be Feminists (extract)Authentic material:Genre: Essay Okoloma was one of my greatest childhood friends. He lived on my street and looked after me like a big brother: if I liked a boy, I would ask Okoloma's opinion. Okoloma was funny and intelligent and wore cowboy boots that were pointy at the tips. In December 2005, in a plane crash in southern Nigeria, Okoloma died. It is still hard for me to put into words how I felt. Okoloma was a person I could argue with, laugh with and truly talk to. He was also the first person to call me a feminist. I was about fourteen. We were in his house, arguing, both of us bristling with halfbaked knowledge from the books we had read. I don't remember what this particular argument was about. But I remember that as I argued and argued, Okoloma looked at me and said, ‘You know, you're a feminist.’ It was not a compliment. I could tell from his tone – the same tone with which a person would say, ‘You're a supporter of terrorism.’ I did not know exactly what this word _feminist_ meant. And I did not want Okoloma to know that I didn't know. So I brushed it aside and continued to argue. The first thing I planned to do when I got home was look up the word in the dictionary. Now fast-forward to some years later. In 2003, I wrote a novel called _Purple Hibiscus_, about a man who, among other things, beats his wife, and whose story doesn't end too well. While I was promoting the novel in Nigeria, a journalist, a nice, well-meaning man, told me he wanted to advise me. (Nigerians, as you might know, are very quick to give unsolicited _advice_.) He told me that people were saying my novel was feminist, and his advice to me – he was shaking his head sadly as he spoke – was that I should never call myself a feminist, since feminists are women who are unhappy because they cannot find husbands. So I decided to call myself a Happy Feminist. Then an academic, a Nigerian woman, told me that feminism was not our culture, that feminism was un-African, and I was only calling myself a feminist because I had been influenced by Western books. (Which amused me, because much of my early reading was decidedly unfeminist: I must have read every single Mills & Boon romance published before I was sixteen. And each time I try to read those books called ‘classic feminist texts’, I get bored, and I struggle to finish them.) Anyway, since feminism was un-African, I decided I would now call myself a Happy African Feminist. Then a dear friend told me that calling myself a feminist meant that I hated men. So I decided I would now be a Happy African Feminist Who Does Not Hate Men. At some point I was a Happy African Feminist Who Does Not Hate Men And Who Likes To Wear Lip Gloss And High Heels For Herself And Not For Men.--- 107 til 327 Of course much of this was tongue-in-cheek, but what it shows is how that word _feminist_ is so heavy with baggage, negative baggage: you hate men, you hate bras, you hate African culture, you think women should always be in charge, you don't wear make-up, you don't shave, you're always angry, you don't have a sense of humour, you don't use deodorant. Men and women are different. We have different hormones and different sexual organs and different biological abilities – women can have babies, men cannot. Men have more testosterone and are, in general, physically stronger than women. There are slightly more women than men in the world – 52 per cent of the world's population is female but most of the positions of power and prestige are occupied by men. The late Kenyan Nobel peace laureate Wangari Maathai put it simply and well when she said, ‘The higher you go, the fewer women there are.’ Not long ago, I wrote an article about being young and female in Lagos. And an acquaintance told me that it was an angry article, and I should not have made it so angry. But I was unapologetic. Of course it was angry. Gender as it functions today is a grave injustice. I am angry. We should all be angry. Anger has a long history of bringing about positive change. But I am also hopeful, because I believe deeply in the ability of human beings to remake themselves for the better. Gender matters everywhere in the world. And I would like today to ask that we should begin to dream about and plan for a different world. A fairer world. A world of happier men and happier women who are truer to themselves. And this is how to start: we must raise our daughters differently. We must also raise our sons differently.--- 108 til 327 We do a great disservice to boys in how we raise them. We stifle the humanity of boys. We define masculinity in a _very_ narrow way. Masculinity is a hard, small cage, and we put boys inside this cage. We teach boys to be afraid of fear, of weakness, of vulnerability. We teach them to mask their true selves, because they have to be, in Nigerian-speak, a _hard man_. But by far the worst thing we do to males – by making them feel they have to be hard – is that we leave them with _very_ fragile egos. The _harder_ a man feels compelled to be, the weaker his ego is.--- 109 til 327 And then we do a much greater disservice to girls, because we raise them to cater to the fragile egos of males. We teach girls to shrink themselves, to make themselves smaller. We say to girls, ‘You can have ambition, but not too much. You should aim to be successful but not too successful, otherwise you will threaten the man. If you are the breadwinner in your relationship with a man, pretend that you are not, especially in public, otherwise you will emasculate him.’ But what if we question the premise itself? Why should a woman's success be a threat to a man? What if we decide to simply dispose of that word – and I don't know if there is an English word I dislike more than this – _emasculation_. We teach girls that they cannot be sexual beings in the way boys are. If we have sons, we don't mind knowing about their girlfriends. But our daughters' boyfriends? God forbid. (But we of course expect them to bring home the perfect man for marriage when the time is right.) We police girls. We praise girls for virginity but we don't praise boys for virginity (and it makes me wonder how exactly this is supposed to work out, since the loss of virginity is a process that usually involves two people of opposite genders). Recently a young woman was gang-raped in a university in Nigeria, and the response of many young Nigerians, both male and female, was something like this: ‘Yes, rape is wrong, but what is a girl doing in a room with four boys?’ Let us, if we can, forget the horrible inhumanity of that response. These Nigerians have been raised to think of women as inherently guilty. And they have been raised to expect so little of men that the idea of men as savage beings with no self-control is somehow acceptable. We teach girls shame. _Close your legs. Cover yourself_. We make them feel as though by being born female, they are already guilty of something. And so girls grow up to be women who cannot say they have desire. Who silence themselves. Who cannot say what they truly think. Who have turned pretence into an art form. Gender is not an easy conversation to have. It makes people uncomfortable, sometimes even irritable. Both men and women are resistant to talk about gender, or are quick to dismiss the problems of gender. Because thinking of changing the status quo is always uncomfortable. Some people ask, ‘Why the word _feminist_! Why not just say you are a believer in human rights, or something like that?’ Because that would be dishonest. It would be a way of denying that the problem was specifically about being a female human. Some men feel threatened by the idea of feminism. This comes, I think, from the insecurity triggered by how boys are brought up, how their sense of self-worth is diminished if _they_ are not ‘naturally’ in charge as men.--- 110 til 327 Other men might respond by saying, ‘Okay, this is interesting, but I don't think like that. I don't even think about gender.’ Maybe not. And that is part of the problem. That many men do not actively think about gender or notice gender. Because gender can be uncomfortable, there are easy ways to close this conversation. Some people will bring up evolutionary biology and apes, how female apes bow to male apes – that sort of thing. But the point is this: we are not apes. Apes also live in trees and eat earthworms. We do not. Some people will say, ‘Well, poor men also have a hard time.’ And they do. But that is not what this conversation is about. Gender and class are different. Poor men still have the privileges of being men, even if they do not have the privileges of being wealthy. I learned a lot about systems of oppression and how they can be blind to one another by talking to black men. I was once talking about gender and a man said to me, ‘Why does it have to be you as a woman? Why not you as a human being?’ This type of question is a way of silencing a person's specific experiences. Of course I am a human being, but there are particular things that happen to me in the world because I am a woman. This same man, by the way, would often talk about his experience as a black man. (To which I should probably have responded, ‘Why not your experiences as a man or as a human being? Why a black man?’). So, no, this conversation is about gender. I think very often of my friend Okoloma. [...] And he was right, that day, many years ago, when he called me a feminist. I am a feminist. And when, all those years ago, I looked the word up in the dictionary, it said: _Feminist: a person who believes in the social, political and economic equality of the sexes_. My great-grandmother, from stories I've heard, was a feminist. She ran away from the house of the man she did not want to marry and married the man of her choice. She refused, protested, spoke up whenever she felt she was being deprived of land and access because she was female. She did not know that word _feminist_. But it doesn't mean she wasn't one. More of us should reclaim that word. The best feminist I know is my brother Kene, who is also a kind, good-looking and very masculine young man. My own definition of a feminist is a man or a woman who says, ‘Yes, there's a problem with gender as it is today and we must fix it, we must do better.’ _All_ of us, women and men, must do better. Adichie, C. N. (2014). _We Should All Be Feminists_. London: Harper Collins.Bilde:Forklaring: figur_Women's Political Empowerment_The global gender gap report, 2020-- Global (153 countries), parliament (lower house seats): Share of congress women: 25% Source: inter-parliamentary union, Women in Politics, situation as of September 1st, 2019-- Global (153 countries) ministries: Share of women-ministers: 21% Source: Inter-parliamentary union, Women in Politics, appointment as of January 1st, 2019-- Share of countries who _ever_ had a female head of state in the past 50 years: Percentage of countries where a woman took head of state office at least once in the past 50 years: 47% Source: World Economic Forum, The Global Gender Gap Index, 2020 World Economic ForumBilde (s. 108):Forklaring: fotoEn asiatisk kvinne if?rt en t-skjorte med denne p?skriften: We should all be feminists._Author_ (s. 109): _Chimamanda Ngozi Adichie_ (b. 1977) is an acclaimed Nigerian author of three novels, a collection of short stories, and a large body of non-fiction. In addition, she has held several TED Talks.Bilde:Forklaring: fotoForfatteren Chimamanda Ngozi Adichie.xxx4 Glossary Page 106:bristling: excitedhalf-baked: not completely thought throughdecidedly: definitelyMills & Boon romance: romance novels with traditional gender roles Page 107:tongue-in-cheek: humorous or ironiclate (here): deceased or deadNobel peace laureate: recipient of the Nobel Peace Prizeacquaintance: someone you know, but not a close friendunapologetic: not sorrygrave injustice: very unfair situations Page 108:raise: bring updo a disservice: harm or treat unfairlystifle: suppress or restrainnarrow: limited or restrictedvulnerability: being easily hurtgender: sexmask (v): hide or camouflagefragile: easily breakablecompelled: forced Page 109:cater to: help or indulgeshrink: minimise or make smallerbreadwinner: the person who makes the moneyemasculate: make less masculinepremise: assumptiondispose of: do away with or get rid offpolice (v): control or set strict boundariespraise: compliment or congratulateinhumanity: cruelty or lack of compassioninherently: naturally or automaticallysavage (adj): wild or brutalpretence: pretending or actingresistant: rather unwillingquick to dismiss: label something as irrelevantstatus quo: the current situationdeny: _benekte / nekte for_self-worth: sense of one's own value as a human or self-esteem Page 110:in charge: in control or calling the shotsrespond: answernotice: pay attention toevolutionary biology: science of how organisms have evolved and developed over timeoppression: _undertrykkelse/undertrykking_silencing: making someone be quiet or shut updeprived of: forced to be without--- 111 til 327xxx3 Practicexxx4 Content1. At what age was Adichie first labelled a feminist?2. Why does a Nigerian journalist advise her not to call herself a feminist?3. Who stated: "The higher you go, the fewer women there are"?4. What is Adichie's least favourite word in the English language?5. Make a list of how girls and boys are raised, according to Adichie:Tabell gjort om til liste:-- Boys are raised to: -- .... -- .... osv.-- Girls are raised to: -- .... -- .... osv. Comment on the problems that might result from being raised in these ways.xxx4 Structure6. Adichie states early on in her essay: "The first thing I planned to do when I got home was look up the word in the dictionary." Where in the text does the definition of feminist actually appear? What is the effect of mentioning it there?xxx4 Language7. Suggest interpretations of the following Nigerian expressions: a) to have long legs b) to throw water c) to smell pepper d) to shine your eyes8. Adichie writes: "he wanted to advise me. (Nigerians, as you might know, are very quick to give unsolicited advice)". This is an example of words that are easily confused because they look similar, but that are usually pronounced differently, spelled differently, and serve different functions in a sentence. _Advice_ is a noun, whilst _advise_ is a verb. Identify the correct noun or verb in the following sentences: a) She was a _breathe/breath_ of fresh air. b) Anyway, it won't _affect/effect_ my opinion. c) He clearly decided to _wreak/wreck_ the party. d) You've managed to _peak/pique_ my interest.xxx4 Over to you9. Explore Nigeria Go online and find the answer to the following questions: -- How large is Nigeria? -- How many inhabitants does it have? -- How many of its inhabitants speak English? -- Who is its current president? -- Apart from Adichie, what other famous Nigerians can you find? In pairs, create a poster, an oral presentation, a short text or blog post. Make sure that your sources are updated and trustworthy. See course 10: _Choosing sources_ for guidance.10. Hold a discussion on gender roles Below is a list of statements. In pairs, practise stating your opinion and giving reasons why you feel this way. Start by stating: "I agree / I agree somewhat / I disagree, because ..." -- It is important for boys and men to be tough. -- A feminist should not spend time, money, and energy on her looks. -- There are enough women in positions of power. -- Angry women are unattractive, whilst angry men seem powerful. -- It is unproblematic if the woman is the main breadwinner. -- We expect higher morals of girls than of boys. -- Inequality between social and ethnic classes is a bigger problem than inequality between genders. -- Men cannot be true feminists. See course 15. _Holding discussions_ for guidance.16. Write a text on gender roles + Study Adichie's text closely and choose a or b. Write a text of 1-2 pages. a) Adichie writes about the position of women in Nigeria and is also familiar with their situation in the US. Does what she writes apply to women in Norway? Comment on similarities and differences between Norway, the United States, and Nigeria. b) Compare Adichie's view of gender roles with that of Jordan Peterson in "Are You Man Enough?". Decide who you agree with and explain why. See course 8: _Structuring a text_ for guidance.--- 112 til 327Bildeside: Bilde er flyttet--- 113 til 327xxx2 Hurricane Season_Aims_-- Explore the immigrant experience-- Analyse a short story-- Research and present immigration in Australia_First_ What continent and what country is at the centre of the world? Explain your view. Then, go online and find McArthur's Universal Corrective Map of the World. What are your first reactions and thoughts?Context: English is spoken in Australia because of colonisation. The majority of the population have ancestors from the British Isles and speak English as their first language. Ever since British settlers arrived in Australia, the relationship to the indigenous minorities has been problematic. It is a fact that the native population, the Aborigines, were oppressed and discriminated against by the new settlers. Today, Australia has a tougher stance on accepting immigrants and refugees than New Zealand, and anti-immigrant sentiment is often more pronounced. This issue is central to the author Maxine Beneba Clarke. In her poem "Marley" she writes: "You're not free (/) cause you're born down under" and "A brown boy standing proud at five (/) is nothing short of a miracle" (2016). Clarke lives with her children in Footscray, Melbourne, which is a multicultural neighbourhood and the setting other short story "Hurricane Season".Bilde (s. 112):Forklaring: fotoFra byen Melbourne. En bro over en elv og en blanding av skyskrapere og lavere bebyggelse i bakgrunnen.Ramme:_Australia_ _History_: English has been spoken in Australia since the 1770s, when New South Wales was claimed as a British colony. Australia became independent in 1896 but remains a member of the Commonwealth. _Status_: English is the national language and is spoken as a first language by more than 70% of the population. _Australian words_ in the English language: _Speedo, dingo, kangaroo, koala, pom, kylie, billabong, plonk_Bilde:Forklaring: kartAustralia--- 114 til 327xxx3 Hurricane SeasonAuthentic material:Genre: Short story Nico tucks his long dreads into his navy cap. The Melbourne summer heat itches his scalp. Getting too old for locks. Too old for a lot of things, really. Say forty's the new thirty, but Nico's tired: mind, body and bones. He tears the top off a hot chocolate sachet. Tumbles the fine brown powder into the mug. Tosses the crumpled packet into the plastic bin under the table. Nico lifts the lever on the large silver urn, careful not to burn his knuckles again. Think they could afford an upgrade. Same urn's been in the meals room since the day he started driving. Nearly ten years. Been that long. That long. Taxi depot's almost empty. Nico's late this morning, because the dream came at him again. Dominica. Weeks now, he's been dreaming of home. When Nico woke an hour ago, he could feel the weather in the room with him, could smell the wet earth. Super-photosynthesis. Breadfruit and banana, fermenting wild on the branch. Luscious rot. Bounty. Decay. That foreboding something's-about-to-happen stillness he remembers so clearly from before the ground swallowed his Gracie. The ominous gathering of hurricane breath. Nico scans the meals room. Old timers: hunched over drinks, or staring out windows. Slow-to-starts. World wearies. All swore they'd only be in the taxi game for a few years, like Nico did. Till they got their qualifications sorted to do whatever they used to do at home, or whatever they wanted to do here in Australia. Academics' minds. Carpenters' hands. Teachers' hearts. Their light blue cabbie shirts have faded to off-white now. Threadbare collars browned from decade-long wear no bleach can brighten. Nico wraps his long brown fingers around the mug. Drink's making him sweat even more. Pulls out a vinyl-covered chair. Rocks precariously back on its pock-rusted metal legs. Cocoa. Mama Dominica. Home. Blushing khaki pods hanging unripe from roadside trees, the giant rough-skinned, teardrop shape of them. Their slow-darkening to raisin brown. The smell of the hot chocolate is Nico, Gracie and Elias: bumping along towards town in the red open-air truck. Gracie's clutching Elias tight on her lap. Her hair's cornrowed down, in that zig-zag way she liked to do. The three of them, rambling down towards the spice factory in Elms Hills where Gracie worked, on Nico's day off from studying. Nico and Elias, perched on a wooden chair in the factory corner, watching Gracie dance the bean. One-two. Two-two. Her bare mahogany legs wrapped to the knees in plastic as she stands on the pre-fermenting racks. Dancing-dancing the cocoa. Swaying this way, swaying that. Laughing-laughing as she works. And Lord, the smell. Ginger-cinnamon. Nutmeg. _Home_. Nico takes another scalding gulp. Got to get out on the road soon. His mate Ahmed's sitting near the window: shoulders slouched, grey beard almost touching the table. "Ye okay, man?" Nico stops by him, on his way to the car.--- 115 til 327 Ahmed glances up, eyes so moist they look loose in their sockets, hands clasped. "Little Brother." Ahmed's called Nico that since the moment they met. Ten years ago now. Twenty-nine he was, but Nico had still felt like a kid. He'd just arrived here with Elias: Gracie already gone, and him still wrecked with grieving. Black and righteous as Nico true-believed God was, he still couldn't figure why His Almighty would conjure a hurricane to send Gracie's way. Driving was something Nico could fast-do to pay his rent on arrival. He'd been grateful for the job, but the _Little Brother_ that Ahmed had whispered during his first shift had felt like a fist-bump in the darkness, an arm slung round his shoulder. "I pick up a fare out to Belgrave last night." Fifteen years in Australia, and Ahmed's accent still sings Somalia. Same way Nico and Elias have somehow never picked up the local twang. "Belgrave. Cha! In de country. Past de Dandenongs? Good fare, ole man." Ahmed grunts. Stares down at the table. "Decent bloke. Suit. Tie and everything." "Nice work, if it come te ye." Nico discreetly glances at his watch. "Did the runner." "No way. Ye chase him down?" Ahmed's hands are shaking slightly. "I call the police on him." "Ahmed ...." "The man rob me! I got a right to call." Ahmed rubs his palms together, as if his anger can be contained by the friction. "Policemen come. Two of them. White. Chewing their gum." "Dem get ye money?" Nico already knows the answer. "Say I'm trespassing. Told me _get moving_. Way they look at me, Little Brother. Down and up. You know how the way I mean," Ahmed's voice is all shake and anger. "Motherfucker!" "Watch that mouth, Little Brother." Ahmed's rebuke is like a friendly clip to the back of Nico's head. Like Nico used to do, back when Elias was small; deft at peeling back the stumps of Gracie's still-growing sugarcane, chewing off the tops before they'd ripened. "Brother. You regret coming to here? Australia?" Nico braces against his friend's question. Anchors. "We never going to be like them. And they never going to like us." Ahmed is looking so deep into Nico's eyes that the pull feels inevitable. "Sometimes. But den mi think of Elias, ye know. Young an cocky, like all-a dem brown boys. But dem is dis place. Dem kids: yours an mine. Australia dem home. An dem kids wid _opportunity_. Striving te make sometin of demselves. Is hard, my friend. But is dem why we come. We doing okay Ahmed. Doing good." Nico rests his hand on his friend's shoulder, leaning as much as comforting. "Yeah."--- 116 til 327 Nico feels relief surge through Ahmed's body. Nico's not sure if it's true, or if he just wants it to be true. Been hard to raise Eli alone. _Spare the rod, spoil the child_, they say back home. Nico hasn't the hard heart or hands for that kind of fathering. Gracie would have known what to do with the boy at every turn. But he's raised the boy straight, Elias. Shoelaces always half untied. Natty afro hidden under dark hoodie. But chin raised. _Proud_. Like Nico was at seventeen. Not a bad thing. Straight As last term. Kid left the report on Nico's bedside table three weeks ago, when school let out. Praise don't come easy to Nico, so he never mentioned it, but it had filled his heart up. Took Elias to the pub for steak that night. Nico starts his taxi shift down near the station. Habit so ingrained it's blood-ritual. This time of a Saturday morning Footscray wakes. Stretches. Launches itself bang into the weekend. The smell of the fruit markets: plantain, okra, cantaloupe. The sour rot of fish guts, washing into street drains. Kids not that much older than Elias, rolling home clutching hangover pork-buns. Shiny BBQ duck hanging in the windows: whole glazed birds, beaks, eyes and all. Ethiopian coffee houses colourful with morning clientele, kitchens already herbing the air with Doro and Misr Wat on the boil. The Sudanese men in the paved street mall are dressed a day early in Sunday best. Are _always_ dressed in Sunday best. Scrubbed up king-fine. For home. For work. For the bottle. For church. Gliding aubergine-tall, history hovering in their walks. Nico steers slowly into Paisley Street. The rank is empty of other cabs. But there's a woman, waiting. Neat bobbed haircut. Modest grey pencil skirt. Cream work blouse. Hot pink shoes clutched in hand, ridiculously heeled. She climbs in: bare feet blackened by concrete-wanderings. Something lacy's poking out of her small black handbag. Knickers, maybe. Unsteady on her feet. Furry bunny-ears headband. Nico can't quite pin a story to her. She looks familiar, somehow. He sets the taxi meter, glances in the rear-view mirror as she lists the address. Been accused of looking too long before. Sometimes he can smell their fear-women riding alone. Specially at night. Eyes darting to check if the door's been deadlocked. Pretending to be on the phone. The woman's gaze meets Nico's. She laughs at his expression. Tucks liquorice-black hair behind her ear. Smooths her crinkled blouse. "Bridal shower. Mine. Last night, after work. Could have done without it, to be honest. More for my sister than me." Nico laughs too. The shake of his shoulders feels good. "Can't lie. Was wondering what-all was goin on." He brakes carefully at the intersection of Barkly Street and Geelong Road. "You from Dominica?" Woman's staring back at him in the mirror now.--- 117 til 327Bildeside: Bilde er flyttet--- 118 til 327 "Matter of fact, yes." Nico can't keep the surprise from his voice. "You de firs passenger get dat right bang on. Most de time dem say Jamaica." Nico's curious. "How ye know?" "I went there once. Hiker's trip. _Breathtaking_. The green. Bags of sugarcane by the side of the road. _Rum and coconut_ by the side of the road." Nico laughs, louder this time. "Dem boys jus flag down de tourist, crack de coconut open in front-a dem an pour in a shot-a rum. Cheeky. Nobody on God's own earth can refuse dat!" Her smile is tipsy-wide as the taxi barrels past the new Bunnings hardware store. Nico squints against the vicious morning light. The woman stares out the window. "I teach. At the high school. Footscray City. Had a kid from Dominica. Came here when he was young, but that accent was still there. Good kid, but ..." She sighs. "Must be hard. Coming here." "What ye mean?" Nico can feel the heat, bouncing up off the black tar, reaching in at him through the open taxi window. He pushes the button to wind the window up. Presses the air-con on. "I don't know," the woman rubs her eyes. "This kid. Smart. Everything seemed good. Just stopped coming to school." Her speech is still a little slurred. "Sometimes I think there's something missing in these boys. Who can say what it does to a person? Home is your heart, and all that. And this country is ... _hostile_. You would know ..." Her eyes suddenly meet his, in the rear-view mirror. "God! I _knew_ I recognised you from somewhere. Mr Dawson? You're Eli's Dad?" Nico wants to give the teacher a piece of his mind, let his thoughts rip. But the taste of wet earth is weighting his tongue. Something missing in these boys. You would know. Eli's neon shoelaces, undone and dragging. Afro hidden under hoodie. Chin raised. Proud. Like Nico. A good boy. Straight As, just three weeks ago. Nico held the report with his own hands. Nico takes several deep breaths in. "Sorry. I didn't mean to ... I'm just... I'm gonna be quiet now, okay?" She pulls a ridiculously lacy bra from her purse, waggles it around, laughing. "Fricken hen's night." The white lines on the road dance in front of Nico's eyes. First they sway this way, then they sway that. Laughing-laughing as he drives. Humidity rising. Black volcano grit flicking up in his eyes. Nico can hear Gracie screaming. "Get inside! What ye staring at, Elias? Hurricane ain't no pretty picture. Stare right into its eye like dat, it gwan come up an eat ye alive. Come! Come!" Elias. Seven years old. Running. Hiding behind her bright, smelling-of-nutmeg skirts. "Are you okay? Sir! Pull over! Pull over!" Nico's hands are shaky on the wheel. "I can't. I can't breathe." "What?!" "I can't ..."--- 119 til 327 The taxi is slowly swerving into the next lane. The woman frantically unbuckles her seatbelt. Squeezes her body through the gap. Climbs clumsily into the front passenger seat. Leans over and grabs the wheel. "You okay?" She steers the car wonkily into the side street. Pulls hard on the handbrake. "Should I call an ambulance. I don't ... What happened?" The pull inside Nico's chest feels like a landslide. Like Morne aux Diabiles volcano, dropping away to uncertain ground. He can feel the weather in the taxi car with him, can smell the wet earth, that foreboding stillness he remembers so clearly from before the ground swallowed his Gracie. The gathering of hurricane breath. Black and righteous as Nico true-believes God is, he still can't figure why His Mighty would conjure this trouble his way. Clarke, M. B. (2018,10 August). Hurricane Season. Retrieved from . 2:1. (s. 115): Forklaring: foto. Halve ansiktet til en mann av afrikansk opprinnelse med dreadlocks. Blikket fra det ene ?yet p? bildet viser en tomhet.2: Forklaring: foto. En eksotisk strand med en palme. I bakgrunnen: store, m?rke stormskyer._Author_ (s. 118): _Maxine Beneba Clarke_ (b. 1979) is an Australian writer and poet of Afro-Caribbean descent. She has published several collections of poetry and short stories, an autobiography, and several picture books.Bilde:Forklaring: fotoForfatteren Maxine Beneba Clarke.xxx4 Glossary Page 115:tuck: pushlocks (here): short for dreadlockssachet: a packet containing one portionmug: a cupcrumpled: crushedlever: _spake_urn (here): hot water dispensertaxi depot: centre where taxi drivers meet for breaksDominica: short for the Dominican Republicbreadfruit: popular fruit in Southeast Asia and the Pacificfermenting: ripeningluscious: pleasingly sweet and rich in flavour or smellbounty: prize or abundancedecay: deteriorationforeboding: feeling that something bad will happenominous: _illevarslende/illevarslande_hunched: bentworld wearies: people wearied and tired by the worldcarpenter: _snekker/snikkar_cabbie: slang for cab driverthreadbare: worn until it is transparentdecade: ten yearsprecariously: dangerouslypock-rusted: with small holes of rustclutching: holding on tightly tocornrowed: plaited into braidsrambling: walking through the countrysidemahogany: exotic wood which is dark in colourginger-cinnamon: _ingef?r-kanel_nutmeg: _muskatn?tt_scalding: so hot it burnsslouched: slumped or crouching Page 115:sockets: _?yegrop/augegrop_grieving: feeling great sadness and lossrighteous: fairconjure: invoke or cast a spellfare (here): ride or triptwang: accentDandenongs: mountains east of Melbournedecent: respectabledo the runner: run away from the bill Page 116:contain: stop or held in placetrespassing: intruding on someone else's territoryrebuke: criticismclip (here): strike, hitdeft: good or skilfulbrace (here): prepare for something difficultinevitable: impossible to avoidstriving: trying or working hardsurge: move quicklynatty: smart or neatingrained: deep-rootedlaunch itself: throw itself or jumpplantain: cooking bananasokra: vegetable often found in West-African cuisinebeak: _nebb_herbing: scenting or giving the smell ofDoro and Misr Wat: Ethiopian dishesstreet mall: shopping streethovering: staying or floating in one placerank (here): the place where taxis stop to wait for customersmodest: proper or simplelacy: _blondete / med blonder_knickers: underwearpin a story to someone: explain or understand who someone isdarting: moving quicklydeadlocked: locked by the driver so the passenger cannot open itbridal shower: pre-wedding party where the bride is given gifts Page 118:hiker: someone who walks in the mountainsflag down: stoptipsy: a little drunkbarrel past: rush quickly bysquint: _myse_vicious: cruel or violenttar: asphaltslurred: _sn?vlende/sn?vlande_hostile: unfriendlyfricken: freakinghumidity: dampnessgrit: particlesflicking: hittinghurricane: _orkan_ Page 119:swerve: change direction suddenlyfrantically: desperately and in a hurryclumsily: awkwardlywonkily: unsteadilylandslide: _ras_ Morne aux Diables volcano: an active volcano in the Dominican Republic--- 120 til 327xxx3 Practicexxx4 Content1. How old is Nico?2. Where do Nico and his son come from?3. What was surprising about Ahmed's cab fare on the previous night?4. What Dominican saying about raising children has Nico been guilty of?5. How does Nico react to seeing his son's report card?6. What did Nico's cab customer do on the previous night?7. Why does Nico find his customer familiar?xxx4 Structure8. The final sentence of the short story is almost identical to a sentence from earlier in the story. -- Where is the similar sentence? -- What is the effect of ending the story with this repetition?9. Clarke makes use of flash backs in her story, but also foreshadowing. Find examples of both and comment on their effects. See course 17: _Approaching literature and films_ for guidance.xxx4 Language10. Study these words: _speedo, dingo, kangaroo, koala, pom, kylie, billabong, plonk_. Now, -- explain the words that are familiar -- make a guess of what the remaining words mean -- go online and check your answers11. Using other words, explain the following idiomatic expressions used in Beneba-Clarke's short story. Then create sentences where you use them. a) to have a tough stance on something b) to pin a story to someone c) to give someone a piece of your mind d) at every turn e) down under f) old timers g) shoulders slouched h) darting eyes12. Nico is from the Dominican Republic. Compare his language with that of Linton Kwesi Johnson, in his poem "More Time". What similarities do you find between these two forms of Caribbean English?xxx4 Over to you13. Analyse literary characters a) Choose one of these four characters: Nico, Ahmed, Elias, or his teacher. Take notes about what you learn about your chosen character in the text. -- Team up with classmates who have focused on the same character. -- Go through your notes and cooperate to prepare a thorough description of your character. -- Form new groups with one Nico expert, one Ahmed expert, one Elias expert and one expert on the teacher. -- Take turns presenting your characters in these new groups. For more on analysing literary characters, see the S.T.E.A.L. model on page 39. b) Write a complete analysis of "Hurricane season".14. Create a timeline of Australian immigration Australian history is closely tied to the issue of immigration. In groups, research events, terms, and people. Some ideas are presented below. As you gather your findings, structure them into a timeline of immigration to Australia. A timeline should be chronological, informative, interesting, and engaging to look at. Make sure to include illustrations. Prepare to present your timeline. -- Aborigines -- Asian immigration -- boat "turnbacks" -- European immigration -- James Cook -- John Howard -- penal colony -- population growth -- reffos -- the Second World War -- skilled migration -- White Australia See course 14; _Giving presentations_ for guidance.--- 121 til 327Bilde:Bildetekst: "Governor Davey's Proclamation" is an illustrated proclamation issued in Tasmania by the British government in 1828. It set out values for equality and peaceful relations between indigenous people and settlers. The proclamation was intended to explain martial law during the period referred to as the Black War. The scenes depict Aborigines, British military and settlers.Forklaring: illustrasjon. Tegninger p? proklamasjonen viser: -- En hvit mann med armen rundt en mann fra det australske urfolket. -- En hvit kvinne holder en baby fra urfolket, og en kvinne fra urfolket holder en hvit baby. -- En soldat hilser p? en mann fra urfolket. -- En mann fra urfolket dreper en hvit soldat med spyd. Milit?ret henger mannen som begikk ugjerningen. -- En hvit soldat dreper en mann fra urfolket med gev?r. Milit?ret henger soldaten som begikk ugjerningen.--- 122 til 327xxx2 Snakes and ladders_Instructions:_1. Form groups of four.2. Find a die and something to use as your player (bottle top, eraser, ball of paper, earring) and place them all on the Start space.3. The youngest person begins by throwing the die.4. Move your player the number of spaces shown on the die. If you land on a ladder you can move to the top. If you land on a snake you slide to the bottom. Read and answer the question. The rest of the group judges if your answer is correct. If necessary, the key is available on Skolestudio.5. If your answer is incorrect, the group moves you back three spaces. If you speak Norwegian at any point return to Start.6. The first person to land on Finish wins.-- Words of encouragement:-- Well done!-- Aaaaw – what a shame!-- Good job!-- There you go!-- Oh, well – it's only a game! This game is in fact Indian in origin and bore the name "Moksha Patam". Merknad: Teksten p? spillet er p? s. 123.--- 123 til 327 Merknad: Det er ikke tekst p? alle rutene. En rute kan inneholde en slange eller en stige. Rutene som inneholder tekst er nummerert i riktig rekkef?lge nedenfor:1. Start2. Which of these words is Norse in origin? a) Briefcase b) Bag c) Purse3. Who was the British monarch in 1584?5. What are the main characters in "Hunt for the Wilderpeople" called?7. What model is used to explain English as a world language? a) Clinton's squares b) Raj's triangles c) Kachru's circles9. When did the French influence on the English language begin in full? a) 1066 b) 1148 c) 135110. Create an alliterative combination of adjective and noun, beginning with the same letter as your first name (example: Zara: zesty zoo)11. Which country has the lowest number of inhabitants? a) New Zealand b) Ireland c) Jamaica13. What is the largest city in New Zealand? a) Christchurch b) Wellington c) Auckland15. Dungaree, shampoo and veranda are common words in English. Where do they come from? a) Hindi (India) b) Swahili (Kenya) c) Maori (New Zealand)16. A person who comes from Nigeria is a ... a) Nigeric b) Nigerian c) Niger17. Someone who comes from Pakistan is a ... a) Pakistani b) Pakistanian c) Pakian19. Create an alliterative combination of verb and adverb, beginning with the same first letter as your first name (example: Walter: walked wickedly)20. One of these words means "giant" in German. Which? a) Geante b) K?mple c) Cow21. Fill in the dots: "The Sun never ... on the British Empire"23. Approximately how many people speak English as a first language? a) 400 million b) 900 million c) 1.2 billion26. What three words starting with the letter c were central to the status of English today?27. Bob Marley was a famous reggae musician from: a) South Africa b) Jamaica c) Nigeria28. Name a celebrity from the English-speaking world who shares a first letter with you30. Which two languages have more first language speakers than English?31. What is the capital of Jamaica?32. Who wrote the essay "We Should All Be Feminists"?34. Where does Trevor Noah come from?36. What multilingual has managed Bayern München, Manchester City and Barcelona? a) Pep Guardiola b) José Mourinho c) Jürgen Klopp37. Name a city in the English-speaking world that shares its first letter with your name38. Brixton is a neighbourhood in: a) London b) New York c) Melbourne39. What captain and explorer discovered Australia and New Zealand at the end of the 18th century?42. Finish--- 124 til 327xxx2 Preparing for the written exam _English Everywhere_ may be a topic on the exam. The purpose of completing exam tasks is to demonstrate to the external examiner that you can:-- Interpret the task carefully to respond properly-- Demonstrate knowledge and understanding by using and referring to relevant sources, i.e., the texts you have studied in this chapter-- Structure your text to make your arguments easy to follow-- Use clear, varied, and accurate languagexxx3 Task 1 – Short answer Your principal has shown interest in changing the number of lessons for English and foreign languages at your school. Based on the text "Multilingual" on pages 74-79 and on your own opinions, write an email to your principal where you try to persuade him or her to either increase or decrease the number of language lessons. Make sure to write your email in an appropriate style. The course _Recognising formality_ will be helpful.xxx3 Task 2 – Long answer Choose either a or b below.2. a) Create a text from the perspective of a young person living in an English-speaking country outside of the UK/US. Make sure that your text: -- is titled: "Being an Outsider" -- has a clear conflict and turning point For advice on literary techniques, see _Approaching literature and film_. b) You have now watched a film and read several texts that deal with the challenges faced by adolescents because of their gender, family issues, or ethnic background. Choose at least two of the characters in the film and/or texts you have read in this chapter and: -- present the challenges they face growing up -- discuss how well they deal with these challenges -- refer to specific examples -- give your text a suitable title For more on writing texts, see _Structuring a text_. Make sure you remember how to write a proper introduction.xxx3 Model answer – Introduction_Example:_ (Draws in the reader with a provocative statement:) "Apparently he's a bit of a handful. A real bad egg" (Waititi, T., et. al (2016). _The Hunt for the Wilderpeople_). This is how Ricky Baker is introduced to his new foster family and this quote clearly shows how negatively he is viewed. (Orientates by stating what is already known:) Facing negative stereotypes because of family background, ethnicity or even clothing is something many adolescents have to deal with on a daily basis. (Orientates by bringing up similarities: )This is also the case for Eli Dawson, a character in Maxine Beneba Clarke's short story "Hurricane Season". Though Ricky and Eli on the surface are both bright boys who dress similarly, on a deeper level they also struggle with the loss of their mothers, deal with uncommunicative father figures and share a desire to escape. (Sets the destination by posing two questions:) How similar are their challenges really, and to what extent are they able to overcome them?--- 125 til 327xxx2 Preparing for the oral exam An oral exam typically consists of:1. A presentation2. A conversation based on the presentationxxx3 Task Prepare and give an oral presentation based on the following competence aims:-- beskrive sentrale trekk ved framveksten av engelsk som verdensspr?k-- bruke kunnskap om sammenhenger mellom engelsk og andre spr?k eleven kjenner til i egen spr?kl?ring Suggested thesis statements/questions:_Example:_-- Why has English become a global language?-- Colonialism is the main reason for the spread of English as a global language-- English will soon be overtaken as the global language-- There are both similarities and differences between English and my mother tonguexxx3 Requirements for the presentation Your presentation points to elements that you wish to discuss in the conversation. It gives your teacher and the examiner insight into your pronunciation, vocabulary, and to what extent you can complete the task. Make sure it:-- lasts no longer than 10 minutes-- has a clear structure: introduction, body, and conclusion-- includes examples from texts that you would like to talk about in the conversation-- is presented using a functional volume, speed, diction, and gesticulation suitable for your audience and purposexxx3 Requirements for the conversation-- You are to talk the most – not your examiners. Elaborate on your answers by providing examples of arguments from sources you have worked on during the school year?-- Respond to the examiner's questions and try to follow his or her line of thought-- Use specific terminology linked to your topic whenever relevant-- Be prepared to be asked to discuss and reflect on other competence aims in the curriculum The two courses _Giving presentations_ and _Holding discussions_ are useful when preparing for the oral exam.Ramme: The examiner will be using the national criteria when assessing your written and oral skills. You find these on Udir.no.--- 126 til 327xxx1 Chapter 3: Culture and Diversity--- 127 til 327_Chapter focus_ Explore and reflect on culture and diversity in the US and UK from a historic perspective_Innledende sp?rsm?l_ What do you consider typically American or British? Is there some truth to these stereotypes (se bildebeskrivelsen nedenfor) or are they inaccurate and harmful?Bilde (s. 126):Forklaring: illustrasjonEt mylderbilde av det man assosierer med UK og USA, bl.a.: en amerikansk fotballspiller, Big Ben, Frihetsgudinnen, Yankee Stadium, en svart London-drosje, en toetasjesbuss, Det hvite hus, Hollywood, en engelsk pub, NHS, MacDonalds, Mickey Mus, The Shard, et barn i skoleuniform, konf?derasjonsflagget og en Manchester United fotballspiller.--- 128 til 327xxx2 Politics and Cultural DiversityBy ?ivind BratbergIntroductory article There is no such thing as American culture, one might argue – or British culture, for that matter. In a globalised world, identifying with a culture is a matter of choice. People, ideas, and habits cross borders, and it becomes increasingly difficult to point out what belongs to any particular nation. This is perhaps particularly true in the United States and Britain. Both countries have a long history of attracting people from around the world, and traditionally little attention has been devoted to shaping their "people" into a fixed entity in any way. If you walk down the streets of London or New York, might you not find that it reflects global culture rather than anything distinctly British or American? However, in an era of increasing communication across borders, one could also argue that culture and identity are as important as ever before. One might even contend that they are what current political debates in the United States and Britain are all about. Competing views on what American or British culture amounts to (and how they should relate to the wider world) have moved centre-stage. Turn your attention to the presidency of Donald Trump or to the hefty debate in Britain over leaving the European Union. You will find that the question of what kind of country (or even civilisation) the USA or Britain should be is never far from the surface._Underveissp?rsm?l:_ What has taken over political debate in the United States and the United Kingdom?--- 129 til 327 The issue of defining oneself on the basis of identity is also triggered by immigration. In the United States, almost 14 per cent of the present population (an estimated 44 million people) were born in a different country. This is an increase from barely 5 per cent in 1970 and, interestingly, it almost matches the share of foreign-born citizens during the late 1890s, the heyday of migration to the United States. Today, among first-generation immigrants, Mexico tops the list of origin countries by some margin, followed by China, India, and the Philippines (Radford, 2019). The present flow of immigration adds to what is already a very diverse country. It affects, among other things, the position of the dominant white majority, the core of which is sometimes referred to as WASP – White Anglo-Saxon Protestant. A key development is the increase in Spanish-speaking citizens with roots in Latin American countries. Almost one in five Americans fall in this category today. Diversity also means a large number of people with mixed ethnicity. Consider Meghan Markle, whose father is white and mother is African American ... and who is now the Duchess of Sussex, married to Prince Harry on the opposite side of the Atlantic._Underveissp?rsm?l:_ What does the acronym WASP stand for? The story of multicultural Britain is different from that of the United States in many ways. Immigration from the British Empire began to make an impact during the 1950s, driven by people from former colonies in South Asia, Africa and the Caribbean. The last couple of decades, however, have seen a different kind of immigration rise on the political agenda. Through its membership in the EU, Britain has become a destination of travel for Europeans looking for work, especially following the accession of new member states from Eastern Europe in 2004._Underveissp?rsm?l:_ How has EU membership affected immigration in the UK? The steep increase in immigration proved to be a controversial issue. Foreigners from Europe may not represent a very different culture from the British. However, if they can travel back and forth merely looking for work, they are not really pushed to integrate properly into the local community where they live. European migration provided an important part of the backdrop for the referendum held in June 2016 over Britain's EU membership. Regaining control over national borders became a salient slogan among those who wanted to leave the EU (Clarke et al., 2017).--- 130 til 327 Meanwhile, the more traditional forms of immigration from across the world continue to put their mark on British society as well, and particularly in the largest cities. In 2016, Sadiq Khan was elected Mayor of London. The son of two Pakistani immigrants and growing up in South London, Khan is a striking example of how the early phase of multicultural Britain has moved on to a new era. Immigration and multicultural society are contested topics in the United States as well as in Britain. Another thorny subject that characterises both countries is social inequality. During the 1980s, there was a steep rise in inequality, and in the decades since it is particularly the very highest earners that have pulled off from the rest (Reinicke, 2018; McGuiness & Harari, 2019). This has occurred alongside _globalisation_, understood as increasing communication, trade, and migration across national borders. The development is tied to ethnic diversity too, seeing some minorities statistically worse off in the allocation of wealth. Migration and globalisation create winners and losers. Winners include those who benefit in economic terms, but also those who are generally happy to accept a world that is more open and diverse. On the losing side you will find people who have seen wages decline and decent jobs disappear, but also those who distrust the diversity of views and lifestyles that follows from globalisation (Goodheart, 2017). While some may be happy to see diversity without a clearly defined national culture, others are concerned that their national culture is diluted, resulting in a form of segregation where different groups live apart and do not adhere to the same "rules of the game". In 2016, two surprising political outcomes managed to shake the political foundations of Britain and the United States. In Britain, a majority of 52 per cent voted to withdraw Britain from the EU. In the US, a few months later, Donald Trump won the presidential election._Underveissp?rsm?l:_ What downsides are created by migration and globalisation? One should be cautious so as not to simplify the picture. But some patterns emerge that are worth noting. The vote for Trump and the vote for Brexit both reflect the underlying conflicts described above. Are you in favour of open borders as well as cultural and technological change, or would you rather promote a clearly defined national community to make your country great again?--- 131 til 327It was a version of the latter view that was expressed through the election of Trump and the majority in favour of Brexit. In a globalised world, food, music and fashion from all over the world cross borders and are seen as a menu of choices available to all. This development is countered, however, by a desire to focus on tradition, stability, and the cultural elements of any particular nation. Both the 2016 votes illustrate this increased focus on culture in the sense of protecting the already established trademarks of each nation. Arguably, Trump and Brexit respond to a psychological need to distinguish between "us" and "them". In both Britain and the United States, then, current political conflicts are intimately related to culture and identity. Can the opposing ideals of globalism and nationalism be reconciled? If so, what shared set of ideas should guide us towards whatever we wish to be as a nation? These discussions are likely to occupy us for years and decades to come._Underveissp?rsm?l:_ What explains the two 2016 election results?Sources:-- Clarke, H. D., Goodwin, M. & Whiteley, P. (2017). _Brexit: Why Britain Voted to Leave the European Union._ Cambridge: Cambridge University Press.-- Goodheart, D. (2017). _The Road to Somewhere: The New Tribes Shaping British Politics._ London: Penguin.-- McGuiness, F., & Harari, D. (2019). Income inequality in the UK. _House of Commons Library_. Retrieved from . -- Radford, J. (2017). Key findings about U.S. immigrants. _Pew Research Center._ Retrieved from Reinicke, C. (2018). US income inequality continues to grow. CNBC. Retrieved from . 2018/07/19/income-inequality-continues-to-grow-in-the-united-states.html._Author:_ _?ivind Bratberg_ (b. 1980) teaches political science at the University of Oslo. He has a particular interest in Britain and has written several books and articles about current affairs and political history in the UK. He contributes regularly to various media outlets on British politics and, in recent years, on Britain's process of exiting the European Union.Bilde:Forklaring: fotoForfatteren ?ivind Bratberg._Useful terminology:_activismconservatism/liberalismcontroversydemographicseconomicsethos, pathos, and logosextremismglobal/regionalbenefits/harmshatredhumane/inhumaneimmigration and integrationinclusive/exclusivelaw-abiding/criminalpolarisationpoverty private/state schoolsracismRepublicans/Democratsresentmentsright-wing/left-wingsegregationterrorismurban-rural divideviolenceworking, middle, and upper class--- 132 til 327xxx3 Practicexxx4 Content1. Decide whether each statement is true or false. a) It is difficult to say what bits of culture belong to any nation. T/F b) The question is rarely asked of what sort of country the US or UK should be. T/F c) The proportion of foreign-born citizens in the US has risen by 9% since 1970. T/F d) 20% of American citizens are Spanish-speaking with Latin American roots. T/F e) Few Eastern Europeans have entered the UK looking for work since 2004. T/F f) Sadiq Khan grew up in south London. T/F g) Wealth inequality has increased alongside globalisation. T/F h) Everyone is satisfied to see diversity without a well-defined national culture. T/F i) Trump's election and Brexit were statements for openness and change. T/F j) Voters have an emotional need to draw a line between themselves and others. T/Fxxx4 Structure2. A model text The text "Cultural diversity and the new politics of conflict" can be read as a model text, as it exemplifies the key features of an academic essay. a) Using the table in step 1 of course 8: _Structuring a text_, identify the parts of the introduction above that draw in the reader, orientate, and set the destination. You may find it helpful to compare this with the labelled model text at the end of the course (s. 291). b) Using the table in step 3 of course 8: _Structuring a text_, identify the parts of the introduction above that summarise by combining the main points from the discussion and presenting a final perspective. Again, you may find it helpful to compare this with the labelled model text at the end of the course. c) Look at the paragraph structure and identify: -- the topic sentences of each body paragraph -- the main idea of each paragraph -- the hooks or transitions between paragraphs d) Identify the parts of the conclusion that bring together all the ideas presented in the text. Does the conclusion connect back to the text? Does the conclusion avoid adding new information? Does the concluding paragraph provide the reader with a sense of closure on the topic? e) Identify the source references in the text and after the text. Again, you may find it helpful to compare this with the labelled model text at the end of the course.xxx4 Language3. a) What is the purpose of using the pronoun _one_ in the second paragraph and _oneself_ in the third paragraph? b) What would be the effect of replacing _one_ with _you_ and _oneself_ with _yourself_?4. With the help of a dictionary, write short definitions in your own words of the following terms from the article.Tabell gjort om til liste:-- contend (v.)-- heyday (n.)-- Protestant (n.)-- accession (n.)-- allocation (n.)-- decline (n.)-- adhere (v.)-- occupy (v.)xxx4 Over to you5. Social inequality Danny Dorling, a professor of geography at the University of Oxford, is very concerned about the effects of growing inequality. He is particularly concerned about its effect on the environment. Follow the link on Skolestudio to watch Dorling explain how "the super-rich are damaging the environment". Before you start watching, refer to course 3: _Improving your listening skills_. Follow the first two steps in the course, using the questions below. To better train your listening skills, try to avoid reading the onscreen text. -- Why do the richest people have a bad effect on the environment? -- Which economist does Dorling mention? -- What is the biggest threat we are facing? -- What does Dorling see as a way to reduce this threat? -- Why do the poor spend more than they can afford in unequal countries? -- What can be said about pollution levels in more equal countries? -- What is now happening in countries besides the UK and USA? -- What will almost certainly happen to inequality in the future?--- 133 til 3276. Immigrants in the UK and US Visit the source of the US statistics referred to in Bratberg's article, "Key findings about U.S. immigrants", from Pew Research Center. Choose one or more of the main findings in the article from Pew. Then try to find similar data for the UK from other sources. For each source that you find, apply the Core model recommended in course 10: _Choosing sources_ to evaluate the reliability of the source. Using the highest quality sources, produce a short report or presentation that compares the situation for immigrants in the USA and UK.S?ylediagram gjort om til liste:_Mexico, China and India are top birthplaces for immigrants in the U.S._Top five countries of birth for immigrants in the U.S. in 2017, in millions-- Mexico: 11.2-- China: 2.9-- India: 2.6-- Philippines: 2.0-- El Salvador: 1.4Note: China includes Taiwan and Hong Kong. Source: Pew Research Center tabulations of 2017 American Community Survey (IPUMS). Pew research centerKart:_20 metropolitan areas with the largest number of immigrants in 2017_ Forklaring: Kart over USA. Antall innvandrere i hver by vist p? kartet er angitt med en sirkel som tilsvarer et tall i n?kkelen. Siden st?rrelsen p? sirklene varierer, er plassering av byene i hver kategori nedenfor omtrentlig.-- 6M: New York City-- 3M: Los Angeles-- 1-3M: San Francisco, Dallas Ft. Worth, Houston, Chicago, Miami, Washington D.C.-- 1M: Seattle, San Jose, Riverside (California), Phoenix, Atlanta, Boston.-- 500k: Sacramento, Las Vegas, San Diego, Orlando, Detroit, Philadelphia. Source: Pew Research Center analysis of 2017 American Community Survey (1% IPUMS). Pew research center--- 134 til 327xxx2 Trivia race_How to play_ Use Quizlet on your mobile phones to ask each other questions about history, geography, entertainment and sport as you throw the die and move around the board. Visit Skolestudio for the instructions and rules of the game!Bilde:Forklaring: brettspillBrettspillet inneholder ingen tekst. Sp?r l?reren din om en forklaringen p? spillebrettet.--- 135 til 327_All you need is:_-- 2-6 players-- A six-sided die-- A mobile phone-- Pen, paper and scissors--- 136 til 327Bildeside: Bilde er flyttet--- 137 til 327xxx2 Meeting the EnemyGenre: Documentary film(Watch the film!)_Aims_-- Gain insight into extremist groups-- Reflect on the relationship between culture, identity and history_First_ Would you be bold enough to meet a violent enemy face to face and challenge him or her? Deeyah Khan introduces herself as a "woman of colour, and a daughter of immigrants, a Muslim, a feminist and a left-liberal". Are you familiar with these terms?Context: Norwegian-born Deeyah Khan knows first-hand what challenges can arise around culture and diversity, from the "psychological need to distinguish between ‘us’ and ‘them’ that ?vind Bratberg describes at the start of this chapter. She has been on the receiving end of abuse from racists and religious extremists alike. At one point her mother said they could not protect her any more, and Khan moved to Great Britain. As an adult, Khan has received awards, good press, and praise for her investigative journalism. She has, however, also been met with hate mail and threats. In her work she attempts to find out where the hatred and the wish to join racist and extremist movements come from. In the documentary _White Right: Meeting the Enemy_ she travelled to the United States and visited neo-Nazis and KKK rallies. The documentary (55 min.) won her an Emmy.Bilder. 2 fotografier (s. 136):Forklaring: 1: Deeyah Khan p? et stevne. I bakgrunnen: hvite deltakere, noen med flagg, bl.a. konf?derasjonsflagget og hakekorset.2: En hvit mann med bar overkropp og maskinklipt h?r. Han har flere tatoveringer, bl.a. et stort hakekors p? brystet.--- 138 til 327xxx3 Practicexxx4 Content1. What did Khan wish to accomplish with _White Right: Meeting the Enemy!_?2. Jeff Schoep, the neo-Nazi, compared his fight to someone else's. Whose?3. The neo-Nazis liked one thing in particular about Donald Trump. What was it?4. Why is 88 an important symbol to the neo-Nazis?5. Who in the film used to play in a neo-Nazi band?6. Extremism and racism are on the rise in Europe and the USA, Khan states. Do you remember any news or incidents that indicate that she may be right?7. Khan interviews members of both the white working class and the white elite. Do you observe any differences between these two groups in terms of motivation, reasons, or goals?8. Arno Michaelis says his band spurred violence. What does he do now to redeem his past?xxx4 Structure9. How would you describe the opening scene? What would you say Khan achieves with this narrative technique?10. During the rally Khan uses a handheld camera. What is the effect?11. Describe the settings of Khan's interviews during the documentary.xxx4 Language12. Consider the statements made by the neo-Nazis in the documentary. What kind of language do they make use of?13. What happens to the interviewees when Khan uses their language back at them, or reads them the hate mail she has received?xxx4 Over to you14. Character development Jeff Schoep and Brian Culpepper both develop during the film. Write one paragraph on each character and their development. See course 5: _Structuring a paragraph_ to help you plan, structure, and present your material.--- 139 til 32715. "What we don't know about Europe's Muslim kids" Go online and watch the TED Talk by Deeyah Khan. (Runtime: 20 minutes). a) Write a short summary of her message, as you see it. b) Khan delivers an oral text, and hence makes use of oral skills. Comment on her use of the following devices and the function of each of them. -- Body language (gesticulation, facial expressions, movements, posture) -- Volume (loud, soft, inaudible) -- Language and pronunciation (clear diction, vocabulary/register) -- Her overall delivery (engaged, invested, bored, indifferent) See course 14: _Giving presentations_ and the assessment grid for oral skills in Skolestudio. c) Try to take Deeyah Khan's father's perspective. How would he tell this story? Write a text where you tell his side of things. Choose a genre of your own liking – a letter to the editor, a page in his diary, an email to a close friend, a blog entry on his own site, or an op-ed. Reflect on how your choice of genre influences your choice of language style. See course 5: _Recognising formality_.16. My Country Talks _My Country Talks_ is an international initiative where people of different viewpoints meet and discuss current issues in their country. Take one of the hot-button topics in science, social studies, or another subject and plan a contribution to a debate with a partner or your class. Look to or inspiration. See course 15: _Holding discussions_ to guide you.Bilder. 2 fotografier:1. (s. 138): Bildetekst: Khan speaks to anti-racists at a rally Forklaring: Khan tar bilder med et kamera med en stor mikrofon festet p?. En mann av afrikansk opprinnelse forklarer noe.2: Bildetekst: Arno Michaelis was deeply involved in the white power movement. Since 2004, he has been speaking out publicly against racism and hatred.Bilde:Forklaring: symbolLogo for "My Country Talks".--- 140 til 327Bildeside: Bilde er flyttet--- 141 til 327xxx2 Thug LifeGenre: Feature film(Watch the film!)_Aims_-- Explore black political activism in the USA-- Practise film analysis-- Present a topic related to the film_First_ Listen to 2Pac's song "The Rose That Grew From Concrete" ft. Nikki Giovanni on YouTube. Discuss 2Pac's message with a classmate.Context: The film _The Hate U Give_ (2018) tells the story of 16-year-old Starr Carter, who finds herself between two cultures: the poor, mostly black, neighbourhood of Garden Heights where she lives and the rich, mostly white, Williamson Prep School that she attends. She struggles with her identity and does not feel completely at home in either community. The story takes a dramatic turn when Starr's best friend is killed by a white police officer and she turns to angry activism. The film is based on the novel _The Hate U Give_ (2017), written by Angie Thomas (b. 1988). Readers all over the world were intrigued by Starr and her conflicts and the novel became an instant YA (Young Adult) bestseller. Thomas says that it was inspired by the so-called Black Lives Matter movement and their campaign against violence and racism towards black people in the United States.Bilde (s. 140):Forklaring: fotoStarr Carter, spilt av Amandla Stenberg, holder opp en stor plakat med p?skriften _The Hate U Give_.--- 142 til 327_Tidbit:_ "Thug life is acronym for The Hate You Give Little Infants Fucks Everybody. Meaning, what you feed us as seeds, grows, and blows up in your face. That's Thug life." 2Pac (Tupac Amaru Shakur; 1971-1996) Angie Thomas attributes the title of her novel _The Hate U Give_ to American rapper 2Pac. He died in 1996 at the early age of 25 after a drive-by shooting in Las Vegas, Nevada. In the wake of his death, several stories about 2Pac have emerged that have added to his status as a rap icon and legend. In 2006, for instance, _The Sydney Morning Herald_ reported that members of the hip hop group Outlaw Immortalz "mixed some of his cremated ashes with marijuana and smoked them". The story is still frequently told in the rap community but it has not been confirmed by the group members themselves. It is almost certainly an urban legend. Steady, if not convincing, claims have also been made that 2Pac faked his own death. In September 2018, readers of the British newspaper _The Sun_ were told that he was still alive living in Cuba. Their single source was a person who insisted that he had smuggled him there. This contradicts other reports at the time saying that 2Pac was living in Malaysia. In recent years, he has also supposedly been observed in a taxi in Somalia, in a prison in Los Angeles, and in a recording studio where he is making new music soon to be released. Such stories may have a certain entertainment value, but they all ignore the publicly recorded fact that he is, actually, dead.Bilde:Forklaring: fotoBildetekst: Rapper Tupac Amaru Shakur, better known as 2Pac, in the middle, with Notori us B.I.G to the left and Redman to the right.--- 143 til 327xxx3 Practicexxx4 Content and structureFilm analysis1. Take notes while you watch the first 15 minutes of the film. Then, answer these questions: a) How would you describe the different settings? b) Who are the main characters? c) What do the settings, costumes, and props tell you about the different characters?2. Watch the first 15 minutes one more time. Keep taking notes and then answer the following: a) How is the camera used? -- Are there close-ups and long shots? -- Is the camera moving, handheld, or standing still? -- Are special effects like zooming and slow motion used? -- What are the effects of how the camera is used? b) What sound effects, like music and voiceover, are used? Why are they used? c) Are the transitions within the individual scenes fast or slow? What are the effects? d) What seems to be the main conflict? e) How do you think the plot will develop?3. Next, watch the rest of the film and focus on this: a) Setting -- Are there other settings in the film? Which setting is most important? -- Are the settings themselves important, or could the film have been set someplace else? b) Plot -- In your opinion, what are the five key moments in the film? -- What is the climax, or turning point? -- Does the film end as you expected – or not? Did it tie up loose ends, or leave some things unresolved? c) Characters -- Does Starr Carter, the protagonist, change through the course of the film? If yes, how? -- Who are the other main characters? Match names and identity (tall med bokstav):Name:1. Chris2. Hailey3. Iesha4. Kenya5. Khalil6. King7. Lisa8. Maverick9. Sekani10. SevenIdentity:a) Leader of the King Lords gangb) Starr's younger brotherc) Starr's childhood best friendd) Starr's mothere) Starr's older half-brotherf) Starr's white boyfriendg) Starr's friend form prep schoolh) Seven and Kenya's motheri) Starr's friend from Garden Heightsj) Starr's father -- Who are the antagonists? -- Do all the main characters in the film have clear individual features? Are some of them stereotypes? Explain your answer. d) Point of view -- Through whose eyes do we see the film? e) Theme and message -- In your opinion, what are the three most important themes in the film? What makes you say that? -- Does the film deal with big issues that concern us all, or small ones that only affect individual lives? Explain. -- Has the film made you look at racial conflicts in the United States in new ways? If so, how? -- Who do you think this film was made for, and why? Who else should watch it? See course 17: _Approaching literature and film_ for guidance.--- 144 til 327Bilde:Forklaring: fotoBildetekst: White nationalist James Alex Fields Jr. drives his car into a group of peaceful protesters in Charlottesville, Virginia, killing one, injuring 28 in August 2017.xxx4 Language4. With the help of a good dictionary, define these words and expressions from the film in your own words: immaculate conception college-bound hoedom heathen custody recreational grand jury crusty domestic designate hustle (n) eligible predominantly disperse oppress assemble homie manifest (v)xxx4 Over to you5. Explore Kendrick Lamar's song "Humble" (2017) Kendrick Lamar (b. 1987) is unquestionably one of the world's most influential rap artists, and almost all his work is related to the complexities of black identity. Both Lamar's lyrics and music videos are packed with intricate imagery and cultural references, which often make them difficult to understand completely. However, the song "Humble" offers an accessible view into his universe. a) In pairs: Find the song's lyrics on . Keep them in front of you as you watch the music video on . Answer the following questions based on what you read and watch: -- Look up Jeremiah 13:18 in an online Bible. Why is this passage relevant to the song? Do you find other references to the Bible/religion? -- What is Lamar's opinion about Photoshop? Do you agree with him? Explain. -- There are only black people present in the video, and most of them are dressed in all black, too. Why, do you think, is Lamar the only one who sometimes wears white? -- Why do you think Lamar places himself in a ladies' hairdressing salon? -- In the song, Lamar mentions Grey Poupon, which is a mustard brand. In the 1980s, Grey Poupon made a commercial called "Son of Rolls" that many rappers still refer to. Find the commercial online (0:32) and compare it to the scene in "Humble" where Lamar sits in his car (2:07–2:15). In your opinion, what point is Lamar trying to make here? -- In one single sentence, can you suggest what Lamar's message is? b) Discuss your answers in class. See course 15: _Holding discussions_ for guidance.--- 145 til 3276. Cooperate and explore topics related to the film Below (under oppgaveteksten), we have listed six different topics that are thematically linked to the film _The Hate U Give_. -- In groups, choose one topic that you want to explore. -- Consider your audience and purpose. -- Using only reliable sources, collect relevant information about your topic. (The bullet points are only meant as suggestions. You are free to choose your own approach.) -- Prepare an end product that is clearly divided into three parts: an introduction, a main body, and a conclusion. The introduction should also contain a well-defined thesis statement. -- Your end product may take the form of a video recording, a podcast, a blog page, a five-paragraph essay, or an oral group presentation. The following courses should be helpful: 8: _Structuring a text_, 10: _Choosing sources_, 11: _Referring to sources_, 13: _Improving your pronunciation_, and 14: _Giving presentations_.6 temaer:1. 2Pac and rap culture -- What is rap music/culture? -- 2Pac's life and music -- His death and legacy -- Other important rap artists2. Gang culture in the USA -- History -- Types of gangs -- Their activities -- Notable gangs3. Police brutality in the USA -- Causes -- Incidents/victims -- "I can't breathe" -- Public reactions4. The Black Panther Party -- Origin -- Activities -- Prominent members -- Legacy5. Black Lives Matter Movement -- Origin/Ferguson / Michael Brown -- Tactics -- Notable events -- Criticism6. Black history timeline -- Important events -- Important peopleBilde:Bildetekst: "When the armoured officers rushed at me, I had no fear. I wasn't afraid." Ieshia Evans protesting against police brutality in Baton Rouge, Louisiana, July 2016.Forklaring: foto. Ieshia Evans st?r oppreist og rolig foran to politibetjenter i fullt beskyttende utstyr.--- 146 til 327Bildeside: Bilde er flyttet--- 147 til 327xxx2 The mindless menace of violence_Aims_-- Identify linguistic features and literary devices in famous speeches-- Write a rhetorical analysis_First_ When do you choose to listen to somebody? Try to remember a context where you felt someone really got their message across. What did they do in order to manage that?Context: The assassinations of John F Kennedy and Martin Luther King Jr were culturally defining events of 20th century America. Robert F Kennedy, a politician known for his rhetorical skills, was moved to give a speech the day after King was assassinated, just 5 years after his older brother had met the same fate. RFK was born into one of America's most famous political families – the Kennedys. His father was a politician, his older brother the president of the USA, and he himself ran for office when his brother was assassinated. His family has been stricken with accidents and assassinations – and history books speak of "the Kennedy curse". Long before RFK's time, in the 4th century BC, Aristotle taught the power of the spoken word and the art of persuasion. When we talk about oratory being essential for politicians, it is still some of Aristotle's theories on rhetoric we refer to.Bilde (s. 146):Forklaring: fotoJohn F. Kennedy sitter p? gulvet._Tidbit:_ Immortal speeches often contain immortal phrases. The most famous quote of JFK, RFK's older brother, is "Ask not what your country can do for you – ask what you can do for your country."--- 148 til 327xxx3 Robert F Kennedy, Cleveland City Club, April 5, 1968Genre: Speech This is a time of shame and sorrow. It is not a day for politics. I have saved this one opportunity to speak briefly to you about this mindless menace of violence in America which again stains our land and every one of our lives. It is not the concern of any one race. The victims of the violence are black and white, rich and poor, young and old, famous and unknown. They are, most important of all, human beings whom other human beings loved and needed. No one – no matter where he lives or what he does – can be certain who will suffer from some senseless act of bloodshed. And yet it goes on and on. Why? What has violence ever accomplished? What has it ever created? No martyr's cause has ever been stilled by his assassin's bullet. No wrongs have ever been righted by riots and civil disorders. A sniper is only a coward, not a hero; and an uncontrolled, uncontrollable mob is only the voice of madness, not the voice of the people. Whenever any American's life is taken by another American unnecessarily – whether it is done in the name of the law or in the defiance of law, by one man or a gang, in cold blood or in passion, in an attack of violence or in response to violence – whenever we tear at the fabric of life which another man has painfully and clumsily woven for himself and his children, the whole nation is degraded. "Among free men," said Abraham Lincoln, "there can be no successful appeal from the ballot to the bullet; and those who take such appeal are sure to lose their cause and pay the costs." Yet we seemingly tolerate a rising level of violence that ignores our common humanity and our claims to civilization alike. We calmly accept newspaper reports of civilian slaughter in far off lands. We glorify killing on movie and television screens and call it entertainment. We make it easy for men of all shades of sanity to acquire weapons and ammunition they desire. Too often we honor swagger and bluster and the wielders of force; too often we excuse those who are willing to build their own lives on the shattered dreams of others. Some Americans who preach nonviolence abroad fail to practice it here at home. Some who accuse others of inciting riots have by their own conduct invited them. Some look for scapegoats, others look for conspiracies, but this much is clear; violence breeds violence, repression brings retaliation, and only a cleaning of our whole society can remove this sickness from our soul.--- 149 til 327 For there is another kind of violence, slower but just as deadly, destructive as the shot or the bomb in the night. This is the violence of institutions; indifference and inaction and slow decay. This is the violence that afflicts the poor, that poisons relations between men because their skin has different colors. This is a slow destruction of a child by hunger, and schools without books and homes without heat in the winter. This is the breaking of a man's spirit by denying him the chance to stand as a father and as a man among other men. And this too afflicts us all. I have not come here to propose a set of specific remedies nor is there a single set. For a broad and adequate outline we know what must be done. When you teach a man to hate and fear his brother, when you teach that he is a lesser man because of his color or his beliefs or the policies he pursues, when you teach that those who differ from you threaten your freedom or your job or your family, then you also learn to confront others not as fellow citizens but as enemies – to be met not with cooperation but with conquest, to be subjugated and mastered. We learn, at the last, to look at our brothers as aliens, men with whom we share a city, but not a community, men bound to us in common dwelling, but not in common effort. We learn to share only a common fear – only a common desire to retreat from each other – only a common impulse to meet disagreement with force. For all this there are no final answers. Yet we know what we must do. It is to achieve true justice among our fellow citizens. The question is now what programs we should seek to enact. The question is whether we can find in our own midst and in our own hearts that leadership of human purpose that will recognize the terrible truths of our existence. We must admit the vanity of our false distinctions among men and learn to find our own advancement in the search for the advancement of all. We must admit in ourselves that our own children's future cannot be built on the misfortunes of others. We must recognize that this short life can neither be ennobled or enriched by hatred or revenge. Our lives on this planet are too short and the work to be done too great to let this spirit flourish any longer in our land. Of course we cannot vanish it with a program, nor with a resolution. But we can perhaps remember – even if only for a time – that those who live with us are our brothers, that they share with us the same short movement of life, that they seek – as we do – nothing but the chance to live out their lives in purpose and happiness, winning what satisfaction and fulfillment they can.--- 150 til 327 Surely this bond of common faith, this bond of common goal, can begin to teach us something. Surely we can learn, at least, to look at those around us as fellow men and surely we can begin to work a little harder to bind up the wounds among us and to become in our hearts brothers and countrymen once again. Kennedy, R. F. (1968, April 5). Remarks to the Cleveland City Club. _John F. Kennedy Presidential Library and Museum_. Retrieved from . 2 fotografier:1. (s. 148): Forklaring: J.F.K. og R.F.K. g?r sammen foran US Capitol.2: Bildetekst: Below: In March 2018 an activist group placed 7000 pairs of shoes on the lawn of the US Capitol, representing the children killed by gun violence since the mass shooting at Sandy Hook Elementary School in 2012Ordforklaringer (s. 149):Language features: Specific language used to strike the reader in intended ways. For example, formal or informal language and choice of vocabulary.Literary devices: Devices that often occur in fiction and poetry may also find their way into non-fiction, such as articles. For example _symbols, comparisons, metaphors_, and _repetition_.xxx4 Glossary Page 148:mindless: without thoughtmenace: threatstain (v): _skitne til_bloodshed: the taking of lifemartyr: someone who is killed for their beliefsassassin: someone who murderssniper: a person who shoots from a hiding placedefiance: resistancedegraded: reduced in qualityballot: votesanity: reasonable behaviouracquire: get hold ofswagger (n): arrogancebluster (n): ragewielders: handlers, rulersinciting: encouragingscapegoats: others to blamerepression: domination Page 149:decay (v): declineafflicts: causes problemsremedies: treatmentssubjugated: conquereddwelling: livingenact: pass a law, ratifyennobled: improvedxxx3 Practicexxx4 Content1. What had happened in the USA the day before RFK gave this speech?2. A former American president is quoted in this speech. Who?3. What do we, according to RFK, call "killing on movie and television screens"?4. RFK makes some observations about American society. Mention at least three.5. What solutions does RFK present?6. Does RFK believe his wishes for America could come true through resolutions and politics? Explain your view.xxx4 Structure7. The speech has a clear structure. Divide the text into at least three different parts and describe their focal points.8. Identify the linking words RFK makes use of to create smooth transitions between his paragraphs.--- 151 til 327Ramme: How to comment on the use of ethos, logos, and pathos in your analysis1. Ethos – how does the sender appear (credible/knowledgeable/ professional)? For example: "During my time in South Africa, I observed ..." Examples of sentence starters: -- The author's ethos is strengthened because of ... -- The writer uses stylistic devices to build up his ethos, for example -- The text has high/low ethos because ...2. Logos – is the reasoning clear and logical? For example: "It would be wise to strengthen swimming lessons for minority groups, as statistics show that youngsters from these groups are overrepresented in drowning accidents." Examples of sentence starters: -- The sender uses the logos appeal to convince ... -- The arguments ... build an appeal to logos -- Through factual arguments, the text gains a distinct logos function ...3. Pathos – how does the text address our feelings? For example: "Owing to this system, young children are separated from their parents and locked away without even knowing the language spoken." Examples of sentence starters: -- The sender uses various means to create pathos, for example ... -- The text appeals to pathos because ... -- The use of emotionally charged words and phrases creates a sympathetic image and appeals to pathos.xxx4 Language9. Study the speech closely and identify some language features and literary devices used. Write down your examples and comment on their function.10. RFK makes use of contrasts in his speech. List the ones you can identify. What does he accomplish by using them?11. Using rhetorical appeals in persuasive texts increases the speaker's or writer's chances of convincing the audience. Identify how Kennedy's speech appeals to ethos, pathos, and logos.xxx4 Over to you12. Investigate a hot-button topic a) Robert F Kennedy worked for the interests of minority groups in the USA and made it part of his political agenda to fight for equality. Some claim his speech is just as relevant today as it was in 1968. Go online and find at least two reliable sources for how minority groups are doing in the USA today. Could RFK's message still be relevant? See course 10: _Choosing sources_ for guidance. b) In the 1960s Martin Luther King Jr led the Civil Rights Movement. What movement would you engage in today? Find a cause that interests you and write a speech where you build your arguments using ethos, logos and pathos. See course 14: _Giving presentations_ for guidance.13. Current issues Violence, unfortunately, is a recurring issue in America. Robert F Kennedy spoke of it, Obama addressed it – and currently school shootings and gun laws are frequently debated. Jacinda Ardern gave her speech after a terrorist attack, and so did King Harald. Make a podcast where you debate one or two current issues linked to violence in all or one of the countries Norway, New Zealand and the USA. Examples of current issues are: gun laws, prison sentences, racial profiling, terror attacks, politics, and security measures taken to prevent acts of violence. See course 15: _Holding discussions_ for guidance.--- 152 til 32714. Compare and contrast a) Compare and contrast the message in RFK's speech with the messages in two of the three extracts of well-known speeches below. b) Use the text extracts or the full speeches and write a rhetorical analysis of three of the examples you find. See course 7: _Structuring a paragraph_. You will find the full speeches and a writing frame on Skolestudio.Ordforklaring:A _message_ is the main opinion or statement voiced in the text.Ramme (tre taler):_Example:_ Barack Obama makes use of the personal pronoun "I" in his speech. Speaking from a personal point of view makes him less formal, but it also evens out the hierarchy between a presidential candidate and the ordinary man. "I am the son of a black man from Kenya and a white woman from Kansas," Obama says – and addresses one of the issues around him as a future president. He continues: "I am married to a black American who carries within her the blood of slaves and slaveowners – an inheritance we pass on to our two precious daughters," a story that many Americans can identify with, but never before seen in a president. This personal approach appeals to the listeners' emotions – a pathos appeal – and makes them invested in the speech.Talen til Obama: "(...) I chose to run for the presidency at this moment in history because I believe deeply that we cannot solve the challenges of our time unless we solve them together – unless we perfect our union by understanding that we may have different stories, but we hold common hopes; that we may not look the same and we may not have come from the same place, but we all want to move in the same direction – towards a better future for of children and our grandchildren. This belief comes from my unyielding faith in the decency and generosity of the American people. But it also comes from my own American story. I am the son of a black man from Kenya and a white woman from Kansas. I was raised with the help of a white grandfather who survived a Depression to serve in Patton's Army during World War II and a white grandmother who worked on a bomber assembly line at Fort Leavenworth while he was overseas. I've gone to some of the best schools in America and lived in one of the world's poorest nations. I am married to a black American who carries within her the blood of slaves and slaveowners – an inheritance we pass on to our two precious daughters. I have brothers, sisters, nieces, nephews, uncles and cousins, of every race and every hue, scattered across three continents, and for as long as I live, I will never forget that in no other country on Earth is my story even possible. It's a story that hasn't made me the most conventional candidate. But it is a story that has seared into my genetic makeup the idea that this nation is more than the sum of its parts – that out of many, we are truly one. (...)" Obama, B. (2008, March 18). A More Perfect Union. _National Constitution Center_. Retrieved from : fotoBarack Obama p? talestolen.--- 153 til 327Talen til Jacinda Ardern: "(...) What words adequately express the pain and suffering of 50 men, women and children lost, and so many injured? What words capture the anguish of our Muslim community being the target of hatred and violence? What words express the grief of a city that has already known so much pain? I thought there were none. And then I came here and was met with this simple greeting. As-salaam Alaikum. Peace be upon you. They were simple words, repeated by community leaders who witnessed the loss of their friends and loved ones. Simple words, whispered by the injured from their hospital beds. Simple words, spoken by the bereaved and everyone I met who has been affected by this attack. As-salaam Alaikum. Peace be upon you. They were words spoken by a community who, in the face of hate and violence, had every right to express anger but instead opened their doors for all of us to grieve with them. And so we say to those who have lost the most, we may not have always had the words. We may have left flowers, performed the haka, sung songs or simply embraced. But even when we had no words, we still heard yours, and they have left us humbled and they have left us united. (...)" Ardern, J. (2019, March 19). Speech at Christchurch Memorial. _The Guardian._ Retrieved from : fotoJacinda ArdernTalen til Kong Harald: "(...) So what is Norway? [...] But above all, Norway is its people. Norwegians come from North Norway, Central Norway, Southern Norway – and all of the other regions. Norwegians have immigrated from Afghanistan, Pakistan and Poland, from Sweden, Somalia and Syria. My grandparents came here from Denmark and England 110 years ago. It is not always easy to say where we are from, what nationality we are. Home is where our heart is – and that cannot always be confined within national borders. Norwegians are young and old, tall and short, able-bodied and wheelchair users. More and more people are over 100 years old. Norwegians are rich, poor and in-between. Norwegians like football and handball, mountain climbing and sailing – while others prefer lounging on the sofa. Some are self-confident, while others struggle to believe they are good enough as they are. Norwegians work in shops, in hospitals, on offshore platforms. Norwegians work to keep us safe and secure, to keep our country free of pollution and to find new solutions for a green future. Norwegians farm the land and catch fish. Norwegians do research and teach. Norwegians are enthusiastic young people – and wise old people. Norwegians are single, divorced, families with children, and old married couples. Norwegians are girls who love girls, boys who love boys, and girls and boys who love each other. Norwegians believe in God, Allah, the Universe and nothing. Norwegians like Grieg and Kygo, the Hellbillies and Kari Bremnes. In other words: Norway is _you_. Norway is _us_. (...) His Majesty, King Harald of Norway (2016, September 1). Garden Party Welcoming Speech. _The Royal House of Norway_. Retrieved from : fotoKong Harald--- 154 til 327Bildeside: Bilde er flyttet--- 155 til 327xxx2 The End of Something_Aims_-- Collaborate on analyzing a classic short story-- Write a paragraph on strategies for breaking up-- Create a digital presentation about a rust-belt city_First_ Watch the BuzzFeed video "People Share Their Best Break-Up Advice" (04:03) on YouTube by following the link on Skolestudio. Discuss in class what the different people say. Is their advice good and useful?Context: The short story you are about to read communicates some of the shock and emptiness that cultural change can bring, just as the end of a relationship often does. Following the First World War, the United States suffered a brief depression in 1920-21. Most parts of the country then experienced a resurgence, during what are known as the Roaring Twenties, when the modern world of motor cars, telephones and movies arrived, along with a more liberal culture and set of values. Some traditional industries, however, continued to decline through the 1920s, into the Great Depression of the 1930s. In other words, the modern revolution had its casualties. Part of Donald Trump's appeal during the 2016 election was that he promised voters that he would bring back American coal and steel, by placing high tariffs on cheaper imports from abroad. During the 1980s, some of the same parts of the US that had suffered decline before, but then recovered, entered a new period of deindustrialisation. The once great industries of steel manufacture and coal mining had been left behind by the modern world. The Rust Belt is the name given to the affected regions of the Midwest and Great Lakes, including Michigan, where the story is set.Bilde (s. 154):Forklaring: maleri Bildetekst: Peder M?nsted: A rowing boat with fishing gear (1889)--- 156 til 327xxx3 The End of SomethingGenre: Short story In the old days Hortons Bay was a lumbering town. No one who lived in it was out of sound of the big saws in the mill by the lake. Then one year there were no more logs to make lumber. The lumber schooners came into the bay and were loaded with the cut of the mill that stood stacked in the yard. All the piles of lumber were carried away. The big mill building had all its machinery that was removable taken out and hoisted on board one of the schooners by the men who had worked in the mill. The schooner moved out of the bay toward the open lake, carrying the two great saws, the travelling carriage that hurled the logs against the revolving, circular saws and all the rollers, wheels, belts and iron piled on a hull-deep load of lumber. Its open hold covered with canvas and lashed tight, the sails of the schooner filled and it moved out into the open lake, carrying with it everything that had made the mill a mill and Hortons Bay a town. The one-story bunk houses, the eating-house, the company store, the mill offices, and the big mill itself stood deserted in the acres of sawdust that covered the swampy meadow by the shore of the bay. Ten years later there was nothing of the mill left except the broken white limestone of its foundations showing through the swampy second growth as Nick and Marjorie rowed along the shore. They were trolling along the edge of the channel-bank where the bottom dropped off suddenly from sandy shallows to twelve feet of dark water. They were trolling on their way to the point to set night lines for rainbow trout. "There's our old ruin, Nick," Marjorie said. Nick, rowing, looked at the white stone in the green trees. "There it is," he said. "Can you remember when it was a mill?" Marjorie asked. "I can just remember," Nick said. "It seems more like a castle," Marjorie said. Nick said nothing. They rowed on out of sight of the mill, following the shore line. Then Nick cut across the bay. "They aren't striking," he said. "No," Marjorie said. She was intent on the rod all the time they trolled, even when she talked. She loved to fish. She loved to fish with Nick. Close beside the boat a big trout broke the surface of the water. Nick pulled hard on one oar so the boat would turn and the bait, spinning far behind, would pass where the trout was feeding. As the trout's back came up out of the water the minnows jumped wildly. They sprinkled the surface like a handful of shot thrown into the water. Another trout broke water, feeding on the other side of the boat. "They're feeding," Marjorie said. "But they won't strike," Nick said.--- 157 til 327 He rowed the boat around to troll past both the feeding fish, then headed it for the point. Marjorie did not reel in until the boat touched the shore. They pulled the boat up the beach and Nick lifted out a pail of live perch. The perch swam in the water in the pail. Nick caught three of them with his hands and cut their heads off and skinned them while Marjorie chased with her hands in the bucket, finally caught a perch, cut its head off and skinned it. Nick looked at her fish. "You don't want to take the ventral fin out," he said. "It'll be all right for bait but it's better with the ventral fin in." He hooked each of the skinned perch through the tail. There were two hooks attached to a leader on each rod. Then Marjorie rowed the boat out over the channel-bank, holding the line in her teeth, and looking toward Nick, who stood on the shore holding the rod and letting the line run out from the reel. "That's about right," he called. "Should I let it drop?" Marjorie called back, holding the line in her hand. "Sure. Let it go." Marjorie dropped the line overboard and watched the baits go down through the water. She came in with the boat and ran the second line out the same way. Each time Nick set a heavy slab of driftwood across the butt of the rod to hold it solid and propped it up at an angle with a small slab. He reeled in the slack line so the line ran taut out to where the bait rested on the sandy floor of the channel and set the click on the reel. When a trout, feeding on the bottom, took the bait it would run with it, taking line out of the reel in a rush and making the reel sing with the click on. Marjorie rowed up the point a little way so she would not disturb the line. She pulled hard on the oars and the boat went way up the beach. Little waves came in with it. Marjorie stepped out of the boat and Nick pulled the boat high up the beach. "What's the matter, Nick?" Marjorie asked. "I don't know," Nick said, getting wood for a fire. They made a fire with driftwood. Marjorie went to the boat and brought a blanket. The evening breeze blew the smoke toward the point, so Marjorie spread the blanket out between the fire and the lake. Marjorie sat on the blanket with her back to the fire and waited for Nick. He came over and sat down beside her on the blanket. In back of them was the close second-growth timber of the point and in front was the bay with the mouth of Hortons Creek. It was not quite dark. The fire-light went as far as the water. They could both see the two steel rods at an angle over the dark water. The fire glinted on the reels. Marjorie unpacked the basket of supper. "I don't feel like eating," said Nick. "Come on and eat, Nick." "All right."--- 158 til 327 They ate without talking, and watched the two rods and the fire-light in the water. "There's going to be a moon tonight," said Nick. He looked across the bay to the hills that were beginning to sharpen against the sky. Beyond the hills he knew the moon was coming up. "I know it," Marjorie said happily. "You know everything," Nick said. "Oh, Nick, please cut it out! Please, please don't be that way!" "I can't help it," Nick said. "You do. You know everything. That's the trouble. You know you do." Marjorie did not say anything. "I've taught you everything. You know you do. What don't you know, anyway?" "Oh, shut up," Marjorie said. "There comes the moon." They sat on the blanket without touching each other and watched the moon rise. "You don't have to talk silly," Marjorie said. "What's really the matter?" "I don't know." "Of course you know." "No I don't." "Go on and say it." Nick looked on at the moon, coming up over the hills. "It isn't fun any more." He was afraid to look at Marjorie. Then he looked at her. She sat there with her back toward him. He looked at her back. "It isn't fun any more. Not any of it." She didn't say anything. He went on. "I feel as though everything was gone to hell inside of me. I don't know, Marge. I don't know what to say." He looked on at her back. "Isn't love any fun?" Marjorie said. "No," Nick said. Marjorie stood up. Nick sat there, his head in his hands. "I'm going to take the boat," Marjorie called to him. "You can walk back around the point." "All right," Nick said. "I'll push the boat off for you."--- 159 til 327 "You don't need to," she said. She was afloat in the boat on the water with the moonlight on it. Nick went back and lay down with his face in the blanket by the fire. He could hear Marjorie rowing on the water. He lay there for a long time. He lay there while he heard Bill come into the clearing walking around through the woods. He felt Bill coming up to the fire. Bill didn't touch him, either. "Did she go all right?" Bill said. "Yes," Nick said, lying, his face on the blanket. "Have a scene?" "No, there wasn't any scene." "How do you feel?" "Oh, go away, Bill! Go away for a while." Bill selected a sandwich from the lunch basket and walked over to have a look at the rods. Hemingway, E. (1925). The End of Something. In _In Our Time_. New York: Boni & Liveright.Bilde:Forklaring: fotoTo fiskestenger festet p? rekkverket til en b?t._Tidbit:_ Horton Bay – not _Hortons_, as it is called in the story – is a real community, with a population not much greater than 500. It belongs to the mostly rural 1st Congressional District of Michigan. It had a Democratic representative in Congress from 1933-2011. Since 2011, it has had two Republican representatives, which may reflect the emerging rural-urban cultural divide explored in _Rural and Urban Americans_, in chapter 4.Bilde:Forklaring: kartKartet over en del av Midtvesten og Nord?st-USA. -- Horton Bay ligger ved den nord?stlige delen av Lake Michigan, mellom Lake Michigan og Lake Huron.-- Rust-Belt Area: Boston og Springfield i Massachusetts, Allentown, Philadelphia og Pittsburgh i Pennsylvania, Baltimore i Maryland og Lafayette i Indiana.-- Revitalized Rust-Belt Area: Et stort omr?de s?r for Great Lakes som inkluderer en del av Illinois, Michigan, Indiana, Ohio, Pennsylvania og New York (staten)._Author:_ _Ernest Hemingway_ (1899-1961) is a canonised American author. His writing shows inspiration from his background in journalism, service in multiple wars and interest in sport and nature. He is also known for having married four times. Many of his short stories feature couples breaking up or discussing their life choices. The stories also include a lot of dialogue, which leaves them open to interpretation, as is the case in "The End of Something". In 1954, Hemingway was awarded the Nobel Prize in Literature.Bilde:Forklaring: fotoForfatteren Ernest Hemingway.xxx4 Glossary Page 156:lumbering: timber-producingschooners: sailing shipscut of the mill: timber produced at the millhoisted: lifted with ropes and pulleysrevolving: turninghull-deep: high as the depth of the ship's hullbunk houses: basic housing for workers to sleep inlimestone: _kalkstein_second growth: regrowth following the first harvesttrolling: fishing by dragging a line behind a boat, _? dorge_channel-bank: edge of the channel into the lakerainbow trout: _regnbue?rret_striking: catching on the lineminnows: small fishshot: _hagl_ (fired from a shotgun) Page 157:point: narrow piece of land that juts into the lakepail: bucketperch: _gulabbor_ventral fin: fin on the underside of a fish, _bukfinne_leader: thread that holds a fish hook on a linetaut: tight, _stram_set the click: adjusted the resistance--- 160 til 327xxx3 Practicexxx4 Content1. What does the title "The End of Something" refer to? More than one answer is possible.2. How does the description of the setting in the first two paragraphs reflect what happens to Nick and Marjorie towards the end of the story?3. What does Nick mean when he says to Marjorie, "It isn't fun anymore".4. How does Marjorie react when she understands that Nick wants to end their relationship?5. Who is Bill and why is he significant to the story?xxx4 Structure6. The lack of physical touch between Marjorie and Nick is mentioned as they watch the moonrise. The idea is repeated at the end of the story, when Bill arrives. What is the purpose and the effect of this repetition?7. How does Hemingway use the structure of the dialogue to enhance the sense of tension within Nick and between him and Marjorie.xxx4 Language8. Which terms for fish and fishing can you find in the story? Find at least 10, and specify whether each is a noun or a verb.9. Hemingway is known for writing short and simple sentences with a straightforward and everyday vocabulary. Find an example of 4 or more sentences like this that are used in a row.10. Comment on the way Hemingway uses sound in the story and the effect it has. (Hint: scan for the words _sound, sing_ and _hear_ to find examples.)11. What literary devices are involved in the following examples? -- the big mill itself stood deserted in the acres of sawdust that covered the swampy meadow by the shore of the bay -- They sprinkled the surface like a handful of shot thrown into the water -- the hills that were beginning to sharpen against the sky -- She was afloat in the boat on the water with the moonlight on it_Tidbit:_ Ernest Hemingway's journalistic writing style is well known and has inspired many authors. One of his best is the iceberg-theory. The iceberg is a metaphor, illustrating precisely how little of the full story Hemingway gives away. You need to interpret all that is hidden under the surface yourself!xxx4 Over to you12. Analyse the story in collaboration Form groups and plan an analysis of this short story and a brief comparison with "Closure" from chapter 1. Divide the work amongst you, collaborating in a shared document. Present your analysis either orally or in writing. For guidance, see course 17: _Approaching literature and film_.13. Write a paragraph on breaking up This is the second short story in this book on the theme of breaking up. The first one is "Closure" in chapter 1. On the basis of these two stories, the BuzzFeed clip you have watched, and your own ideas and experiences, create a list of strategies or tips for breaking up with someone. Create a mind map to structure your ideas and find out which strategy you have the most to say about. Then write a paragraph where you explain, support or argue in favour of this strategy. For guidance, see course 9: _Planning your text_ and course 7: _Structuring a paragraph_.--- 161 til 32714. Create a digital presentation of a rust-belt city The run-down town in this story, Hortons Bay, is located in the state of Michigan, which belongs to the Rust Belt. Detroit is the most populous city of Michigan and has undergone great changes from the early 1900s into the present day. Create a digital presentation on the development of the city, then and now. Your presentation could include: -- Pictures -- Maps -- Industry -- Statistics on the population, such as: -- Employment -- Wealth -- Ethnicity -- Relevant music For guidance, see course 14: _Giving presentations_.Bilde:Bildetekst: Detroit, Michigan, 27 March, 1924: The photo shows workers at the Ford Automobile Plant at Highland Park, the biggest in the world at the time, leaving their shift. Forklaring: foto.Arbeidere st?r i k? for ? g? ombord en trikk utenfor fabrikken. Det er ogs? en del parkerte biler i veien.--- 162 til 327Bildeside: Bilde er flyttet--- 163 til 327xxx2 Watchmen: Episode 1(Watch an episode!)_Aims_-- Explore the historical dimensions of racial injustice in the US-- Consider ethical questions about law enforcement and violence-- Practise analysing an episode of a TV drama series that addresses social issues_First_ In _Watchmen_, it is not only criminals and vigilante heroes that wear masks. Ordinary police officers wear them, too. Discuss with a partner: Why might we not want the police or other authorities to wear masks?Bilde:Forklaring: fotoEn person if?rt en frakk, en hatt med en bred rem og en maske st?r p? en rulletrapp. Bildetekst: A fan cosplays as Rorschach from Watchmen at the Denver Pop Culture Con at Colorado Convention Center on June 02, 2019 in Denver, ColoradoContext: _Watchmen_, which is set in a fictional present day, has echoes of many real-world issues, especially ones relating to race and diversity. The series creator Damon Lindelof has said that he was inspired by author Ta-Nehisi Coates, from whose writing he learned about the Tulsa massacre of 1921. This event – also known as the Black Wall Street Massacre – is the setting for the opening flash back scene of the series. The series _Watchmen_ is a sequel to the 1980s comic book series of the same name, which is the only graphic fiction to appear on _Time Magazine's_ list of the 100 best novels since 1923.Bilde:Forklaring: fotoRuiner av bygninger i ei gate. Bygningsrester ligger str?dd overalt. Bildetekst: Photo shows the after math of the white mobs that attacked black residents and businesses of the Greenwood District in Tulsa, Oklahoma. "You and me, Topher, we don't do lollipops and rainbows. 'Cos we know those are pretty colors that just hide what the world really is. Black and white." Angela AbarRamme: On Skolestudio you will find a printable worksheet with questions to answer as you watch the episode.--- 164 til 327Genre: TV seriesCharacter list:Angela Abar aka Sister Night ("Night"): Tulsa police detective and protagonistJudd Crawford: chief of police in TulsaWade Tillman aka Looking Glass ("LG"): police detective who wears a reflective maskRed Scare ("Red"): police detective who dresses all in redWill Reeves: young boy who lives through the Tulsa massacre of 1921Cal Abar: Angela's husbandTopher Abar: Angela's adopted sonCharlie Sutton: black police officer who is shot in his car after stopping a suspectMaster: as-yet unnamed – appears to be the master of a grand country estateMr. Philips: male servant of the MasterMs. Crookshanks: female servant of the MasterJane Crawford: Judd's wifeBilde:Forklaring: foto Bildetekst: Regina King attends the Premiere Of HBO's Watchmen at The Cinerama Dome on October 14, 2019 in Los Angeles, California._Tidbit:_ The Tulsa race riot of 1921 followed an incident in which a 19-year-old black shoeshiner named Dick Rowland was accused of raping a white woman in broad daylight. A group of white men gathered around the court house, as several black men came to Rowland's defence, believing he would be lynched. The city and county government failed to take action when a scuffle between a white man and a black man turned into the mob's complete destruction of the black neighbourhood of Greenwood – Tulsa's "Black Wall Street" – including over 1,200 homes, churches, schools, a hospital and a library. Meanwhile, the Oklahoma National Guard arrested nearly all the black residents. Officials had deputized some of the white men involved in the violence and had supplied them with weapons and ammunition. Hence, the incident has been described by Ta-Nehesi Coates and others as one of many state-sponsored crimes against black people, for which reparations should be paid.--- 165 til 327xxx3 Practicexxx4 Content1. The episode raises questions about the rights and wrongs of law enforcement. For each issue below, explain how it features in the episode and – if you are aware of any – name some real-life cases. -- the ability of the police to defend themselves against armed criminals -- the use of excessive violence by the police to bring in a suspect -- the use of torture against terrorism suspects to extract information and confessionsxxx4 Structure2. During the outdoor scenes of the Tulsa massacre at the beginning of the episode, the colour of the film appears to have been digitally altered. How and to what effect?3. How is music used in the episode to create atmosphere? Find two examples to compare and contrast.xxx4 Language4. What examples of these varieties of English accents do you hear in the episode? a) African-American English b) Southern American Englishxxx4 Over to you5. Role models Bass Reeves – "the Black Marshall of Oklahoma" – was a real person, although the silent movie at the beginning of the episode is fictional. We are asked to imagine the difference it might have made in 1921 for a young African American, Will, to have such a heroic role model to look up to. Write a text or create a presentation about some of the best African American role models there have been for children from the 1980s to the present day. See courses 8: _Structuring a text_ and 14: _Giving presentations_ for guidance.6. Analyse the full series or the graphic novel Both the series _Watchmen_ and the graphic novel are well suited for an extended analysis – perhaps as an alternative to a novel study. While watching the series or reading the graphic novel, note down any questions or ideas that occur to you. It is important to decide on a focus, as you cannot write about everything: for example, the different sides of a particular character, a key theme, or the use of certain cinematic techniques or literary devices. See course 17: _Approaching literature and film_ for guidance._Tidbit:_ In "The Case for Reparations" – an article that appeared in _The Atlantic_ in 2014 – Ta-Nehisi Coates started a public debate on whether African Americans should be paid financial compensation for the generational harm that has been done through slavery and other forms of racial injustice. In _Watchmen_, these reparations have been paid out under the name of "Redfordations".Bilde:Forklaring: fotoTa-Nehisi Coates.--- 166 til 327xxx2 The united states fact file Merknad: De neste fire sidene inneholder diverse figurer som illustrerer fakta og statistikker om USA. En ekstra forklaring er gitt der det er n?dvendig, men i de fleste tilfellene er teksten p? figuren tilstrekkelig og er presentert som lister.Population in total: 327,000,000People per square kilometre: 35Average life expectancy:-- National: Menn: 76, kvinner: 81-- Mississippi: Menn: 71, kvinner: 78-- Hawaii: Menn: 79, kvinner: 84Average infant mortality:Deaths per 1,000 live births-- National: 5.8-- Washington: 3.9-- Mississippi: 8.6Ethnicity:-- white: 76.5%-- black: 13.4%-- Asian: 5.9%-- mixed: 2.7%-- native: 1.5%Average income: $47,216Inequality index:Top: 20% earns 9.4 times more than bottom 20%Living situation for under-18s:-- Single parent or no parent: 31%-- Two parents: 69%--- 167 til 327Kart:_Cities_Kart over USA med informasjon om disse byene:-- Seattle, WA: Home to companies Microsoft, Boeing, Amazon and Starbucks Pop. 745 k-- Chicago, IL: Second most-visited city in the US. Pop. 2.7 m-- Los Angeles, CA: Famous for its Hollywood movie industry. Pop. 4.0 m-- Phoenix, AZ: Heart of the so-called Valley of the Sun. Pop. 1.6 m-- Houston, TX: Home to NASA's Johnson Space Centre. Pop. 2.3 m-- New York, NY: Major cultural centre of the US. Pop. 8.4 m-- Philadelphia, PA: Founded as the capital of Pennsylvania Colony. Pop. 1.6 mAmerikansk engelsk / britisk engelsk (vist som meldinger p? telefon i originalen):-- a half hour / half an hour-- have gotten / have got-- I'm good / I'm well-- issues / problems-- oftentimes / often-- period / full stop-- price hike / price rise-- season/series-- wait on / wait for--- 168 til 327Bilder. 4:Forklaring: illustrasjonIconic buildings:-- The White House-- The Empire State Building-- Golden Gate Bridge-- Washington National CathedralBilde:Forklaring: figurBranches of government:-- Judicial: Supreme Court-- Legislative: House of Representatives and the Senate-- Executive: President and his administration I originalboka er det piler mellom hver maktinstans, som viser at de kontrollerer hverandre og hindrer at ingen av instansene f?r mer makt enn de andre.Tidslinje: Women leaders: Suffrage:1818-1893: Lucy Stone1815-1902: Elizabeth Cady Stanton Civil Rights1917-1977 Fannie Lou Hamer1913-2005 Rosa ParksTidslinje: Short history of the US1513: Discovery by Europeans: Juan Ponce de Leon lands in Florida1607: First British settlements: Colony of Virginia founded1776: Independence from Britain: Declaration of Independence starts war with Britain1830: Westward expansion: Indian Removal Act is passed, leading to Trail of Tears1863: End of slavery: Abraham Lincoln issues Emancipation Proclamation--- 169 til 327Alcohol consumption:-- 6-8 units or more in one session: 26.9%-- In previous month: 56%-- In previous year: 70.1%-- None: 13.6%Alcohol and young people: Legal ageto buy alcohol: 21to consume alcohol: 21* *with some exceptions in some states for minors under adult supervisionDriving: AgeLearner's permit: 14-16*Drive a car on full license: 16-18* *varies by stateBilde:Forklaring: illustrasjonPopular sports:-- Basketball (stor, rund ball)-- Baseball (k?lle og liten ball)-- Football (oval ball)-- Soccer (stor, rund ball)-- Volleyball (stor, rund ball)-- Lacrosse (liten ball og en k?lle med en nettlomme i enden)--- 170 til 327xxx2 The united kingdom fact file Merknad: De neste fire sidene inneholder diverse figurer som illustrerer fakta og statistikker om UK. En ekstra forklaring er gitt der det er n?dvendig, men i de fleste tilfellene er teksten p? figuren tilstrekkelig og er presentert stort sett som lister.Population in total: 67,000,000People per square kilometre: 276Average life expectancy:-- National: Menn: 79, kvinner: 83-- Blackpool, Lancashire: Menn: 75, kvinner: 80-- Kensington & Chelsea: Menn: 83, kvinner: 86Average infant mortality:Deaths per 1,000 live births-- National: 4-- For parents with: -- high-level occupations: 3 -- low-level occupations: 5Ethnicity:-- white: 86%-- Asian: 7.5%-- black: 3.3%-- mixed: 2.2%-- other: 1%Average income ?33,500Inequality index: Top 20% earns 5.4 times more than bottom 20%Families with dependent children:-- Single parent: 24%-- Married, civil partner or cohabiting: 76%--- 171 til 327Kart:_Cities_Kart over Storbritannia med informasjon om disse byene:-- Edinburgh: Scotland's capital city. Pop. 450 k-- Glasgow: Most populous city in Scotland. Pop. 600 k-- Leeds. Most populous city in North of England. Pop. 750 k-- Sheffield: Known for its steel industry. Pop. 550 k-- Birmingham: Second most populous city. Pop. 1 m-- Greater London: Consisting of 33 boroughs covering 1,500 km^2. Pop. 8.8 m-- Liverpool: Historically involved in Atlantic slave trade Pop. 450 kAmerikansk engelsk / britisk engelsk (vist som meldinger p? telefon i originalen):-- bits/parts-- brilliant/thanks-- chat up / flirt-- cheers/thanks-- cuppa / cup of tea-- knackered/tired-- loo/bathroom-- ring/call-- wonky/unstable--- 172 til 327Bilde:Forklaring: illustrasjonIconic London buildings:-- "Big Ben"-- City Hall-- Tower Bridge-- "The Gherkin"Bilde:Forklaring: figurBranches of government-- Judicial Supreme Court of the United Kingdom-- Legislative House of Commons and House of Lords-- Executive Government MinistersTidslinje: Women leadersMonarchs:1837-1901: Victoria1952-present: Elizabeth IIPrime ministers:1979-1990: Margaret Thatcher2016-2019: Theresa MayTidslinje: Short history of the UnionTimeline (Dato og hendelse) – Country:1542: Wales joins England – Kingdom of England1707: Scotland joins – Great Britain1801: Ireland joins – United Kingdom of Great Britain and Ireland1920: Northern Ireland joins (rest of Ireland leaves) – United Kingdom of Great Britain and Northern Ireland--- 173 til 327Alcohol consumption:-- 6-8+ units or more in one session last week: 16%-- On 5+ days last week: 10%-- At least once last week: 57%-- Never: 20%Alcohol and young people: Legal ageto buy alcohol: 18to drink in a pub: 18to drink in a restaurant accompanied by an adult: 16Driving: AgePractice driving a car: 17Drive a car on full licence: 17Bilde:Forklaring: illustrasjonPopular sports:-- Football (en stor, rund ball)-- Golf-- Rugby (en oval ball)-- Tennis-- Badminton-- Cricket-- Netball (En stor rund ball kastes i en nett festet h?yt p? et stativ eller en vegg.)--- 174 til 327Bildeside: Bilde er flyttet--- 175 til 327xxx2 For and Against Fox Hunting_Aims_-- Learn to discuss a controversial issue-- Understand how fox hunting relates to class, culture and history in the UK-- Investigate environmental and animal rights issues_First_ Are you involved in any kind of hunting yourself, or do you know someone that hunts? Perhaps you consider it cruel and unnecessary or, on the contrary, perfectly humane and vital to keeping the countryside in order. Do you see a major difference between fox hunting in Britain and the types of hunting that are allowed in Norway?Context: It would be hard to think of an activity that divides between cultures and classes more sharply than fox hunting. The noble origins of fox hunting, which date back to the Middle Ages, are still clearly visible in the sport as it is today – or, rather, as it was before it was effectively banned by the Hunting Act (2004), which makes most forms of hunting with dogs illegal. Those who are still in favour of fox hunting – and there are many who wish to see it brought back – emphasise its noble and almost war-like quality. They tend to see it as no crueller on the fox – perhaps even less cruel – than all the practical alternatives for pest control. Cruelty, of course, is the main reason many are opposed to fox hunting. Some suspect that there is another motive for keeping it down: that it is enjoyed by just a small, exclusive set of rural middle-class and upper-class people. In the two argumentative texts that follow, you will find models of how to argue for or against a position. Whichever writer you find most persuasive, see if you can incorporate their best strategies into your own writing."Mrs. Allonby: Horrid word ‘health.’Lord Illingworth: Silliest word in our language, and one knows so well the popular idea of health. The English country gentleman galloping after a fox – the unspeakable in full pursuit of the uneatable." Oscar Wilde (1893). _A Woman of No Importance._Bilde (s. 174):Forklaring: foto Bildetekst: Otis Ferry, the son of Roxy Music singer Bryan Ferry, is a prominent figure in the fox hunting world. He is a pro-hunt activist and Joint Master of the South Shropshire Hunt, who famously disrupted a debate on foxhunting in Parliament in 2004.--- 176 til 327xxx3 Text A: Fox-hunting is the greatest sport on God's green earthAuthentic material:Genre: Opinion piece Boxing Day hunts are a highlight of the year for those who love the beauty of our countrysideBy James Delingpole I spent Boxing Day out hunting. I came home caked in mud, legs like jelly and half-cut on a mixture of sloe gin, cherry brandy and Whisky Mac. And as usual I offered up two silent prayers of gratitude – the first for my having survived another suicidal day in the saddle; the second for my good grace in having discovered – albeit rather late in life – the greatest sport on God's green earth. Everyone who hunts knows this. It's why, years after it was rendered supposedly illegal, the sport remains at least as popular as it ever was, whatever Tracey Crouch says. According to the latest research, some 80 per cent of hunts have either held on to their supporters or recruited new ones since the Hunting Act came into effect. As one of those new recruits, I can tell you why this is: because once you've tried it quite simply nothing else will do. Hunting is so brilliant because it combines so many of the things that make life worth living: the matchless beauty of our countryside; the camaraderie of shared danger; the glamour of a mobile cocktail party; the spirit of a warehouse rave; the application of hard-won skills; the escapist joy of living purely in the moment; the thrill of the chase; dressing up in fabulous costumes; rampant sex and passionate affairs (well, apparently). Of all these, what I've come to enjoy most is the relationship you have with your horse. I don't come from a riding background; I used to dislike horsey people. Once you've been out hunting, though, you get it totally. Your survival – it's quite a dangerous sport – depends almost entirely on the wildly unpredictable, almost uncontrollably powerful beast between your legs. The bond between you during the four or five hours of a hunt is so intense it's like becoming one united creature: no longer human and horse; more like a centaur. Then, of course, there's the fox. It's a complete misconception that hunting people hate foxes, let alone that they take pleasure when – only by accident, of course, these days – the fox gets despatched by the hounds. Charlie (as he's known) may be a pest and a villain but he's also the hero. The fox that meets his maker after a 10-mile point (not that this happens these days; we can but dream) will live forever in the hunting hall of fame.--- 177 til 327 (Which is more than can be said for the many thousands of foxes who die each year in the slower, more "natural" way of disease and starvation.) If, on occasion – whoops! – the hounds do chase a fox, things get rather exciting. When you learn to ride there are all sorts of sensible rules about safety you follow: don't jump when it's too muddy or hard; don't gallop round tight bends. But following fast-moving hounds gives you licence to ignore them all. Afterwards, it feels a bit like it must do when you've survived a battle. Everyone's amazed to be in one piece; you feel an extraordinary bond with those who have shared the experience. People who were strangers an hour before now feel like your oldest, most intimate friends. Hunting has a reputation for exclusivity. But it's really not the case: you can do it too, if you want. Admittedly the horse hire and the kit and the "cap" don't come cheap but what I mean is it's not necessary to be the world's greatest rider (I'm not) or even to be able to jump (there are always gates). The only things you do need are an appetite for speed and a steady nerve (though the booze does help) and a love of life. Perhaps you've left it a bit late to be ready for the hunt on New Year's Day. But Boxing Day – why not? You're not getting any younger ... Delingpole, J. (2015, December 26). Fox-hunting is the greatest sport on God's green earth. _The Telegraph_.Bilde:Forklaring: fotoEn stor menneskemengde utenfor et stort, gammelt hus, noen til hest. Bildetekst: Bicester, UK. Well-wishers gathered to watch members of the Bicester and Whaddon Chase Hunt prepare on 26 December, 2007, two years after the hunting of foxes with dogs became illegal. The dogs can follow the scent but cannot kill the fox. Today, many still attend Boxing Day hunts across the United Kingdom.xxx4 Glossary Page 176:Boxing Day: _2. juledag_half-cut: a little drunkgood grace: luckalbeit: though, even ifrendered: madeTracey Crouch: Conservative politician who opposes fox huntingrecruited: gainedmatchless: better than anything elsecamaraderie: trust and friendshipglamour: attractive appealmobile cocktail party: alcoholic drinks enjoyed in the outdoorswarehouse rave: event where loud dance music is played and ecstasy is takenescapist: getting away from the difficulties of everyday liferampant: wild, _hemningsl?s / utan hemningar_misconception: misunderstandingdespatched: killedCharlie: humorous way of referring to whatever fox is being huntedpest: _skadedyr_villain: _skurk_meets his maker: diespoint: spot to which the fox makes a straight runhall of fame: imaginary place where the best in some activity are honoured for their achievements Page 177:starvation: death caused by hungergives you licence: allows youin one piece: uninjuredmost intimate: closestexclusivity: being exclusivedon't come cheap: are expensiveappetite for: desire for, love ofsteady nerve: confidence, couragebooze (slang): alcoholdisband: breakupsabotaging: wrecking, stopping--- 178 til 327Bilde:Forklaring: fotoEn demonstrasjon. En ung kvinne i forgrunnen holder opp en plakat med denne p?skriften: For Foxes' sake: Keep the ban. Bildetekst: Foxhunting protest in London, 14 July, 2015. Animal rights campaigners protesting against government plans to bring back fox hunting, ahead of the vote in the House of Commons. --- 179 til 327xxx3 Text B: Disband the fox hunts. They've had enough chances to obey the law The Hunting Act has proved useless at preventing cruelty. Only a tougher approach will succeedBy Lee Moon On Boxing Day, the biggest day in the hunting calendar, there were reports of four kills by hunts, and probably many more that we don't yet know about. We also know of two horses that died during the day's hunts, while at least one poor hound was killed after being hit by a car in south Wales. If this is how hunts behave when the media spotlight is on them, imagine what hunt saboteurs see during the rest of the hunting season, when we are the only witnesses. Hunts flout the ban with impunity, and attempts to stop them are frequently met with violence. Why has this been allowed to happen? Why are organised gangs permitted to rampage across the countryside and openly flout the law without consequence? And what needs to be done to stop them? The bare minimum that needs to be done is that the Hunting Act must be strengthened and the loopholes closed. Hunt supporters claim that the law doesn't work, and therefore should be scrapped. What a ridiculous idea. If the law on murder was failing to convict killers, you wouldn't make murder legal. You would strengthen the law so that murderers were convicted. The same should happen with hunting legislation. For a start, recklessness should be made a criminal offence. Time and again hunts cry "accident" when they have killed a fox, and that's the end of the matter. Yet we know that they have often acted in such a manner that an "accident" was almost inevitable. The reality is that the only permanent solution to this sorry mess is to force hunts to disband. We need to dismantle them and rehome the hounds. Until then, hunts across the country will continue to chase and kill wildlife. While that happens, hunt saboteurs will always be present to stop them. Moon, L. (2017, December 28). Disband the fox hunts. They've had enough chances to obey the law. _The Guardian_.xxx4 Glossary Page 179:hunt saboteurs: those who try to break up hunts as they take placeflout: break, ignorewith impunity: without being punishedpermitted: allowedrampage (v): run wildscrapped: withdrawn, cancelledconvicted: _d?mt_recklessness: carelessnesscriminal offence: illegal actinevitable: bound to happenpromising: _lovende_sorry (here): disastrousdismantle: take apart--- 180 til 327xxx3 Practicexxx4 Content1. Answer the questions about the pro-hunting article as true or false, according to the writer. a) Fox hunting is the best sport there is. T/F b) The numbers of people taking part in fox hunting since it was made illegal have gone down. T/F c) Part of what makes hunting so good is the attractive countryside, the friendship, the risk, and the drinking. T/F d) Your relationship with your horse is of the greatest importance. T/F e) People that hunt hate foxes. T/F f) A 10-mile straight chase after a fox is a common event. T/F g) You can throw caution to the wind when the dogs start running. T/F h) No one is surprised not to have been injured during the hunt. T/F i) Fox hunting costs little money to get into. T/F j) You need to be brave to take part. T/F2. Answer the questions about the anti-hunting article as true or false, according to the writer. a) At least four foxes, two horses, and one dog were killed during hunts on Boxing Day. T/F b) When hunters break the law, they are punished for it. T/F c) The law should be abandoned because it doesn't work. T/F d) It should be made illegal to fail to take safety precautions. T/F e) Hunt saboteurs are close to giving up the fight. T/F3. Look at the graph in the Tidbit below. What does it say about the following groups in relation to fox hunting? a) young and old b) Labour voters and Conservative (Tory) voters_Tidbit:_ A poll carried out by Ipsos Mori in 2017 shows that people in the UK are still largely opposed to making fox hunting legal again. Just 13% of the 2,000 people polled were in favour.S?ylediagram gjort om til tabell (4 kolonner, 6 rader):_Attitudes to Fox Hunting 2017_Forkortinger:Yes = Yes, should be made legal again No = No, should not be made legal again GruppeYesNoDon't knowTotal1484215-24 y.o.990165+ y.o.20764Tory voters24733Labour voters8902--- 181 til 3273. Make a table with three columns labelled "convincing", "unconvincing", and "because". Work with a partner and take one of the two articles each. Paraphrase each main point made by the writer of your article – roughly one for each paragraph – in either the "convincing" or "unconvincing" column. Beside each point, fill out the "because" column with your reason for finding it convincing or unconvincing. When both of you have finished, share your responses with your partner and discuss them.xxx4 Structure4. What examples of linking words can you find that the writers have used to link paragraphs together? Using the guidance in course 7: _Structuring a paragraph_ and course 8: _Structuring a text_, identify five examples along with their functions.xxx4 Language5. The pro-fox hunting article has an unserious and playful tone, whereas the tone of the anti-fox hunting article is quite grave. a) Which words or phrases in each text help to create the contrasting tones? b) In what way does it suit each writer's purpose to adopt the tone that he does?6. The pro-hunting writer uses the pronoun "I" ten times in his article, and the word "we" just once. The anti-hunting writer uses "I" just twice and "we" four times. Considering the different arguments they are making, why do you think the first writer refers to _himself_ more often, whereas the second writer refers to his _group_ more often?xxx4 Over to you7. Write an opinionated essay Choose a controversial topic that you have a strong opinion about. Then write an opinionated essay about it, taking inspiration from the model texts above. Here are some suggestions for your thesis. -- Religion does more harm than good. / Man needs religion. -- The meat and dairy industry is cruel and unnecessary. / Meat eating is natural, normal, and necessary. -- Feminism has gone too far. / Feminism has not gone far enough.8. Carry out a poll What are the attitudes to animal rights in your classroom or among all the pupils in your school? Design a questionnaire to poll as many people as possible. Your questionnaire can be printed on paper, or you could use software such as Microsoft Forms to send it out and collect the responses. Make your questions about as broad a set of animal rights issues as you wish. State the questions simply and neutrally. Here are some examples: -- Should all hunting of animals for sport be made illegal? -- Should all testing of products on animals be made illegal? -- Should people reduce their intake of meat and dairy if they can? Use software to make a presentation giving the findings in words alongside tables and graphs. If you also collect data about gender and political viewpoints, you can compare the attitudes of the different groups in your school.--- 182 til 327xxx2 Educating Greater Manchester_Aims_-- Expand your knowledge about schooling in the UK-- Discuss issues of immigration, integration, and racial prejudice-- Reflect on the privilege of private schooling in the UK_First_ What do you know about schools in Britain and what opinions, if any, do you have about them? Discuss your first thoughts with a partner. Then look at the information in the _Tidbit_ below and see how much you knew already.--- 183 til 327Context: Reality TV can help us to understand British culture a little better. _Educating Greater Manchester_ is part of a long-running series that looks at school life in different regions of the UK. Previously, the series has visited Essex, Yorkshire, the East End of London, and Cardiff. In each case, the schools are state-funded and similar to the types of schools that most British children attend. Episode 1 of the Manchester series follows the pupils and teachers at Harrop Fold School as they struggle with difficulties and set-backs, but also as they succeed and share moments of joy. The problems they face are familiar enough: adjusting to a new place and culture, being bullied or excluded, experiencing mood swings, having difficulty with school work, and coming into conflict with friends. Despite the familiarity, we see a different mix of people and a different school culture than the one we know at first-hand.Bilde:Forklaring: fotoFra TV-serien _Educating Greater Manchester_. Rektoren av Harrop Fold School og en stor gruppe av l?rere og elever st?r i vestibylen p? skolen.--- 184 til 327xxx3 Murad and EsteraGenre: TV series (Murad is a year-10 Kurdish Muslim boy from Syria. Estera is a year-10 girl from Poland. Both of them have extra English language support with teaching assistant Mrs Stolte.)Mrs Stolte (to interviewer): It's just that extra support that they need. At the beginning they don't actually have the English to explain what happened to them or why – and how they came to the UK. (Various pupils from different backgrounds, including Murad and Estera, sit together around a table with Mrs Stolte.)Mrs Stolte (to Estera): You came 2013, in year 7, and you came from Poland. (To another girl:) You're from Afghanistan. (To yet another:) Belgium.Iranian girl: I'm Persian. But I'm born in Belgium.Mrs Stolte: Rani – you were born in?Rani: Syria.Mrs Stolte (to interviewer): In Murad's case, it took us quite a while to ... until he opened up.Mrs Stolte: Was it difficult to come to the UK? What did you have to do?Murad: It was difficult for my mum.Mrs Stolte (to interviewer): They've been in the country for nearly four years now and they've not had asylum granted. There's still a chance of them getting deported. And I guess that hangs over the whole family.Murad: In Manchester, they took me to Liverpool and I lived there for about 5-6 months and they took me back to Manchester. Why did they move us to Liverpool, though? I don't get that.Mrs Stolte: 'Cos that's where they handle all the cases.Murad (to interviewer): I hope I don't get any reason or any problems to leave this country. I don't wanna ruin this for myself. I wanna, you know, learn, be educated, have a – be something.--- 185 til 327Murad: You go to Home Office. They wash your hands. They take your fingerprints. I remember this: it was orange soap.Estera: That sound like they're terrorists, and they're just going there to kill. (She starts laughing.)Murad: You're racist – you know that? (Estera gets up and leaves the room.) Yeah, get out! Go and cry! She said they all look like terrorists. She was sitting there. She was like: we all look like terrorists.Mrs Stolte: Can we just talk?Murad (to interviewer): I can take jokes, but like, I mean, if you're gonna call me terrorist, living in peace walking down the street, for being a Muslim, that doesn't make any sense. Go and learn what the word ‘terrorist’ means and then call someone ‘terrorist’. (Mrs Stolte and Estera speak alone in another room.)Mrs Stolte: Estera – don't say that. You don't mean it though, do you?Estera: No, they're not terrorists, but, like, they took their fingerprints, yeah?Mrs Stolte: Yeah, because they don't have any documentation.Estera (to interviewer): They said that when they coming, they have to go on police station, and do this fingerprints, and I was like, oh, so it's like terrorists – "like terrorists". I didn't say they are terrorists.Mrs Stolte: You're very touchy with, like, coming from Poland, and I guess they're very touchy because a lot of people say that they're terrorists, aren't there?Estera: I know they're not but ...Mrs Stolte: So, even, like, saying it, like, jokingly is, like, feeling offended.Estera (to interviewer): In Poland, it's not that much emigration, and it's like, yeah ... (She smirks.) It's different.Interviewer: What was that like for you, then, when you first came here? Was that a bit of a shock?Estera: Yeah. There was a lot of different people, like Chinese and, like – not being racist – but black people. And, in Poland, it's like only Polish people – like no any other cultures. Twofour Group (Production company). (2017, August 31). _Educating Greater Manchester_ [Television series]. London: Channel 4.Bilde:Forklaring: foto To gutter p? ca. 12 ?r i skoleuniformBildetekst: Jack and Ranixxx4 Glossary Page 185:Home Office: _innenriksdepartement/innanriksdepartement_emigration: _utvandring_ (although she means to say immigration – innvandring)--- 186 til 327xxx3 Practicexxx4 Content1. Reflect on and answer the questions. a) Why do you think the girl says she is "Persian", not Iranian? b) Why might she make a point of not being "from Belgium", even though she was born there? c) In your view, is it fair that families such as Murad's should wait four years or more to find out whether they have received asylum in the UK? Explain your answer. d) What do you think Murad has in mind when he says he does not want to "ruin this for himself"? e) What do you think Mrs Stolte means by saying that Estera is "touchy" as she comes from Poland? f) In your opinion, based on the little you can see from the episode, does Mrs Stolte deal with Estera in a good way? Explain your answer. g) Why do you think Estera smiles or smirks while she explains to the interviewer what she thinks about multicultural Britain and how it compares with Poland? h) Estera says she is "not being racist". Do you accept this? Explain your answer.xxx4 Structure Watch the full episode to answer these questions.2. The main story or narrative in the episode is about Rani and Jack. How does it start, how does it end, and what are all the steps in between that advance that story?3. What are the side stories in the episode, and how are they connected to the main story of Rani and Jack? (Hint: the idea of a theme is useful here.) See course 17: _Approaching literature and film_ for guidance.xxx4 Language4. Where are the language errors in these utterances? For every one you find, show how it can be fixed by correcting or reformulating the utterance. a) "You go to Home Office." b) "I hope I don't get any reason or any problems to leave this country." c) "... a lot of people say that they're terrorists, aren't there?" d) "So, even, like, saying it, like, jokingly is, like, feeling offended." e) "They said that when they coming, they have to go on police station." f) "In Poland, it's not that much emigration."5. What vocabulary and language features of the text extract from the series can you identify that are highly typical of speech and less typical of writing?6. Why do you think some private schools may prefer to be referred to as "independent" rather than "private"? Tip: Think about the associations each word has for you.xxx4 Over to you7. Write a TV episode review Visit Skolestudio to find a link to a review of the first episode of the series from the UK newspaper _The Telegraph_. Then watch one of the subsequent episodes of the series and write your own review of that episode.8. Make an infographic on UK schools Use the facts and figures on UK schools in the Tidbit on the facing page to create a full-page infographic, including charts and other visual representations. There are links to several examples of infographics on Skolestudio.9. Investigate the backgrounds of British PMs In an article in _The Guardian_ entitled "The 10 Ages of Boris Johnson: a guide to his road to power", it is explained how he rose to the position of Prime Minister through these stages: -- Blond Ambition -- Al becomes Boris -- Oxford chameleon -- World on speed dial -- The Brussels years -- The TV personality -- The Sextator -- Mr Mayor -- Leave -- Final lap Divide the class into small groups, with each group choosing a different British prime minister in the period from Clement Attlee, at the end of the Second World War, to Theresa May. Use the structure of the article in _The Guardian_ as inspiration for your own research into how your chosen prime minister rose to power. Be sure to include some information about your PM's schooling and university education. Present your work either in written form or as an oral presentation. See course 1: _Reading strategies_ and course 9: _Planning your text_ for guidance.--- 187 til 327Bilder. 2 fotografier:Bildetekst: British Prime Minister Boris Johnson at Eton in 1979 Forklaring:1: Johnson g?r p? en planke.2: Johnson har putekrikg med medelever._Tidbit:_10 key facts about school in the UK:1. School uniform is required in most schools. Nearly all secondary schools (years 7-11) have one.2. A typical uniform has a dark blazer (jacket) with the school logo or crest, a white shirt, the school tie, and smart trousers or a skirt.3. Just 6.6% of pupils go to private schools, also called "independent schools". The vast majority go to state-funded (free) schools.4. The UK has over 24,000 schools educating 8.8 million pupils.5. Half (28) of the 56 British prime ministers to date went to one or the other of just _two_ private boys' schools: Eton College (21) and Harrow School (7).6. In the UK, "public school" confusingly refers to traditional private schools, like Eton and Harrow. These are also boarding schools, where pupils live and take their meals.7. The most expensive schools cost around ?42,100 per year to attend (510.000 NOK).8. Pupils start infant school relatively early – in September following their fourth birthday.9. Further education (videreg?ende) is not considered a right. Pupils have to pass their year 11 GCSE exams to gain entry.10. Pupils who take A-levels (studiespesialisering) usually take just four subjects in total and reduce that number to three for their final year.--- 188 til 327Bildeside: Bilde er flyttet--- 189 til 327xxx2 This is London – but probably not as you know it_Aims_-- Gain insight into and discuss the diverse living conditions of immigrants in London today-- Identify traits of informal language and transform it into formal language-- Practice oral skills through role play_First_ How large a percentage of Londoners do you think were born abroad?Context: The British journalist Ben Judah finds his native London changed to the extent that he no longer recognizes it. This realization prompts him to study the city and its new inhabitants. He discovers that at least 55% of Londoners are not ethnically white British. Close to 40% were born abroad, whilst 5% are illegal immigrants. But rather than simply presenting the statistics of London, he travels the city from tube station to tube station, and talks to the immigrants he meets along his way. In South London, he talks to two Ghanaian pickers who "pick" left-behind objects from underground trains. In North West London, Judah encounters the Caribbean gangster and cocaine-dealer Moses X.Bilde (s. 188):Forklaring: fotoEi gate i London med historiske bygninger og toetasjesbusser. I bakgrunnen: Big Ben._Tidbit:_ "Eighty-nine, the life expectancy for a white woman in a Chelsea town house. Sixty-two, the life expectancy of a Moroccan man in the North Kensington estates over the Westway". Source: _This is London_, 2016, p. 343--- 190 til 327xxx3 Big Yaw and Baby YawGenuine materialGenre: Non-fiction The two pickers are Big Yaw and Baby Yaw. Big Yaw is very uneducated. He can barely even read. He hates everything about London. Nobody knows why, but he has ended up marrying a frumpy Jamaican mama in White City, and never gone back to finish the house he claims to have been building all these years in Accra, thanks to all this picking. Those are his savings, which he's barely seen. But to anyone who will give him two minutes he will show the same grainy phone clip of the concrete walls of the unfinished Ghanaian dream home. ‘London. It's a mistake. I'm stuck picking down here ... till I die.’ Big Yaw and Baby Yaw spend all day finding things they could never afford. They will be picking a tunnel and then: a new iPad. They will be picking a train and then out of nowhere: a wide-angle lens camera. They will be picking the lift, then suddenly; a Louis Vuitton bag filled with neatly folded clothes. Big Yaw and Baby Yaw hear the stories. They know there was a Ghanaian at Bayswater who found a bag with crunchy white powder, ?75,000 in cash and a French pistol inside it. They know there was one picker from Cameroon who returned two Chinese ladies their purses and they invited him out for dinner at Claridge's. But they know, better than anyone else, everything in the Underground flickers on CCTV. This is why they are always too scared to touch whatever they find, beyond quickly handing it over to the station master.Bilde:Forklaring: fotoRyggene til to personer i m?rke hettegensere med hetta over hodet. I bakgrunnen: graffiti p? en mur.--- 191 til 327xxx3 Moses X ‘When I see dem fuckers ... Coming out of dem money houses, dem bankers and lawyers, from dem families that made dat cash from empire slave trade for sure ... I just think, "You fucking piece of shit ... You think you're the legit one ... But you bastard piece of shit cunts ... You think you're better than me. But I know ... We're all trapped in the same fucking thing ... I'm the criminal, but who created me?" Because this is London: and if you're not doing drugs you're fucking sex workers ... if you're not fucking whores you're fucking gambling. And if you think you're so clean you're addicted to fucking champagne. Because this is London ... Everybody wants white ... And everybody wants to sell it. So who's fucking addicted to who? And I'm thinking as that shithead gives me a fucking tip, and smiles at me like I'm a little black boy, "You fucking cunt. I'm looking at you," and I'm thinking, "My watch is worth more than your car. And you know what, I'm no fucking fool ... "I'm looking at that white Chelsea boy and I'm thinking, "You fucking smug cunt ... I can read ... "And I know that behind every rich family in London is a drug dealer ... What was the British Empire fucking based on? Drugs: sugar, slaves and fucking opium ... So don't you ever, ever ... Give me any of dat moralizing shit.’ Source: Judah, B. (2016), _This is London_ (pp. 100,136-137). London: Pan Mcmillan.Bilde:Forklaring: fotoMennesker i ei travel gate, veldig mange i dress._Author:_ _Ben Judah_ (1988-) is an Oxford-educated journalist and author, specializing in portraits and reportage. His first book _Fragile Empire_ (2013) was a study of Russia and Vladimir Putin. His second _This Is London_ (2016) was a Sunday Times Top 50 bestseller. He has also made films for Vice, com and BBC Newsnight. In 2016 he was chosen as one of Forbes Magazine's 30 under 30 in European media.xxx4 Glossary Page 190:picker: someone who picks items, in this instance left-over objects on trainsbarely: only justfrumpy: dull and old-fashionedAccra: capital of Ghanagrainy: unclearconcrete: _betong_lift: _heis_Claridge's: a famous 5-star hotel in LondonCCTV: short for closed-circuit television, commonly known as video surveillance Page 191:legit: short for legitimate, law-abiding, realcunts: vulgar term for the female genitalia, a worthless personwhite: slang for the drug: cocainetip: money given in return for a service, e.g. to a waiterfool: a person who lacks sense or judgementsmug: pleased with oneselfopium: narcotic drug, which was imported from Asia in colonial times--- 192 til 327xxx3 Practicexxx4 Content1. How does Big Yaw feel about London?2. Why are Big Yaw and Baby Yaw scared to touch the expensive items they find on the Tube?3. Poverty is often linked with drug dealing and crime, but what does Moses X link drug dealing to?4. What do Big Yaw, Baby Yaw and Moses X do for a living?5. According to Moses X, what was the British Empire built on?Ramme: _Non-fiction_ is writing that is about real events and facts, in contrast to stories that have been invented, i.e. _fiction_. The purpose is to inform and these text types typically contain features like table of contents, photographs, captions, headings and diagrams.xxx4 StructureTabell gjort om til liste:Direct speech: -- Definition: Reporting what has been said by using the exact words that the speaker used -- Example: Boris Johnson said "I'd like thousands of schools as good as the one 1 went to, Eton". Indirect speech:-- Definition: Reporting what has been said, but not using exactly the same words-- Example: Boris Johnson commented that he wishes there were more schools like Eton, the school he himself attended.6. a) Identify one example of direct speech and one example of indirect speech in the extract about Big Yaw and Baby Yaw. b) Which of these two extracts has the most direct speech? What effect does it have on you as a reader?xxx4 Language7. Subject-verb agreement is one of the most frequent mistakes made by students. Find the explanation on Skolestudio and solve the following tasks: a) Nobody back home understand/understands how hard life in London can be. b) Everything about their jobs is/are depressing. c) His savings from picking go/goes toward building a house in Accra. d) Because everybody else has/have left, so will he. e) Deprived children in the area of White City are/is in need of better schools.8. In the extracts from _This is London_, the following words occur: barely, concrete, frumpy, grainy, neatly, suddenly, uneducated a) These words belong to two different word classes – which? b) What function do they have?xxx4 Over to you9. Imagine and dramatize a) Spend 3 minutes individually writing a short draft of a story in which you imagine what happens next in one of the following scenes: -- Dinner at Claridge's: the picker from Cameroon who returns two Chinese women their purses and is invited out for dinner. How does their dinner date go? -- The Ghanaian picker who finds a bag with crunchy white powder. What is his reaction, and what happens next? b) Form groups of 3-4 pupils. Read/tell each other about your short drafts and decide on one of these to dramatize. Now, invent the dialogue. Act out the scene in front of another group or the whole class, or create a short film. Make sure that your dramatizations: -- Give speaking roles to all members of the group -- Build towards a dramatic climax -- Offer a resolution to the situation--- 193 til 32710. Formal and informal style a) Study the extract featuring Moses X and identify at least three examples of informal style, commenting briefly on what makes this informal. For further information and helpful examples, see course 7: _Recognising formality_. b) Spend 15 minutes rewriting Moses X's speech in a more formal style.11. One paragraph about life expectancy Study the Tidbit (s. 189) in addition to the pictures and the map (under oppgaveteksten). Using the information from these sources, write a paragraph beginning with the following topic sentence: There is a vast difference in life expectancy both between and within the different boroughs of London, with the borough of Kensington and Chelsea serving as a prime example of this. Your paragraph may include aspects such as: -- Living conditions -- Housing -- Income -- Gender and/or ethnicity See Course 5: _Structuring a paragraph_.Kart:Tekst til kartet: According to London's Poverty Profile 2017, Kensington & Chelsea is amongst the five London boroughs with the greatest income inequality, alongside Haringey, Tower Hamlets, Southwark and Hammersmith & Fulham. Source: Trust for London Forklaring / tekst i kartet: Kart over bydelen London & Chelsea der omr?der er merket med farger. Fargene viser til niv?er av privilegium p? en skala som heter "Deprivation index". De minst priviligerte omr?dene er i nordvest og vest. I den nordvestlige delen finner vi: -- Ladbrook Grove -- Grenfell Tower, in one of the most deprived areas of the borough.I de mer privilegerte omr?dene finner vi:-- Notting Hill-- Kensington Palace-- Earl's Court-- Kings Road-- The least deprived area in Kensington and Chelsea (i s?r?st) Guardian graphic. Source: English Indices of Deprivation 2015--- 194 til 327Bildeside: Bilde er flyttet--- 195 til 327xxx2 Kiss_Aims_-- Analyse and interpret a short story-- Comment on text structure and composition in particular-- Be able to read fiction as a product of its time_First_ In the press we often read expressions like "collateral damage" or phrases like "he was just at the wrong place, at the wrong time". These are moments where a swift decision is made, and our lives take a new turn – hopefully for the better. Think of an important event in your life. What could have happened if you had simply not been there right then?Context: In a globalized world, _identifying_ with a culture is a matter of choice, says Bratberg in his introduction to this chapter. However, which culture you grow up in and what is expected of you in that culture are not always a matter of choice. Everyone brings their own story with them. In her short story "Kiss", Elizabeth Baines slowly unravels the lives of three characters that happen to be in London city centre at the same time. She presents them in parallel stories – building up the suspense and gradually letting us familiarise ourselves with the lives of a young radicalised Asian and two young survivors from different parts of town, and their secrets.Bilde (s. 194):Forklaring: foto Bildetekst: "The Meeting Place" (2007) by Paul Day at London's St. Pancras train station. The bronze statue of an embracing couple is 9 metre high and weighs 20 tonne. It stands in the Eurostar terminal and was installed as the centrepiece of the refurbished station.--- 196 til 327xxx3 KissAuthentic material:Genre: Short storyby Elizabeth Baines A couple stop in a tube station entrance, and a man nearby tightens his fingers around a detonator in his hand. They lean together to kiss, the crowd flowing around them a moment you can hold like a still from a film, the young woman lifting her face, silver jacket, blond hair in a ponytail, the young man bending, dreadlocks bunched at his neck in a red band. A moment in a progression of moments, leading towards the moment their lips will meet, running on from all the moments before: the couple rising up out of the underground through the musty-smelling wind, the stale breath of old London with its shades of Bedlam and The Ripper still shifting in the tunnels with the soot-coloured mice that run between the rails, leaning together, the young man behind, the young woman leaning back, new lovers drunk on touch: while above in the glittering day, the young man with the bomb in his backpack crosses the road towards the tube station entrance, nervous, looking over his shoulder in the way he's not supposed to, been told not to, a gleam of sweat on his faintly shadowed upper lip. And the moments before that, as the young couple sat in the rattling train, the young woman's ankles crossed in her green sneakers, the young man's jutting thighs hard in tight jeans, and above in the street the lad with the backpack stood ready to alight from a bus and was jostled so he fell against the metal post. And his heart turned over, but nothing happened, and in those seconds, he breathed again, though as he stepped to the pavement he was afraid that the fuse was damaged and panicked that his mission would fail.--- 197 til 327 And the history before: the night the young couple met, lights strung in the trees in a south London garden, reggae blasting through open windows, his lithe frame silhouetted, hers pale against dark shrubs. A girl you could see as privileged, a man you could assume to be righteously, rightfully angry, and in the first few seconds, as they were introduced, that was just how they saw each other: he on his bristling guard, she potentially afraid and ashamed; and then, as he handed her a drink, each recognised in the other – she in the soft gleam of his eyes, he in the brave lift of her chin – the courage of a survivor. While across London, over the narrow gardens and the roofs of the terraces, over the low – and high-rise council estates, the wide ebbing river and the traffic run of Euston, the young man who would carry the backpack rang the bell to an upstairs flat. Three others bent over a table scattered with batteries and wires, the boom of a nightclub, decadent sound of the non-believers, thudding up through the floor. And the pasts further back, the stories dovetailing towards this moment. A tall house on High gate Hill with a laurel bush in the garden, family dinner with solicitor parents in a shining kitchen extension, the girl's younger brother and sister squabbling, her mother mildly scolding as she spooned out the pasta, then touching her husband's shoulder as she turned with the saucepan. Father looking up at her mother and smiling, as if he had eyes for no other, as if the night before, when the others were sleeping, he hadn't crept into the girl's room, hadn't hissed in her face afterwards, It's just between you and me. Though he didn't need to say it, how could she tell her mother, how could she tell anyone? A thing that wasn't supposed to happen. She stared at her father acting as though it hadn't. Perhaps it hadn't. Perhaps she had dreamt it; perhaps she was evil, filthy-minded. Perhaps she was mad. No, she wasn't dreaming; she had to face that when it happened again.--- 198 til 327 But yes, perhaps she _was_ mad, perhaps there was something wrong with her, for it to keep on happening. In school she kept away from the other girls, sat in the library at lunchtime, her limbs heavy and frozen, while they went off down the road to hang around the café and gossip and call to the boys. Envious, no not envious, too removed from them for envy, trapped behind a barrier, her inability to account for herself, even to herself. But did her mother guess anyway? She would wonder that, years later. And did she blame the girl? For she reserved for the girl a strictness she never applied to her siblings, and a critical tartness of manner that made the girl feel constantly stupid and dashed. Though she didn't like to admit it to herself, she didn't want to think she was unloved. Fifteen years old, she sat on her mother's bed beside her mother as she got ready to go to a function, her mother patting her own hair in the mirror, taking up her bangles and asking, Which one? The girl was flattered to be asked and chose with care, a deep blue and a turquoise to go with the colours in her mother's kaftan, and her mother, pleased with the choice, drew them onto her wrist. An intimate moment, for which the girl was glad. And in that moment, she had the notion of telling her mother, weighed it in her mind as she'd weighed the bangles in her hands. Her mother leaned forward to adjust her mascara, and the girl watched a little crease appear at the back of her neck and was overwhelmed by a sense of her mother as vulnerable, and of the devastation that such a revelation would create. And that was when her mother, meeting her eyes in the mirror, said tartly, quite nastily, That lipstick doesn't suit you. Then the years of anorexia, that wish to be no longer the person you see in the mirror and weighing you down, to flee her; the dropping out of university, the lack of room in your head for facts and complicated thoughts about things it was hard to make matter, the lack of point in it all. And finally, one dark night, the attempt to escape at last with a can of lager and a packet of pills. And the long road to recovery, which she was still treading that night at the party in the south London garden, but there she was, treading it, or rather, standing still against the dark bushes as the young man with the dreadlocks turned towards her, carrying his own past of oppression. The monkey noises and gestures, those grammar school boys going past in the morning as he turned out of the Bristol council estate, the sly and not-so-sly slurs in the playground. He stopped going, doubled back to the empty house – his lone mother gone to her hospital cleaning job – or hung around the shopping precinct. His mother summoned to the school, the anger and sadness in her eyes. The taunts didn't stop, and as he grew his anger grew too: he would flip and lash out, and in the end, he was expelled. The sleek police car drawing up alongside as he walked in the streetlight, a teenager with dreadlocks; once, on a two-mile walk, he was stopped several times. He had learned the necessity of controlling his temper, but he couldn't help a gesture of exasperation, he threw up his arms, and later his mother would find him in the police station covered in bruises.--- 199 til 327 And then the long fight for justice, and calmness, and work for a charity helping young people with such problems, and a soft summer night in a south London garden shaking hands with a new worker, the pale young woman. And as the young man with the dreadlocks stood in court in the dock and the young woman came to in a hospital bed with a drip in her arm, the twelve-year-old boy who would eventually carry the backpack sat neatly in his uniform passing his exams, the pride of his grocer father, destined for university and the life of a doctor. But as he walked home through the winter evenings something was awry. The dark street was a gulf between squat cliffs of housing, acrid light leaking from mean squares of windows, congealed sticky rubbish, a dog slinking, guilty or sly, from a deep black alley, like the gulf between the life of his home – his anxious, conscientious parents, eager to please in this land they came to – and the life of school and the high street where the kids hung at weekends in their hi-tops, careless and entitled. He belonged in neither world. He belonged nowhere; his future, mapped out by his parents, was a mystery to him, alien. He had no real purpose of his own. Until one day after mosque, someone touched his arm and drew him aside. And there they are now, three young lives converging, and the lives of those milling around them, the young people in jeans, the men and women carrying cases with laptops and papers, parents with a child in a pushchair, which the young man with the backpack has been trained not to see as individual people with lives, only to think of the glory of martyrdom and reward in heaven. And here is the moment when his thumb touches the plunger, and if the fuse has become disconnected the crowd will keep flowing and the couple will complete their embrace and move on to wherever their relationship will take them, or the pulse will hit the fuse and the air around it will fly out faster than the speed of sound, and in the blast and the shock waves that follow, and the sucking vacuum created, those linear narratives will shatter, the fragments spin – a mother's resentful face in the mirror, the hatred and fear in a policeman's eyes, lights glowing in a south London garden, and the moment conceived but never fulfilled, the perfect conclusion, the kiss. Baines, E, (2019). Kiss. In _Best British Short Stories_. N. Royle (Ed.). Salt Publishing: Cromer.Bilde (s. 196 og 197):Forklaring: fotoLondon med Themsen i foregrunnen. I bakgrunnen: noen kjente landemerker, bl.a. The Shard og The London Eye (The Millennium Wheel)._Tidbit:_ Bedlam and the Ripper are referred to early in this story. Bedlam was initially a convent in the 1200s but became London's most notorious psychiatric institution. Today there is a museum on its grounds, depicting its grotesque history. The hospital, full name Bethlem Royal Hospital, is still in use today. Intrigued by the Ripper? Google and find out, if you dare!_Author:_ _Elizabeth Baines_ (1947-) is a British teacher, novelist, playwright, and short story writer. This name is a pseudonym; her real name is Helen White. She has published texts under both names. Her short story "Kiss" was selected for the anthology _Best British Short Stories 2019_.Bilde:Forklaring: fotoForfatteren Elizabeth Baines.xxx4 Glossary Page 196:musty-smelling: _muggluktende/muggluktande_stale breath: _d?rlig ?nde / d?rleg ?nde_rattle: shake, clankjutting: _bulende/bulande_alight: descend (from a bus or train)jostled: pushed Page 197:lithe: gracefulshrubs: _busker/buskar_righteously: justlybristling: tensedecadent: immoralthudding: heavy sounddovetailing: corresponding, fitting inlaurel: shrub with glossy leavessquabbling: fighting, quarrellingscolding: reprimandinghissed: whispered angrilyfilthy-minded: obsessed with sex Page 198:siblings: brothers/sisterstartness: sharpnessdashed (here): having lost confidence and hopebangles: braceletskaftan: long, loose dress of Near Eastern originnotion: inkling, wishvulnerable: _s?rbar_devastation: severe grieftartly: sharply, in a bitter toneoppression: _undertrykkelse/undertrykking_sly slurs: cunning insultsprecinct: specific area in a townexasperation: intense irritation Page 199:dock: enclosed area for the defendant in courtawry: wrongsquat (adj.): lowacrid: sharpcongealed: gooey, semi-solidifiedslinking: moving smoothlyconscientious: _samvittighetsfulle/samvitsfull_entitled: feeling deserving of special treatmentalien: strange, foreignconverging: meeting, crossingplunger: _avl?pspumpe_fuse: _lunte_--- 200 til 327xxx3 Practicexxx4 Content1. Answer the four questions with true/false. a) The couple in the short story are most likely of different ethnicities. b) When talking about the couple as survivors – it is not the possible terrorist attack that is referred to. c) The mother in the story suffered from anorexia. d) The boy with the detonator was a first-generation immigrant to the UK.2. Why did the boy "eventually carry a backpack"?3. Did the boy press the detonator? Argue for your answer.4. What are the three narratives told here?xxx4 Structure5. The short story commences with an _in medias res_ opening. Why is that common in short stories, do you think? Explain.6. Baines makes use of _linear narratives_, letting the readers follow three characters and their lives at the same time. What is the effect of this chosen form of narrative?7. Do you think this a conventional short story in terms of structure? a) Go to Skolestudio to find a list of typical literary devices found in short stories. b) Analyse "Kiss" using the accompanying two-column grid. c) Using your notes from the grid, choose one of the short story devices that you have identified and write an analytic paragraph on it. Use the model below as guidance._Example:_ (Claim:) Baines concludes her short story with an open ending. (Explain and exemplify:) An open ending is a common device in short stories where the author lets the readers interpret for themselves what will happen next. In "Kiss" the question is whether the bomb will be detonated or not, and if the couple will kiss – and live on. "And here is the moment when his thumb touches the plunger, and if the fuse has become disconnected the crowd will keep flowing and the couple will complete their embrace and move on to wherever their relationship will take them, or the pulse will hit the fuse (...)", Baines writes (2019, p. 156).] (Conclude:) The outcome and its aftermath are all up to the readers to guess. This creates ambiguity and makes the short story more complex, and intriguing, and possibly, as a result, it may have a stronger impact.--- 201 til 327xxx4 Language_Example__Baines' descriptive style_ A moment in a progression of moments, leading towards the moment their lips will meet, running on from all the moments before: the couple rising up out of the underground through the musty-smelling wind, the stale breath of old London with its shades of Bedlam and The Ripper still shifting in the tunnels with the soot-coloured mice that run between the rails, leaning together, the young man behind, the young woman leaning back, new lovers drunk on touch: while above in the glittering day, the young man with the bomb in his backpack crosses the road towards the tube station entrance, nervous, looking over his shoulder in the way he's not supposed to, been told not to, a gleam of sweat on his faintly shadowed upper lip._Objective and informative style_ A young couple leaving the tube station somewhere in London are about to kiss as a nervous young man with a bomb in his backpack moves towards the tube entrance.8. a) Baines makes use of vivid descriptions in her short story. Choose two passages and rephrase them into plain and informative language. b) Compare the two text versions and comment on what you gain and lose as a reader when reading Baines's descriptive ones and your plain and informative ones.9. Baines uses long sentences with many commas. What does she accomplish by doing so?xxx4 Over to you10. Hot seat In pairs, take on the role as the parents of the boy with the backpack. Use the information provided in the text to prepare questions and answers about their: -- immigration to the UK -- current life -- observations on British culture -- wishes for their son11. Storyboard for the sequel Present the storyboard or shooting script for a sequel to this text – or one about the character's life. What happens next? See course 9: _Planning your text_ for guidance.12. Compare and contrast Choose one of the characters you have met earlier this year and one of the characters in this short story and compare their lives. Focus on: -- What obstacles they meet / have met -- Where they live -- Their prospects for the future See course 1: _Reading strategies_ for guidance.--- 202 til 327Bildeside: Bilde er flyttet--- 203 til 327xxx2 Lesley(Listen to music!)_Aims_-- Reflect on the problem of domestic abuse-- Analyse some regional language features-- Practise listening to and analysing song lyrics_First_-- How sure are you that you would recognise the signs if you had entered a potentially abusive relationship?-- How would you advise a friend if they told you someone they loved was becoming abusive?Context: In culturally and ethnically diverse London, the victims of crime are often members of minorities, as well as other groups – not least women – whose position in society is more vulnerable. In the song "Lesley", Londoner Dave raps about domestic abuse – violence that happens in the home, behind closed doors. In recent years, the law has been changed in the UK to cover more than just physical domestic abuse. Controlling and coercive behaviour is now a criminal offense, too. Examples of this are repeatedly putting someone down, telling them they are worthless, threatening them, and isolating them from friends and family. At the same time, the law was changed to help further protect victims of Female Genital Mutilation. The first conviction came in 2019 against a Ugandan woman from east London for mutilating her 3-year-old daughter.Bilde:Forklaring: fotoDave rapper p? en scene.--- 204 til 327xxx3 LesleyAuthentic material:Genre: RapLookThey say the universe, it works in a strange wayAnd it must be true because, we ain't from the same background or same placeBut me and Lesley ended up on that same trainI'm talking everyday, I used to wake up around seven or eightTo catch the 906 from Norbury StationTwo different worlds in the same location andOne day we ended up speakingAnd I would talk about college, she would talk about meetingsAnd how she's planning on leavingHow she hates what she does but she needs itasked her what she was doing, it's the weekendAnd she said, she saidI don't know myselfI don't know myself no moreShe used to be the life of the party for trueAnd now she going out hardly everHer man got her in the yard foreverAnd her friends wanna help but it's hard to tell herHard to let her know that her man's possessive and aggressiveAnd she can't even see it, but for them it's clear as day, she's in a situationHer friend Hannah had a man that was manipulativeSo, she could see it from a mile offTurtleneck jumpers, makeup around the eye spotsAll the signs were thereBut Lesley made it seem a light affairSaid it wasn't right to share--- 205 til 327Her boyfriend, he was a mystery manI didn't know much about him, but he's been in the canName's Jason, he's a bad boy with no reasoningTo be honest, I don't know what Les' sees in him'Cause she's a good girl with a sweet heartBut they've both got demons and a deep pastYou know opposites attract, apparentlyI never heard her talk about her family ever, uh-uhHe was all that she hadUntil they had an argument and he stopped calling her backAnd I don't know if there was more to the story than that'Cause she plays things down but according to thatHe went missing one day in the morning he ranShe's doing overtime, struggling affording the flat'Til she, lost her job it fucked all of her plansCouldn't pay the rent, borrowing and calling for cashBut Hannah she was there for her, cared for herWhen I saw Les' she told meI don't know myselfI don't know myself no moreLes' saying, "I got nothing to live forIt's been raw, but David, I ain't never been this poorThere's no income, my boyfriend left meSo how the fuck am I going to survive when this kid's born?"I said, "It's a blessing as mad as it isAnd Les', I never even knew you were having a kid"Bro, she's four months pregnant, young and neglectedSingle but I don't think she wants to accept itSo she's still texting ex's trying to get thisBack on track but I don't think that she gets itIt's emotional obsession, clinical depressionLife is a lessonAnd you ain't got to sit and cryAnd Lesley, living in this gift called lifeThere's no better gift than the gift of lifeSo, can you handle it?I don't know myselfI don't know myself no more Omoregie, D.O., Smith, F.T., Eckford, M. & Napier, J. (2019). Lesley [Recorded by Dave, featuring Ruelle]. On _Psychodrama_. Neighbourhood Recordings.Bilde (s. 204):Forklaring: fotoAnsiktet til en kvinne med et bl??ye._Tidbit_ (s. 204): Dave's older brother Christopher is still serving a minimum 18-year sentence for the murder of 15-year-old school boy Sofyen Belamouadden in 2010. Sofyen had been stabbed 8 times. It required the largest murder investigation ever carried out by the London Metropolitan Police. An astounding 20 people were charged with his murder. Three were convicted for the murder, while five others were convicted for manslaughter._Author:_ _David Orobosa Omoregie_ (b.1998) is a British musician. His single "Funky Friday", featuring Fredo, became a number one hit on the UK Singles Chart. Dave's debut album _Psychodrama_ (2019) was met with critical acclaim and debuted at number one. It went on to win the Mercury Prize and the BRIT Award for Album of the Year. Dave made his acting debut in the third season of the Netflix series _Top Boy_, which was released in September 2019.Bilde:Forklaring: fotoMusikeren David Orobosa Omoregie.Ramme: Now, before testing your receptive skills by doing the Practice tasks, listen to the whole track on your favourite streaming service. An internet search for "Lesley Dave lyrics" will take you to one of several websites where you can also read the full text.xxx4 Glossary Page 204:Norbury: district in SW Londoncollege (her): _videreg?ende/videreg?ande skole (yrkesfaglig)/(yrkesfagleg)_for true: honestlyyard: homepossessive: controllingsituation (her): dangerous positionlight affair: minor issueshare: talk about Page 205:in the can: in prisonno reasoning: lack of clear thinkingflat: apartmentraw: serious; intenseneglected: uncared forexes: ex-boyfriendstryna: trying toback on track: the way she wants it--- 206 til 327xxx3 Practicexxx4 Content1. Answer the following questions. a) Where is Dave headed to on the 9:06 to Norbury? b) Why has Lesley stopped going out? c) Where had Jason been until recently? d) What did he suddenly do one day? e) Who is Hannah? f) What does Dave tell Lesley about being pregnant with Jason? g) How does Lesley deal with being suddenly single? h) What is supposed to happen in December? i) What doesn't Lesley tell Hannah? j) What has Lesley not told Jason since he returned? k) What does Lesley do instead of getting a scan as scheduled? l) Why does Lesley think Jason might be cheating on her? m) What does Jason do to Lesley? n) Who was in the wardrobe?xxx4 Structure2. a) How does the narrator change at the point when Lesley demands the key to the wardrobe from Jason? b) Why do you suppose the songwriters made this choice?xxx4 Language3. a) Identify the non-standard parts of Dave's English in the following lines. -- I'm talking every day -- Her and Hannah had lunch -- I been feeling like I need to get my aura back -- She couldn't believe what she see on the floor -- there ain't no one else in the house -- 'cause the situation embarrassing b) Rewrite the lines in standard English. More than one change may be required.4. Explain the pun in the line: "before I dash like Morse code".Ordforklaring:Pun _noun_: a joke that depends on a double meaning or the similar sound of different words: _Why was six afraid of seven? 'Cos seven ate nine._5. What do the following words and phrases, as they are used in the song, have in common?Tabell gjort om til liste:for trueyardin the can rawexesdrop pumpedthickerfitter my girlsfedsgarrison deckrotxxx4 Over to you6. Dive into MLE pronunciation Dave is a speaker of a variety of English called Multicultural London English (MLE). Listen carefully to the way he pronounces the speech sounds in each of these words. In each case, the pronunciation is probably different from your own. -- ing – in talking, speaking, meetings -- t, k and ck – in Look, background and eight -- th – in that -- th – in with, fathom -- th – in thinking, nothing, three-thirty (3:30) -- ll – in all, call, still Referring to _the_ course 13: _Improving your pronunciation_ for guidance, transcribe each of the examples above using the International Phonetic Alphabet. Make this into a poster or single-slide presentation explaining some of the features of MLE.7. Research UK accents and dialects In Multicultural London English, all three of these words sound identical: -- Paul -- pull -- pool In other accents, including standard British English, all three are pronounced differently. Working in small groups, use the map on the facing page to choose a UK accent to research. YouTube videos are a recommended resource for this. Firstly, choose a small number of common words – such as say and _boat_, depending on what you hear in the video – that illustrate some differences between this accent and your own pronunciation. Secondly, discover some dialect words – i.e., words mainly used just in that region of the country. Present your findings to the class. See course 14: _Giving presentations_ for guidance.--- 207 til 327Kart:_Selected accents of the UK_Kart over UK der omr?der er merket med farger som korresponderer med disse aksentene:-- Scottish-- Geordie (Newcastle)-- Northern Irish (Nord-Irland og et lite omr?de over grensen i Irland)-- Yorkshire-- Mancunian (Manchester og omegn)-- Scouse (Liverpool og omegn)-- Welsh-- Norfolk (i ?st-England)-- Brummie (Birmingham)-- London & South-Eastern (et sv?rt omr?de fra Kent helt i ?st, t.o.m. Buckinghamshire og Oxfordshire lengre nord og Hampshire og Isle of Wight lengre vest.)-- West Country (Cornwall, Devon, Somerset, Dorset)_Example:_West CountryAccent:-- how, brown, cow – vowel pronounced as a different diphthong: ?y rather than a?-- my, guide, life – vowel pronounced as a different diphthong: ?? rather than a?-- farmer, barn, larder – r pronounced in all positionsDialect words:gurt – very largedimpsy – becoming darkdaps – rubber-soled shoesjanner – person from Devongrockle – tourist--- 208 til 327xxx2 Preparing for the written exam _Culture and society_ may be a topic on the exam. The purpose of completing exam tasks is to demonstrate to the external examiner that you can:-- Interpret the task carefully to respond properly-- Demonstrate knowledge and understanding by using and referring to relevant sources, i.e., the texts you have studied in this chapter-- Structure your text to make your arguments easy to follow-- Use clear, varied, and accurate languagexxx3 Task 1 – Short answer "So who is fucking addicted to who?", says Moses X, in the extract from Ben Judah's _This is London_ cited on page 191. Write a short text where you explain Moses X's message and comment upon how his language reflects his life and situation.xxx3 Task 2 – Long answer Choose either a or b below. Give your text a suitable title.2. a) You have studied cultural and social conditions in the UK in your preparation material, and during your course. Create a text where you compare British society in the past to the present. You should refer to texts from the preparation material and/or sources that you have worked with during your course. Give your text a suitable title. b) Both Deeyah Khan and Moses X are immigrants in the UK, living in London. Their lives are quite different, but both have a clear message to the world. Create a text in which you discuss their situations and similarities/dissimilarities. You should: -- explain the different lives presented -- discuss the views expressed in the texts -- compare the lives and messages of the characters Give your text a suitable title. Make sure you remember how to write a good body paragraph.xxx3 Model answer – Body paragraph_Example:_ (Open with a linking phrase. State a topic sentence:) _The fact is that_, Khan and Moses have outlooks shaped, in part, by meeting a world that does not fully accept them. (Supporting sentences that exemplify, introduce a contrasting view and explore a consequence:) For Khan, there were her "brown people", some being conservative Muslims, disgusted to see a young woman singing and playing music. This was to act like a "whore" in their view. Then there were her white people. Some of these turned out to be racists who called her "paki", spat in her face and demanded that she go back to "her own country". Moses describes the world differently, although he may have met just as much racism: he found that he was looked down upon – despite his expensive watch – because he earned his money as a criminal. The result is extreme bitterness, as he sees everyone else as a worse kind of criminal than himself: whores, drug abusers, and rich men whose families earned their money from the opium trade in the time of the British Empire. (Closing sentence that summarises:) Both may have good reason to be bitter, yet Khan's message is one of reconciliation, while Moses is fixed in his view that his criminal way of life is justified by everyone else's guilt.--- 209 til 327xxx2 Preparing for the oral exam An oral exam typically consists of:1. A presentation2. A conversation based on the presentationxxx3 Task Prepare and give an oral presentation based on the following competence aim:-- utforske og reflektere over mangfold og samfunnsforhold i den engelskspr?klige verden ut fra historiske sammenhenger Suggested thesis statements/questions:_Example:_-- Why the argument in favour of fox hunting is lost once and for all.-- How are the benefits and challenges of multicultural society explored in "Educating Greater Manchester"?-- Dave enhances his message in "Lesley" with the use of language features and literary devices.-- How does "Watchmen" make the case for inherited trauma?xxx3 Requirements for the presentation Your presentation points to elements that you wish to discuss in the conversation. It gives your teacher and the examiner insight into your pronunciation, vocabulary, and to what extent you can complete the task. Make sure it:-- lasts no longer than 10 minutes-- has a clear structure: introduction, body, and conclusion-- includes examples from texts that you would like to talk about in the conversation-- is presented using a functional volume, speed, diction, and gesticulation suitable for your audience and purposexxx3 Requirements for the conversation-- You are to talk the most – not your examiners. Elaborate on your answers by providing examples of arguments from sources you have worked on during the school year-- Respond to the examiner's questions and try to follow his or her line of thought-- Use specific terminology linked to your topic whenever relevant-- Be prepared to be asked to discuss and reflect on other competence aims in the curriculum The two courses _Giving presentations_ and _Holding discussions_ are useful when preparing for the oral exam.Ramme: The examiner will be using the national criteria when assessing your written and oral skills. You find these on Udir.no.--- 210 til 327xxx1 Chapter 4: Citizenship--- 211 til 327_Chapter focus_-- Reflect on how our culture forms our understanding of the world-- Understand the rights and responsibilities of citizenship-- Discuss how you can take an active part within a democracy_Innledende sp?rsm?l_ What does it mean to be a citizen? What do you consider yourself a citizen of?Bilde:Forklaring: tegningEn stor gruppe mennesker i alle aldre lager et slags nettverk ved ? strekke ut armer og bein for ? f? tak i en fot eller en h?nd til en annen person.--- 212 til 327xxx2 _You_ Are a CitizenBy Henrik SyseIntroductory articleGenre: Personal essay Dear reader of this book: _You are a citizen_. I can assure you, whoever you are, probably a young man or woman in a Norwegian school, around 16 or maybe 17 years old: you are indeed a citizen. Most people in our world are. You may not think about your citizenship that much, but it is a fact that you have one. So, what does that mean? To be a citizen is to be a member of a state or, as we often say, a country. Most people have such membership in only one country, but some are citizens of more than one (we often call that "dual citizenship"). Most live in the country of which they are a citizen, but some do not – some, for instance, study or work or get married abroad, while still being a citizen of the country where they were born or used to live. The highly respected _Cambridge Dictionary_ of the English language defines a citizen thus: a person who is a member of a particular country and who has rights because of being born there or because of being given rights, or a person who lives in a particular town or city (_Cambridge Dictionary_ n.d., citizen entry). We see from this definition that citizenship has also been used about membership in smaller communities than a country, such as a city. Indeed, the word "citizen" has the word "city" as its root. Still, in our day and age, it is most common to use it about membership in a country._Underveissp?rsm?l:_ What does dual citizenship mean? The country of which you are a citizen gives you both rights and duties, such as the right to vote or the right to receive health care, or the duty to pay taxes or the duty to protect your country. These rights and duties are different from country to country, but there are always at least _some_ rights and _some_ duties associated with being a citizen.--- 213 til 327 However, we sometimes use the word citizen in a much wider sense. We are, after all, citizens of the world, too – inhabitants of a planet where we live together, and where we have duties and rights together. The idea of _human rights_ is based on this idea: that simply by being a living human being on this planet, you are the holder of human rights. Therefore, you are a "citizen" of sorts. You do not have to be a citizen of any particular country to have basic human rights._Underveissp?rsm?l:_ How can we formulate the basic idea behind human rights? As you reflect upon the texts in this book and what it means to be a citizen, please have both meanings in mind: membership in a country and membership in the world. There are two important things about citizenship that are worth reflecting on: Firstly, to be a citizen is not something isolated or lonely. No one is a citizen – of a city, of a state, or of the world – all by him- or herself. To be a citizen is always to be part of a larger community and to be in the company of the other citizens, many of whom will be very different from you, even if you share the same citizenship. A citizen, therefore, should be mature enough to tolerate and respect _difference_. You and your fellow citizens may, after all, have different beliefs, opinions, and looks, but you are all citizens who are bound together by your common citizenship, whether of a country or of the world. That gives you both rights and duties. We should probably think of citizenship as a property that many people share. This means that we cannot see ourselves in total isolation from the other owners. We have something very important in common, and this means that we have rights and responsibilities in common, too._Underveissp?rsm?l:_ Syse uses property as a metaphor for citizenship. Why? Secondly, to be a citizen is to be active. Well, it does not _have_ to be. You can be a citizen and never vote, never read the news, or never care about the community and the citizens around you. But then you _do_ fall short of the ideal of what it means to be a citizen. In the writings of the famous Greek philosopher Plato, this very point is made quite amusingly and forcefully. An ambitious young man called Callicles holds that the good is the same as pleasure. This is what we often call a "hedonist" view of morality: the good life is simply about getting as much pleasure as possible. This is, however, not accepted by Socrates, who was Plato's teacher and who is also the main speaker in this book, called _The Gorgias_._Underveissp?rsm?l:_ What did Callicles and Socrates disagree on?--- 214 til 327 Socrates asks whether someone who scratches himself – say, on the back – _absolutely all the time_ (and presumably feels it is equally pleasant all the time) is also someone who is truly happy. The answer is clearly no. I think Plato and his teacher Socrates are trying to remind the young Callicles that happiness is about much more than just pleasure, or power, or money. It is about being active and pursuing what is good. Only by doing that does one become a noble and just human being. However, that kind of life is not always "pleasant"! Being an active citizen sometimes means taking responsibility and doing things for others and for one's community. That may take time and be hard, and it is often much less pleasant and purely fun than, for instance, being scratched all the time. But it enriches us and makes us stronger and better, both individually and together. That is the ideal of the active citizen: not someone who just lives comfortably, but someone who does something for his or her community, and who derives pleasure and satisfaction from that. In the famous speech John F. Kennedy gave in 1961, when he was inaugurated as president of the U.S., he said: "Ask not what your country can do for you, ask what you can do for your country" (Kennedy, 1961). Those are words that certainly speak to the idea of citizenship as an active obligation or duty. You are a citizen. That is a great privilege and it means that you have many important rights. But it also means that you have an obligation to seek to do what is good for your community.Sources:-- Citizen, (n.d.) In Cambridge Dictionary. Retrieved from dictionary/english/citizen-- Kennedy, J.F. (1961, January 20). Inaugural address. Retrieved from learn / about-jfk/historic-speeches/inaugural-address-- Plato. (2009). _The Gorgias_ (T. Griffith, Trans. & M. Schofield, Ed.). Cambridge University Press. . (Original work published ca. 370 B.C.)_Author:_ _Henrik Syse_ (b. 1966) is Research Professor at the Peace Research Institute Oslo (PRIO). He has been a member of the Norwegian Nobel Committee, which awards the Nobel Peace Prize, since 2015, serving as its Vice Chair since 2017. Syse has published widely in the fields of philosophy, politics, religion, business, and ethics and is a much-used lecturer in Norway and abroad. In 2007 he was also nominated as a Young Global Leader by the World Economic Forum in Davos.Bilde:Forklaring: fotoForfatteren Henrik Syse._Useful terminology:_citizendual citizenshipstatecountrycommunitiesmembershipright to voterights and dutieshuman rightsphilosophy/philosophermoralhedonistresponsibilityobligation--- 215 til 327xxx3 Practicexxx4 Content1. What does it mean to be a citizen?2. What do you need to be to be a holder of human rights?3. What two aspects of citizenship are worth reflecting on, according to Syse?4. What does it mean to have a "hedonist" view of morality?5. According to Syse, what does it mean to be a noble and just citizen?xxx4 Structurexxx5 A model text6. Henrik Syse structures his text with an introduction, definition, discussion, and conclusion. Close-read the text and identify which paragraphs belong to each part.7. To create a text that runs smoothly, Syse makes use of connectors or linking words. Identify at least three such words or phrases used at the start of a paragraph and three within paragraphs. Comment on their function.xxx4 Language8. The title is repeated in the first sentence of the text, but the use of italics is different. Why do you think?9. "I can assure you, (...)" states Syse, and addresses his audience directly. What does he gain or lose by using personal pronouns like these?10. In the text we can read that _city_ is the root of _citizen_.Ordforklaring:root: the form of a word after all affixes (prefixes and suffixes) are removed. It is also the smallest unit in a word that carries meaning. a) Identify the root and/or prefix and suffix in the following words: untie, instruction, kindness, disrespectful, unpredictable, irregularly, disobey, helpful b) Create words that belong to the word classes below, where possible, considering roots, prefixes and suffixes. Merknad: Skriv ordene mellom de fire prikkene i tabellen nedenfor.Tabell. 4 kolonner, 6 rader:VerbNounAdjectiveAdverbaccept................decision................reliable................strongly....success........xxx4 Over to you11. Discuss citizenship Using Syse's essay as your model write a text where you discuss one of the following thesis questions. -- What should be expected of a citizen in my town and country? -- When is an active citizen active enough? -- Are all differences tolerable differences? -- Is there no room for hedonism in good citizenship? See courses 9: _Planning a text_, 8: _Structuring a text_, or 15: _Holding discussions_ for further guidance.A model citizen12. Henrik Syse presents two important aspects of citizenship worth considering. Create a multimodal text (poster, film, guide, cartoon, etc.) where you present _the_ model citizen, in your view. Feel free to use persons and characters you have met through the year, in your syllabus, as inspiration and examples. Perhaps a model citizen would be as brave and engaged as Adichie, as visionary as Robert F. Kennedy, and as true to herself as Rachel Chu. See course 9: _Planning a text_ for guidance.--- 216 til 327Bildeside: Bilde er flyttet--- 217 til 327xxx2 The Power of the #_Aims_-- Discuss democracy and provide examples of young people who use social media to make a difference-- Examine the power of social media and the hashtag-- Become familiar with gun laws and school shootings in the USA_First_-- Together, name all hashtags you can think of that have gone viral.-- What would make you turn to social media to express your opinion?Context: Social media platforms are much debated today. Yet, they are fantastic in terms of providing access to all types of information. They also allow us to express our opinions freely and thus promote taking an active part in society. By giving Everyman a voice social media has been named the 5th estate. You may have had a school shooting drill or terror drill at your school. One or two. Or not. Your teachers most likely have. This is a recent concept in Norway. Norwegian classrooms are safe. Even though we are a nation of hunters our weapon laws are strict both in terms of buying them and keeping them safe at home. In the USA, in February 2018, a 19-year old boy, expelled from school, entered Stoneman Douglas High School in Parkland, Florida, and killed 17 people. It was planned and intentional. It was not the first school shooting in the US, and it would not be the last. The difference this time was that the students at Stoneman Douglas took to social media and the streets, in order to alter the gun laws in Florida and the US. Through #neveragain they started a movement that drew media attention. Their initiative peaked with the March for Our Lives the following month, adding another # to the cause, #marchforourlives. Young people proved they had a voice. Emma Gonzalez was one of several young people who chose to give a speech in Washington during the March for Our Lives in Washington, D.C., on March 24, 2018. She is a survivor of the Stoneman Douglas High School shooting. What follows is a transcript of her famous speech.Bilde (s. 216):Forklaring: fotoEmma Gonzalez og flere rundt henne l?fter h?yre armen rett opp og knyte neven for ? vise bestemthet._Tidbit:_ In a democracy the separation of power between branches of government is key. This is because it prevents abuse of power, as each branch controls the others. The three formal branches are the legislative, the judicial and the executive. The media is normally considered the 4th branch as it controls all the aforementioned.--- 218 til 327Genre: Speech "Six minutes, and about 20 seconds. In a little over six minutes, 17 of our friends were taken from us, 15 more were injured, and everyone, absolutely everyone in the Douglas community was forever altered. Everyone who was there understands. Everyone who has been touched by the cold grip of gun violence understands. For us, long, tearful, chaotic hours in the scorching afternoon sun were spent not knowing. No one understood the extent of what had happened. No one could believe that there were bodies in that building waiting to be identified for over a day. No one knew that the people who were missing had stopped breathing long before any of us had even known that a code red had been called. No one could comprehend the devastating aftermath, or how far this would reach, or where this would go. For those who still can't comprehend, because they refuse to, I'll tell you where it went. Right into the ground, six feet deep. Six minutes and 20 seconds with an AR-15, and my friend Carmen would never complain to me about piano practice. Aaron Feis would never call Kyra "Miss Sunshine." Alex Schachter would never walk into school with his brother Ryan. Scott Beigel would never joke around with Cameron at camp. Helena Ramsay would never hang around after school with Max. Gina Montalto would never wave to her friend Liam at lunch. Joaquin Oliver would never play basketball with Sam or Dylan. Alaina Petty would never. Cara Loughran would never. Chris Hixon would never. Luke Hoyer would never. Martin Duque would never. Peter Wang would never. Alyssa Alhadeff would never. Jaime Guttenberg would never. Meadow Pollack would never." [Gonzalez now falls silent until 6 minutes and 20 seconds has passed since she took the stage. The crowd is silent as well but begins to chant "Never Again" at one point.] "Since the time that I came out here, it has been six minutes and 20 seconds. The shooter has ceased shooting, and will soon abandon his rifle, blend in with the students as they escape, and walk free for an hour before arrest. Fight for your lives before it's someone else's job." Gonzales, M. (March 24, 2018). "March for Our Lives" speech. In _Cosmopolitan_. Retrieved from _: fotoFra demonstrasjonstoget "March for Our Lives". Unge mennesker holder opp plakater med disse p?skriftene: Guns > our safety. Thoughts and prayers aren't enough. Protect your kids! Not your gun. Mr Pre, how many more kids will die? _Tidbit:_ The documentary _Killer in Our Classroom_: _Never Again_ presents this story. Runtime: 48 minutes.--- 219 til 327xxx3 Practicexxx4 Content1. Why did Emma Gonzalez give a speech in Washington?2. How many students were killed in the Stoneman Douglas shooting?3. Gonzalez says the teachers called code red. What does that mean?4. What untraditional means did Emma Gonzalez make use of during her speech?5. Emma Gonzalez is part of the Never Again movement. What do they work for?6. "For those who still can't comprehend, because they refuse to, I'll tell you where it went. Six feet into the ground, six feet deep", Gonzalez says. What is the meaning of the image "six feet"?7. Why do you think the march was called March for Our Lives?8. What could be the meaning of her outro "Fight for your lives before it's someone else's job"?xxx4 Structure9. In her speech, Gonzalez makes us of repetition. Identity the instances and comment on the function of this device.10. Gonzales chooses to name all 17 names of the victims in the school shooting. What does she accomplish by doing so?11. During her speech, Emma Gonzalez goes silent for a longer period of time. What is the effect?xxx4 Language12. Here is a list of other proverbs in English. Translate them and find their equivalent in Norwegian: -- New brooms sweep clean -- Old brooms know the corners of the house -- A bird in the hand is worth two in the bush -- A stitch in time saves nine -- Finders keepers, losers weepers -- Ignorance is bliss -- From pillar to post Identify at least two rhetorical devices Emma Gonzales makes use of in her speech. Comment also on the function of them.xxx4 Over to you14. Clicktivism, democracy, and citizenship Young people are taking to the streets, using their voices for causes they feel are important. They say: "This is what democracy looks like!" The power of the hashtags is immense, and clicktivism has become a concept. Based on your personal interests choose between investigating: -- an interesting hashtag, or -- an inspiring activist Some examples of the former are: #BlackLivesMatter, #StandingRock, #TimesUp, #Metoo, #IStandWithIlhan, #loveislove Some examples of the latter are: Greta Thunberg, Fahria Luul Makerow, Bana Alabed -- Go online to find information. -- Present your findings in a podcast, a film, a talk, a presentation, or similar. -- Focus on the reason behind your choice in addition to explaining the history of the cause and its present status. See course 14: _Giving presentations_ and course 10: _Choosing sources_ for guidance._Tidbit:_ American singer/actor Selena Gomez tweeted in March 2018 "Protect kids, not guns!" marking it with the march's hashtag #MarchForOurLives. It earned her 2 million likes.Bilde:Forklaring: figurIkon. Fire menneskefigurer i rekke ved siden av teksten "March for our Lives".--- 220 til 327Bildeside: Bilde er flyttet--- 221 til 327xxx2 Public shaming_Aims_-- Reflect on ideas of social justice, punishment, forgiveness, and responsibility-- Discuss news involving celebrities and other high-profile people-- Compare different types of tribalism in the modern world _First_ Think of a time when you have said something hurtful, offensive or inappropriate, or when you have treated someone in a way that now seems unfair to you. Did you apologise? If so, was your apology accepted?Context: A major part of citizenship is the duty to treat others fairly and the right to be treated fairly by others – according to the laws and customs of wherever one lives. Laws and customs can change, however, as social attitudes shift and realign. This seemed to take place in October of 2017, when accusations of sexual harassment and assault came out in the media against American film producer Harvey Weinstein. It helped to spark the #MeToo movement, with its demand to _believe women_ and speak out against sexually inappropriate behaviour. This created a new form of public shaming sometimes referred to as "call-out culture", by which anyone accused of a social injustice ought to be called out for it on social media. Some argue this goes against the idea of innocent until proven guilty, and that it blurs the lines between criminal and simply inappropriate or clumsy behaviour. Perhaps more of us will be on our best behaviour now, for fear of being called out. But it could also create an atmosphere of intolerance, where no one is sure of the rules and there is no road to forgiveness.Ordforklaring:tribalism _noun_: the behaviour and attitudes that stem from strong loyalty to one's own tribe or social group Oxford Dictionary of EnglishBilde (s. 220):Forklaring: illustrasjonEt skrikende ansikt.--- 222 til 327xxx3 The Cruelty of Call-Out CultureAuthentic material:Genre: Opinion piece A number of months ago, I listened to a podcast that has haunted me since – because it captures something essential about our culture warrior moment. It was from NPR's always excellent "Invisibilia" series and it was about a woman named Emily. Emily was a member of the hard-core punk music scene in Richmond, Va. One day, when she was nearly 30, she was in a van with her best friend, who was part of a prominent band. They were heading to a gig in Florida when the venue called to cancel their appearance. A woman had accused Emily's best friend of sending her an unwelcome sexually explicit photograph. His bandmates immediately dismissed her allegations. But inwardly Emily seethed. Upon returning to Richmond, she wrote a Facebook post denouncing her best friend as an abuser. "I disown everything he has done. I do not think it's O.K. ... I believe women." The post worked. He ended up leaving the band and disappeared from the punk scene. Emily heard rumors that he'd been fired from his job, kicked out of his apartment, had moved to a new city and was not doing well. Emily never spoke with him again. Meanwhile, she was fronting her own band. But in October 2016, she, too, got called out. In high school, roughly a decade before, someone had posted a nude photo of a female student. Emily replied with an emoji making fun of the girl. This was part of a wider pattern of her high school cyberbullying. A post denouncing Emily also went viral. She, too, was the object of nationwide group hate. She was banned from the punk scene. She didn't leave the house for what felt like months. Her friends dropped her. She was scared, traumatized and alone. She tried to vanish. "It's entirely my life," she told "Invisibilia" tearfully. "Like, this is everything to me. And it's all just, like, done and over." But she accepted the legitimacy of the call-out process. If she was called out it must mean she deserved to be rendered into a nonperson: "I don't know what to think of myself other than, like, I am so sorry. And I do feel like a monster." The guy who called out Emily is named Herbert. He told "Invisibilia" that calling her out gave him a rush of pleasure, like an orgasm. He was asked if he cared about the pain Emily endured. "No, I don't care," he replied. "I don't care because it's obviously something you deserve, and it's something that's been coming ... I literally do not care about what happens to you after the situation. I don't care if she's dead, alive, whatever." When the interviewer, Hanna Rosin, showed skepticism, he revealed that he, too, was a victim. His father beat him throughout his childhood. In this small story, we see something of the maladies that shape our brutal cultural moment. You see how zealotry is often fueled by people working out their psychological wounds. You see that when denunciation is done through social media, you can destroy people without even knowing them. There's no personal connection that allows apology and forgiveness.--- 223 til 327 You also see how once you adopt a binary tribal mentality – us/them, punk / non-punk, victim/abuser – you've immediately depersonalized everything. You've reduced complex human beings to simple good versus evil. You've eliminated any sense of proportion. Suddenly there's no distinction between R. Kelly and a high school girl sending a mean emoji. The podcast gives a glimpse of how cycles of abuse get passed down, one to another. It shows what it's like to live amid a terrifying call-out culture, a vengeful game of moral one-upmanship in which social annihilation can come any second. I'm older, so all sorts of historical alarm bells were going off – the way students denounced and effectively murdered their elders for incorrect thought during Mao's Cultural Revolution and in Stalin's Russia. But the "Invisibilia" episode implicitly suggests that call-outs are how humanity moves forward. Society enforces norms by murdering the bullies who break them. When systems are broken, vigilante justice may be rough justice, but it gets the job done. Prominent anthropologist Richard Wrangham says this is the only way civilization advances that he's witnessed. Really? Do we really think cycles of cruelty do more to advance civilization than cycles of wisdom and empathy? I'd say civilization moves forward when we embrace rule of law, not when we abandon it. I'd say we no longer gather in coliseums to watch people get eaten by lions because clergy members, philosophers and artists have made us less tolerant of cruelty, not more tolerant. The problem with the pseudo-realism of the call-out culture is that it is so naive. Once you adopt binary thinking in which people are categorized as good or evil, once you give random people the power to destroy lives without any process, you have taken a step toward the Rwandan genocide. Even the quest for justice can turn into barbarism if it is not infused with a quality of mercy, an awareness of human frailty and a path to redemption. The crust of civilization is thinner than you think. Brooks, D. (January 14, 2019). The Cruelty of Call-Out Culture. _The New York Times_._Tidbit:_ Examples of celebrities who have been called out on Twitter for saying or doing things out of line with progressive ideals.-- Kendall Jenner (Keeping Up with the Kardashians) for using a brown-skinned fist emoji-- Pamela Anderson (Baywatch) for stating "Common sense – don't go into a hotel room alone" – in reference to Harvey Weinstein's victims-- Mayim Bialik (The Big Bang Theory) for remarking "I dress modestly. I don't act flirtatiously with men as a policy."-- Matt Damon (Bourne films) for saying "[T]here's a difference between ... patting someone on the butt and rape or child molestation ... they shouldn't be conflated."-- Ricky Gervais (The Office) for "deadnaming" Caitlyn Jenner in a joke: "I've changed. Not as much as Bruce Jenner, obviously."Bilde:Forklaring: fotoKendall Jenner_Author:_ _David Brooks_ is a Canadian-born US journalist and cultural commentator who writes for the _New York Times_. He has published several books, his most recent being _The Second Mountain: The Quest for a Moral Life_ (2019). _The Spectator_ describes the book as "a guide to the Meaning of Life, somewhere between a spiritual autobiography and a manual for living".Bilde:Forklaring: fotoForfatteren David Brooks.xxx4 Glossary Page 222:captures (here): communicatesculture warrior: (as an insult) someone who argues aggressively for their progressive viewsVa: Virginia (US state)sexually explicit photograph: picture of his penisdenouncing: speaking out againstdisown: rejectcyberbullying: bullying that takes place onlinevanish: disappearlegitimacy: correctness, appropriatenessrendered: made intoendured: (of something painful or difficult) went through, experiencedmaladies: sicknesseszealotry: extremismwounds: traumasdenunciation: calling on others to reject someone Page 223:binary: black-and-whitementality: way of thinkingsense of proportion: ability to judge the relative importance of thingsvengeful: attempting to harm in revengemoral one-upmanship: trying to gain a moral advantage over othersimplicitly: without saying it outrightvigilante: someone who takes law enforcement into their own handsrough justice: unjust treatment in the name of justiceprominent: well-knownembrace: fully acceptabandon: give upclergy members: priestspseudo-realism: an altered view of realitynaive: showing a lack of judgement and wisdomRwandan genocide: mass rape and slaughter of Tutsi by Hutu in 1994barbarism: uncivilised crueltymercy: nodefrailty: weakness in characterredemption: _forl?sning/forsoning_--- 224 til 327xxx3 Practicexxx4 Content1. Answer the questions. a) How did the writer learn what had happened to Emily? b) What was Emily's friend supposed to have done wrong? c) How did Emily react to the accusation? d) What were the consequences for her friend? e) What had Emily done a decade earlier? f) How does Emily feel now about being banned from the punk scene? g) How does Herbert, who called her out, feel about Emily's suffering? h) What about Herbert's background may be relevant to his calling Emily out?2. Reflect on and answer the questions. a) What social problems does the writer think Emily's case reveals? b) What does the writer mean by "no distinction between R. Kelly and a high school girl sending a mean emoji"? If necessary, search online to discover what R. Kelly is accused of. c) What in the story does the writer see as a case of "how cycles of abuse get passed down, one to another"? d) What, according to this article, are the two views of how civilization advances? e) What does the writer mean by "the crust of civilization is thinner than you think"?xxx4 Structure3. The text is roughly structured into two parts. a) Identify where the first part ends and the second begins. b) Compare the styles of each part.xxx4 Language4. There are many examples of emotionally charged words in the text, which is to say that they awaken strong feelings in the reader. Early in the text you will find "haunted", "denounce", and "abuser". What other emotive words can you find?5. The writer uses various personal pronouns in the text. Use the terms "first-person" and "second-person" as well as "singular" and "plural" to describe the pronouns he uses, where he uses them, and to what effect.xxx4 Over to you6. Hold a debate The short story "Cat Person" by Kristen Roupenian caused a storm on social media when it was published by _The New Yorker_ in December 2017, as Twitter users argued about the unfortunate sexual encounter that it centres around. In the story, Margot has sex with Robert, not because she wants to, but because she is afraid of hurting his feelings, and possibly she is also afraid of his reaction towards her. Choose one of the following motions to debate for and against. This may be done as a whole class or in smaller groups. If you choose the first of the two motions, the class or group will first have to listen to the short story on _The New Yorker_ website. You can debate the second motion without listening to the story. -- Margot brought the bad sexual experience on herself, and she only has herself to blame. -- It is up to men not to put women in a position where they end up having sex they do not really want or will regret afterwards.--- 225 til 327 For help in structuring the debate, see course 15: _Holding discussions_.Bilde:Forklaring: fotoMunnene til en kvinne og en mann som kysser.7. Make a web presentation Journalists covering wars, pandemics and injustice suffered by people play vital roles in promoting democracy and citizenship. Visit the website of photojournalist James Nachtwey, who covered the Rwandan genocide, among many other major world events. Divide the class into groups of 3-4 people and choose different events for each group. -- Produce a visual web presentation of it using Microsoft Sway or similar software. -- Add a small amount of text to the images to explain what they show. Share the final presentations with the class on your learning platform, so that everyone learns something about the other events, too. See course 14: _Giving presentations_ for guidance.8. Write a letter of apology Put yourself in the position of Herbert, who called out Emily for her bullying and felt no remorse. Imagine it later comes to light that Herbert did something offensive when he was a little younger, such as using homophobic and racial slurs among his friends. Herbert is called out for this and socially excluded, and it puts Emily's past bad behaviour and his treatment of her in a different light for him. Write a letter to Emily as Herbert in which you apologise, explain your change of heart and try to make amends. See course 9: _Planning a text_, for guidance.Bilde:Bildetekst: Rwanda, Nyanza, 1994. A Hutu man, who did not support the genocide, had been imprisoned in a concentration camp, starved and attacked with machetes. He was liberated by Tutsi rebel forces and placed in the care of the Red Cross. Photographed by James Nachtwey for Time Magazine. Forklaring: foto. Mannen har store arr over ansiktet og hodet.--- 226 til 327Bildeside: Bilde er flyttet--- 227 til 327xxx2 Same Love(Listen to music!)_Aims_-- Explore the theme and language of a song lyric-- Research rights for LGBTQ people around the world-- Create a text about progress in equal rights_First_ Where in the world do you think life as a homosexual is easiest and where is it most difficult? Explain your views.Context: Equal rights are something many of us, who live in liberal democracies, take for granted. However, if you happen to love someone of the same sex, this can impact your sense of freedom and safety in many societies around the world. This is also the case in parts of the United States, as hip-hop artist Macklemore shows in his hit "Same Love". The song advocates expanding equal rights to the LGBTQ community. LGBTQ stands for: lesbian, gay, bisexual, transsexual, and queer.Bilde (s. 226):Forklaring: fotoFem unge mennesker kledd for Pride-paraden. Hver av dem har p? seg noe i regnbuefarger. Bildetekst: Parade goers stop and pose for ? picture during Pride on 6 July, in London.--- 228 til 327xxx3 Same Love by Macklemore & Ryan Lewis feat. Mary LambertGenre: Song lyricWhen I was in the 3rd grade,I thought that I was gayCause I could draw, my uncle was,And I kept my room straightI told my mom, tears rushing down my faceShe's like, "Ben, you've loved girls since before Pre-K!"Tripping, yeah, I guess she had a point, didn't she?A bunch of stereotypes all in my headI remember doing the math, like"Yeah, I'm good at little league"A pre-conceived idea of what it all meantFor those that like the same sex had the characteristicsThe right-wing conservatives think it's a decisionAnd you can be cured with some treatment and religionMan-made, rewiring of a pre-disposition, playing God,Aah, nah, here we goAmerica the brave still fears what don't knowAnd "God loves all his children" is somehow forgottenBut we paraphrase a book written thirty-five hundred years agoChorus:I don't knowAnd I can't change, even if I triedEven if I wanted toAnd I can't change, even if I triedEven if I wanted toMy love, my love, my loveShe keeps me warmShe keeps me warmShe keeps me warmShe keeps me warmIf I was gay, I would think hip-hop hates meHave you read the YouTube comments lately?"Man, that's gay" gets dropped on the dailyWe've become so numb to what we're sayingOur culture founded from oppressionYet we don't have acceptance for 'emCall each other faggotsBehind the keys of a message board--- 229 til 327A word rooted in hateYet our genre still ignores it"Gay" is synonymous with the lesserIt's the same hate that's caused wars from religionGender to skin color, the complexion of your pigmentThe same fight that led people to walk-outs and sit-insIt's human rights for everybody, there is no differenceLive on! And be yourselfWhen I was at church they taught me something elseIf you preach hate at the service, those words aren't anointedThat Holy Water that you soak in has been poisonedWhen everyone else is more comfortable remaining voicelessRather than fighting for humans that have had their rights stolenI might not be the same but that's not importantNo freedom til we're equalDamn right I support itChorusWe press play, don't press pause:Progress, march on!With a veil over our eyes, we turn our back on the cause'Til the day that my uncles can be united by lawKids are walking around the hallwayPlagued by a pain in their heartA world so hatefulSome would rather dieThan be who they areAnd a certificate on paperIsn't gonna solve it allBut it's a damn good place to startNo law's gonna change usWe have to change usWhatever god you believe inWe come from the same oneStrip away the fear, underneath, it's all the same loveAbout time that we raised up!Chorus:Love is patient, love is kindLove is patient (not crying on Sundays)Love is kind (not crying on Sundays) Haggerty, B., Lewis, R. (2012). Same Love. [Recorded by Macklemore and Ryan Lewis.] On _The Heist_. [CD], Seattle: Independent record label. (2009-2012). Lyrics retrieved from _Macklemore_ is the artist name of Benjamin Hammond Haggerty (1983-). He is an American rapper of Irish descent who made his breakthrough in 2013 with several songs that challenged the consumer society and hip-hop culture.Bilde:Forklaring: fotoRapperen Macklemore.xxx4 Glossary Page 228:pre-K: before kindergartenlittle league: ball sports for childrenpre-conceived: made up and decided in advancepre-disposition: (usually spelled predisposition) tendencyparaphrase: retell in other wordsdrop (here): say, commentnumb: insensitivefounded from oppression: based on injusticefaggots: derogatory term for homosexuals Page 229:synonymous: equal or similar toocomplexion: skin tonepigment: colourwalk-outs: leaving as a form of protestsit-ins: refusing to leave as a form of protestservice: religious meeting at a church, for exampleanointed: blessedveil: curtainunite by law: wed or marryplagued: disturbed or haunted--- 230 til 327xxx3 Practicexxx4 Content1. Why did Macklemore think he was gay as a child?2. How can homosexuality be "cured", according to right-wing conservatives?3. Macklemore raps about "paraphrasing a book" – which book does he mean?4. Why might gay people think that hip-hop hates them?5. What is the worst outcome of gay kids growing up in a hateful world?6. According to Macklemore, how can we improve the current situation?xxx4 Structure7. How does the chorus differ from the verses? Comment on the effect of the chorus.8. In the space of the song there is a change of focus from the individual to the collective. Identify the following in the song: -- the parts that focus on the individual -- the parts that focus on the collective -- the use of personal pronouns Why do you think Macklemore structures his use of personal pronouns in this way? What is the effect?xxx4 Language9. Explain the following idiomatic expressions used by Macklemore: -- keep my room straight -- do the math -- gets dropped on the daily -- rooted in hate -- turn your back on -- strip away the fear10. Rap lyrics often feature slang, swearing, and other typical traits of informal language. -- Identify at least five different examples of informal language in the lyrics -- Reflect on the lack of swear words – why do you think Macklemore uses so few in this song?xxx4 Over to you11. LGBTQ people around the world Look at the map on the next page. Go online and research the situation for LGBTQ people in three countries on three different continents. Compare conditions for gay people in terms of: -- Marriage rights -- Adoption rights -- Freedom -- Safety Choose a way to present your comparison (for instance: oral presentation, sound clip, poster, photo story, etc.). Make sure to use multiple, reliable sources. For guidance, see course 10: _Choosing sources_.12. Discuss realism in song lyrics In "Same Love", Macklemore gives examples of stereotypes and their negative effects, but also points out that positive changes can be made. Write a text where you discuss how realistic the song lyrics are. Make sure that you -- make use of examples from the lyrics -- compare these examples with other sources -- draw conclusions about how equal society has become For guidance, see course 7: _Structuring a paragraph_ and course 8: _Structuring a text_._Tidbit:_ A largely Catholic country, the Republic of Ireland, became historic on 22 May 2015 when its people were the first in the world to vote in favour of legalising same-sex marriage through a popular referendum.Bilde:Forklaring: fotoEn folkemengde med bannere i regnbuefarger. En mann i forgrunnen holder en ballong formet som "Yes".--- 231 til 327Kart:_Sexual orientation laws in the world – 2019_Tekst til kartet: From criminalisation of consensual same-sex sexual acts between adults to protection against discrimination based on sexual orientation Forklaring: Verdenskart der hvert land er merket med en farge som tilsvarer en grad av enten beskyttelse (Protection against discrimination based on sexual orientation) eller kriminalisering (Criminalisation of consensual same-sex sexual acts between adults). Antall land hvert punkt gjelder for st?r i parentes. Navnene p? landene er p? engelsk. Ikke alle landene p? kartet er tatt med nedenfor:-- Constitutional Protection (11): Mexico, Cuba, Ecuador, Bolivia, Sweden, Portugal, South Africa, Nepal.-- Broad Protection (55): Canada, Honduras, Colombia, Peru, Brazil, Chile, (mesteparten av) Europe, Georgia, Angola, Mongolia, South Korea, Australia, New Zealand.-- Employment Protection (55): Greenland, Nicaragua, Venezuela, Poland, Ukraine, Italy, Mozambique, Botswana, Thailand.-- Limited/Uneven Protection (8): USA, Argentina, Azerbaijan, Japan, Philippines. -- No Prot. / No Crim (55): Paraguay, Russian Federation, Turkey, Belarus, Kazakhstan, China, India, Indonesia, (flere land i) West and Central Africa.-- _De Facto_ Criminalisation (2): Egypt, Iraq.-- Up to 8 Years Imprisonment (30): (Flere land i) Africa, Syria, Oman, Turkmenistan, Uzbekistan, Papua New Guinea.-- 10 Years to Life in Prison (26): (Flere land i) Africa, Guyana, Myanmar, Sri Lanka, Malaysia.-- Death Penalty (6): Mauritania, Nigeria, Sudan, Somalia, Saudi Arabia, Yemen, Iran, Afghanistan, Pakistan. Andre opplysninger:-- Marriage or other forms of legal union for same-sex couples: Canada, USA, Mexico, (flere land i) South America, (flere land i) Europe, South Africa, Taiwan, Australia, New Zealand.-- Adoption open to same-sex couples (either jointly or via second parent adoption): Canada, USA, Brazil, Colombia, Uruguay, Argentina, (flere land i) Europe, South Africa, Taiwan, Australia, New Zealand.-- Legal barriers to freedom of expression on SOGIESC issues: Paraguay, Belarus, (flere land i) Africa, (flere land i) the Middle East, Russian Federation, China, Malaysia, Indonesia.-- Legal barriers to the registration or operation of sexual orientation related CSOs: Belarus, (flere land i) Africa, (flere land i) the Middle East, Russian Federation, China, Malaysia.--- 232 til 327Bildeside: Bilde er flyttet--- 233 til 327xxx2 Coming out_Aims_-- Analyse literature-- Be creative by dramatising, writing a short story, or creating a graphic novel-- Discuss how we can embrace diversity by allowing room for people to be different_First_ Imagine that you are the only child of an immigrant mother. You are 17 and about to come out as a homosexual. Suggest how to tell her. How might she react?Context: The act of coming out can be an important turning point in your life. The reactions you face are determined by the society you live in and not least the attitudes and the cultural and religious background of your friends and family. In the following novel extract, the 17-year- old protagonist is about to come out to his mother. He is the only child of a Vietnamese single mother living in the US. She is illiterate and works gruelling hours in a nail salon. Her son attends and excels at high school, and will be the first member of his family to go to university. Though we do not learn his real name, his mother calls him "Little Dog". This nickname is given lovingly, as the protagonist explains that in their Vietnamese culture, to love something "is to name it after something so worthless that it might be left untouched – and alive".Bilde (s. 232):Forklaring: maleriEn enkel framstilling av en mann (figur) som pr?ver ? klatre ut av en penis. Penisen har bein. Streker viser at det er en kamp p? gang mellom mannen som pr?ver ? komme seg ut og penisen som pr?ver ? hindre det. Bildetekst: Keith Haring (1958-1990) is the artist behind the image above. He is known for his graffiti-like paintings. Haring was diagnosed with AIDS in 1988, in the middle of an AIDS epidemic that hit the gay community particularly hard. He later died of the illness. Keith Haring "Untitled" (1988).--- 234 til 327xxx3 Extract from On Earth We're Briefly GorgeousAuthentic material:Genre: Novel extract Then I told you the truth. It was a greyish Sunday. All morning the sky had threatened downpour. The kind of day, I had hoped, where the bond between two people might be decided on easily – the weather being so bleak we would see each other, you and I, with relief, a familiar face made more luminous than we had remembered in the backdrop of dreary light. Inside the bright Dunkin' Donuts, two cups of black coffee steamed between us. You stared out the window. Rain slashed down the road as the cars came back from church service on Main St. "People seem to like those SUV things these days." You noted the caravan of cars at the drive-thru. "Everybody wants to sit higher and higher." Your fingers thrummed the table. "You want sugar, Ma?" I asked. "What about cream, or actually, maybe a doughnut? Oh no, you like the croissants "Say what you have to say, Little Dog." Your tone subdued, watery. The steam from the cup gave your face shifting expression. "I don't like girls." I didn't want to use the Vietnamese word for it – pê-pê – from the French pédé, short for pedophile. Before the French occupation, our Vietnamese did not have a name for queer bodies – because they were seen, like all bodies, fleshed and of one source – and I didn't want to introduce this part of me using the epithet for criminals. You blinked a few times. "You don't like girls," you repeated, nodding absently. I could see the words moving through you, pressing you into your chair. "Then what _do_ you like? You're seventeen. You don't like anything. You don't _know_ anything," you said, scratching the table. "Boys," I said, controlling my voice. But the word felt dead in my mouth. The chair creaked as you leaned forward. "Chocolate! I want chocolate!" A group of children in teal oversized T-shirts, just back, judging from their paper bags full of apples, from an applepicking trip, poured into the shop, filling it with excited shrieks. "I can leave, Ma," I offered. "If you don't want me I can go. I won't be a problem and nobody has to know ... Ma say something." In the cup my reflection rippled under a small black tide. "Please." "Tell me, you going to wear a dress now?"--- 235 til 327 "Ma "They'll kill you," you shook your head, "you know that." "Who will kill me?" "They kill people for wearing dresses. It's on the news. You don't know people. You don't know them." "I won't, Ma. I promise. Look, I never wore one before, have I? Why would I now?" You stared at the two holes in my face. "You don't have to go anywhere. It's just you and me, Little Dog. I don't have anyone else." Your eyes were red. The children across the shop were singing "Old MacDonald Had a Farm," their voices, their easy elation, piercing. "Tell me," you sat up, a concerned look on your face, "when did this all start? I gave birth to a healthy, normal boy. I know that. When?" Vuong, Ocean. (2019). _On Earth We're Briefly Gorgeous._ London: Penguin Random House UK._Author:_ _Ocean Vuong_ (1988-) is a Vietnamese-American poet and novelist. He was born in Vietnam and grew up in Hartford, Connecticut. His debut novel _On Earth We're Briefly Gorgeous_ (2019) is semi-autobiographical.Bilde:Forklaring: fotoForfatteren Ocean Vuong.xxx4 Glossary Page 234:downpour: heavy rainbond: connectionbleak: dreary or depressingrelief: _lettelse_familiar: knownluminous: glowingbackdrop: scenerydreary: gloomy or lifelesscaravan of cars: long row of carsthrum: beatsubdued: quiet or controlledshifting: changingqueer (here): homosexualepithet: nicknameabsently: not consciously or activelyshriek: screamoffer: _tilby_ripple: wave or wrinkletide: flow Page 235:palm: _h?ndflate/handflate_easy elation: uncomplicated enthusiasmpiercing: intense or painfulconcerned: worriedxxx3 Practicexxx4 Content1. Why is the protagonist called "Little Dog"?2. When and where does he come out to his mother?3. Why does he not want to use the Vietnamese word for homosexual?4. What is his mother's initial fear when she learns her son is gay?5. What is his mother implying when saying she "gave birth to a healthy, normal boy"?xxx4 Structure6. The protagonist's coming-out story is interrupted several times in the café. What happens and what is the effect of these interruptions on the story?xxx4 Language7. Vuong varies his language and uses many different synonyms for the verb "say". Find as many of them in the extract as possible. For more on synonyms, see course 2: _Expanding your vocabulary_.xxx4 Over to you8. Literary analysis Vuong is also a poet, and his novel has been praised for its poetic language. Write a short analysis of this extract, giving examples of at least 3-5 literary features and explaining their effect. For tips on which literary features to look for, see course 17: _Approaching literature and film_.9. Be creative Choose between alternatives a, b and c. a) Imagine and write a scene about what happened before the above extract from Vuong's novel, or what happens next. b) Act out the above scene. You need at least four actors: the son, the mother, the narrator, and other guests in the café. Learn your lines by heart. Perform it live in class or record a short film. c) Imagine that you are an illustrator who is creating a graphic-novel version of Vuong's novel. On a double page, create an illustrated version of this scene, including all dialogue.--- 236 til 327Bildeside: Bilde er flyttet--- 237 til 327xxx2 Money Talks_Aims_-- Reflect on the role that money plays in American and British politics and the extent to which it threatens democracy-- Give an oral presentation_First_ Watch comedian Trevor Noah present information about President Donald Trump's private finances in the video clip "Donald Trump's Dodgy Tax History" (07:44) at . Discuss: Is this information relevant to voters?Context: Money has always played a major role in American politics. In 1895, Senator Mark Hanna of Ohio famously remarked: "There are two things that are important in politics. The first is money, and I can't remember what the second one is." The text you are about to read is an extract from a news article that was published just after billionaires Tom Steyer and Michael Bloomberg announced their run for US president in the 2020 election. As you will see, it highlights some of the problems that are connected to big money in politics. Even though both Steyer and Bloomberg withdrew from the presidential race only weeks after this news report was written, and they had spent a massive total of $250 million1 and $570 million2 on their respective campaigns without getting elected, many people are still afraid that money ruins fair elections. They ask themselves questions like these: What are your chances of getting elected if you do not have the money to buy ads and get noticed? What kind of democracy, and what kind of politicians, do we end up with if one needs millions and millions of dollars to get elected to public office?1 _The Wall Street Journal_, 2 March 20202 _CBS News_, 4 March 2020Bilde (s. 236):Forklaring: maleriEn mann sitter p? en trone og skriker med et aggressivt uttrykk i ansiktet. Han har gult h?r og er if?rt dress og et r?dt slips. Kunstneren har brukt kraftige penselstr?k og har sprutet r?d maling p? den ?pne munnen til mannen, slik at det kan se ut som om det spruter blod fra munnen hans. Bildetekst: "Power and Money", by Alex Arnell (2018). A pastiche of Francis Bacon's "screaming pope" paintings.--- 238 til 327xxx3 We've never seen spending like thisAuthentic material:Genre: News article They entered the race late, but the two billionaires seeking the Democratic nomination are making up for lost time. Together, Tom Steyer and Mike Bloomberg have poured nearly $200 million into television and digital advertising alone, with the former New York mayor spending an unprecedented $120 million in the roughly three weeks since he joined the presidential race. That's more than double the combined ad spending of every single non billionaire in the Democratic field this year. "We've never seen spending like this in a presidential race," said Jim McLaughlin, a Republican political strategist who worked as a consultant for Bloomberg's mayoral bids in New York. "He has a limitless budget." The question isn't whether anyone else will come close to matching Bloomberg's or Steyer's ad spending. Rather, it's whether all that spending is making any difference. At present, the two remain mired in single digits in the polls. Steyer isn't spending at the same stratospheric levels as Bloomberg, yet with $83 million in ad buys so far, he's still far outpacing everyone other than his fellow billionaire. The next highest spender on ads is Pete Buttigieg at $ 19 million. King, M. (2019, Dec. 25). ‘We've never seen spending like this’: Bloomberg, Steyer saturate airwaves. _Politico_. Retrieved from news/2019/12/25/michael-bloomberg-tomsteyer-2020-ads-084 823Bilde:Forklaring: fotoEn stor bunke med 100-dollarsedler.Ramme: _A news report_ aims to be a neutral text that informs readers about an event. If there are differences of opinion about what has happened, the journalist often includes more than one point of view. News reports often present the main message and the most important details in the beginning of the text. The journalist presents the 5 Ws: who, what, when, where, and why/how in the "lead" – the first paragraph(s) – before going deeper into the story.xxx4 Glossary Page 238:unprecedented: never done or known beforemayoral bid: make an effort to become mayor (borgermester/borgarmeister)mired: involved in a difficult situationsingle digit: a number that is 9 or lessstratospheric (here): extremely highPete Buttigieg: 2020 Democratic presidential candidate--- 239 til 327xxx3 Practicexxx4 Content Decide whether the following statements are true or false. Correct the false ones.1. Tom Steyer and Michael Bloomberg were among the first Democratic candidates to announce their run for the US presidency. T/F2. Michael Bloomberg used to be mayor of New York. T/F3. Presidential candidates usually spend hundreds of millions of dollars on ads. T/F4. Steyer and Bloomberg do extremely well in polls. T/F5. Steyer spends more on ads than Bloomberg. T/Fxxx4 Structure6. Read about the genre _news report_ in the margin on the previous page and identify the 5 Ws: What are the _who, what, when, where_ and _why/how_ in the text?xxx4 Language7. Make a list of words in the text that belong to the subject area _politics_. Write two-three sentences where you use words from the list.8. Make a list of words in the text that belong to the subject area _money_. Write two-three sentences where you use words from the list.xxx4 Over to you9. Explore the role of money a) ... in US politics: Go to __ and read the article "How Much Does It Cost to Become President?" b) ... in British politics: Go to __ and read the article "Pupils from elite schools still rule". Choose three facts from each text that strike you as particularly interesting and present them in class. Round off by sharing your personal opinion about your findings. Use a presentation tool of your own choice. See course 14: _Giving presentations_ for guidance._Tidbit:_ Money apparently plays a role in British politics, too. Since the Second World War, five prime ministers (Boris Johnson, David Cameron, Alec Douglas-Home, Harold MacMillan, and Anthony Eden) have been educated at Eton College, a private all-boys boarding school for 13 to 18-year-olds. According to __, "pupils attending elite boarding schools such as Eton are 94 times more likely than pupils at other schools to be part of the ruling elite when they are grown". In 2019, the annual fee at Eton College was ?42,100. Since 1945, three other prime ministers attended other private boarding schools, commonly known as _public schools_: Clement Attlee (Haileybury), Winston Churchill (Harrow School) and Tony Blair (Fettes College). During the same period, seven prime ministers, including Margaret Thatcher and Theresa May, were educated through the British state school system.Bilde:Forklaring: fotoGutter i skoleuniform g?r i gata utenfor en av de private skolene i Storbritannia.--- 240 til 327Bildeside: Bilde er flyttet--- 241 til 327xxx2 Crime and Punishment_Aims_-- Reflect on how our culture forms our understanding of what just punishment is-- Understand and comment on different visual statistics, such as graphs and diagrams-- Study reasons why people are imprisoned and what imprisonment is intended to accomplish_First_ What do you know about the differences between incarcerations in Norway, the UK, and the US? Are we too kind towards criminals in Norway?Context: A part of being a well-functioning citizen is behaving according to the norms and laws of society. When you do not – you must pay the price. But how this is done differs from country to country. What citizens consider as just punishment varies greatly from culture to culture. When visiting Norway while making the documentary _Sicko_ approximately a decade ago, the controversial documentarian Michael Moore visited Bast?y prison. Here, he interviewed prisoners and prison guards about their views on punishment, redemption, and the prospects of returning to ordinary life. Bast?y prison is an open prison on an island, where the incarcerated go to work, walk around freely, and serve their sentence in surroundings resembling ordinary life as much as possible. This, Moore claims, was too crazy to include in his film – it ended up in his extra material. The differences in crime rates, punishment, and prison standards are immense between Norway and the US. The two infographics to the left (nedenfor) present statistics for incarceration, gender, and crimes in the US.Sektordiagram (Pie chart):_How many people are locked up in the United States?_ Figurtekst: The U.S. locks up more people per capita than any other nation, at the staggering rate of 698 per 100,000 residents. But to end mass incarceration, we must first consider _where_ and _why_ 2.3 million people are confined nationwide. Tekst i sektordiagrammet:_State prisons 1,306,000:_-- Public order 151,000: -- Weapons 51,000 -- Other public order 75,000 -- Driving under the influence 25,000-- Drug 198,000: -- Drug possession 45,000 -- Other drugs 153,000-- Property 235,000: -- Fraud 25,000 -- Burglary 127,000 -- Theft 48,000 -- Car theft 9000 -- Other property 26,000-- Violent 712,000: -- Murder 179,000 -- Manslaughter 18,000 -- Rape / sexual assault 163,000 -- Robbery 172,000 -- Assault 137,000 -- Other violent 44,000-- Other: 9000_Local Jails 612,000:_-- Not convicted 462,000: -- Violent 146,000 -- Property 115,000 -- Drug 118,000 -- Public order 81,000-- Convicted 149,000: -- Violent 32,000 -- Property 37,000 -- Drug 35,000 -- Public order 45,000-- Other 3000_Federal prisons and jails 221,000:_-- Marshals 51,000: -- Immigration 11,000 -- Drugs 16,000 -- Other 24,000-- Convicted 171,000: -- Public order 65,000 -- Violent 13,000 -- Property 10,000 -- Drugs 81,000-- Other 1000_Youth 46,000:_-- Status 2200-- Technical violations 8100-- Drug 2500-- Person 17,200-- Property 9900-- Public order 5700Territorial prisons 11,000Immigration detention 61,000Involuntary commitment 22,000Indian country 2,500Military 1,300 Sources and data notes: See (columns) gjort om til liste:_Most people in prison are poor, and the poorest are women and people of color_ Figurtekst: Median annual pre-incarceration incomes for people in state prisons ages 27-42, compared to incomes of same-age non-incarcerated people, by race/ethnicity and gender (in 2014 dollars) Forkortinger:Incarcerated = Incarcerated, annual income (pre-incarceration)Not = Not incarcerated, annual income_Men:_-- Black: -- Incarcerated: $17,625 -- Not: $31,245-- Hispanic: -- Incarcerated: $19,740 -- Not: $30,000-- White: -- Incarcerated: $21,975 -- Not: $47,505-- All: -- Incarcerated: $19,650 -- Not: $41,250_Women:_-- Black: -- Incarcerated: $12,735 -- Not: $24,255-- Hispanic: -- Incarcerated: $11,820 -- Not: $15,000-- White: -- Incarcerated: $15,480 -- Not: $26,130-- All: -- Incarcerated: $13,890 -- Not: $23,745 Compiled by the Prison Policy Initiative. For detailed data notes, see reports/income.html--- 242 til 327xxx3 Practicexxx4 Content1. According to the pie chart, how many people are confined in total?2. Study the different crime categories. How many people are locked up due to drug-related cases?3. Among the incarcerated men illustrated in the columns, who earn the most?4. What is the difference in income between white men who are and are not incarcerated?5. According to the infographic, is there a large difference in income among incarcerated people – regardless of ethnicity?6. What is the difference between local, state, and federal prisons referred to in the pie chart?7. Do any of the numbers in the pie chart surprise you? Explain.xxx4 Language8. Statistics and infographics have their own specific language. Below are some useful words to learn. Use some of these words to compose three sentences commenting on the infographics on the previous page._Example:_ "Prison Policy Initiative's figures indicate a considerable correlation between low income, low education, and incarceration."_Verbs:_showhighlightillustratepresentrepresentdepictlistpredictindicateincreasedecreaseoutlineflatten out_Nouns:_chartgraphdiagramfigureaxiscolumncurvecategorygrouppercentageincreasegrowthescalationcutfallreductionaverage/mean_Adjectives:_horizontalverticalconsiderablesharprapidgradualslowminorxxx4 Structure9. The two infographics display information differently – in a pie chart and in columns. Which graph illustrates the information best, do you think? Explain why.10. What other graphic options than pie charts and columns do you know of? Would you have chosen a different version of any of these? Why?xxx4 Over to you11. Reliability The organisation behind the infographics provided here is Prison Policy Initiative. Investigate to what extent the information is reliable or not by using the steps in course 10: _Choosing sources_ for guidance.12. Explore and present crime and punishment in the US A lot of research has been done to try to explain why some people turn to crime and what incarceration does to people. Some findings related to prison conditions and activities may explain why rehabilitation seems to be a problem in the US. -- Compose a thesis statement or question that interests you in relation to crime and punishment in the US. Relevant questions might be: -- What is the link between education level and crime? -- Do prisons prepare prisoners for life after incarceration? -- Are there "crimes of the rich" and "crimes of the poor"? -- What geographical differences are there in terms of crime and punishment in the US? -- Are there any current innovative initiatives? -- Go online to find possible answers to the question you are exploring. -- Present your findings in a multimodal text, for instance a digital story, Sway or Screencast O'matic. See courses 9: _Planning your text_, 10: _Choosing sources_, and 14: _Giving presentations_ for guidance.--- 243 til 32713. Listen to a personal story Watch Eve Abrams's Ted Talk "The human stories behind mass incarceration" (13 min.). Take notes while listening and summarise her message afterwards. Present your summary to a classmate. See course 3: _Improve your listening skills_ for guidance.14. Interpret infographics Below is a model text commenting on the number of drug-related crimes in the pie chart "How many people are locked up in the USA?" Study both infographics and the map on the following pages carefully and find another aspect that interests you. Then, comment on it using a similar structure to that of the model text._Example:_ (Topic sentence: claim:) The pie chart visualising people imprisoned in the US also depicts the types of crimes they have been charged with. 448,000 prisoners are locked up due to drug-related crimes. (Supporting arguments: explain and exemplify:) These are interesting numbers as politicians often mention health care, education, vaping, and the opioid crisis – all tightly connected to drugs. Senator Alexandria Ocasio-Cortez wants to introduce new legislation on marijuana. On November18, 2019, she stated on Twitter that "Marijuana should be legalized, and drug consumption should be decriminalized. These are matters of public health." (Concluding sentence: interpret:) This illustrates that the number of drug-related crimes in the US may be different in the future. If the use of drugs is classified as legal and no longer a crime, it will alter the number of people incarcerated in the US immensely. See course 7: _Structuring a paragraph_ for further guidance.15. Genre adaptation and argumentation a) Rewrite the tweets from Alexandria Ocasio-Cortez given here in formal language and proper paragraphs. b) Search for and find counterarguments from the opposition, people who disagree with AOC, and write a similar paragraph(s). c) Discuss the arguments provided in a and b with a classmate and agree on a possible conclusion. Present your line of thought to the class. See courses _Recognising formality, Choosing sources_ and _Holding discussions_ for guidance.Bilde:Forklaring: skjermbilde4 Twitter-meldinger fra Alexandria Ocasio-Cortez, alle 7. oktober 2019.Alexandria Ocasio-Cortez @AOC1: I know the term "prison abolition" is breaking some people's brains. The right is already freaking out. Yet the US incarcerates more than anywhere in the world. We have more than enough room to close many of our prisons and explore just alternatives to incarceration.2: First of all, many people in jailed or in prison don't belong there at all. Whether it's punitive sentencing for marijuana possession or jailing people for their poverty & letting the rich free through systems like cash bail, we wrongly incarcerate far, far too many people.3: Secondly, our prison & jail system is so large be we use them as de facto mental hospitals, homeless shelters, & detox centers instead of "actually" investing in ... mental health, housing, edu, & rehab. If we invested meaningfully, what do you think would happen to crime?4: Lastly, people tend to say "what do you do with all the violent people?" as a defense for incarcerating millions. Our lawmaking process means we come to solutions together, & either way we should work to an end where our prison system is dramatically smaller than it is today.--- 244 til 32716. Make an appeal based on a comparison with Norway Go to to find precisely how many incarcerations there are in Norway. Using this world map and your knowledge about imprisonment from social studies, prepare an appeal where you present your view on a matter related to prison sentences, incarceration, aftercare, or similar. See course 14: _Giving presentations_ for guidance.--- 245 til 327Kart:_Prison population per 100,000 people_Bildetekst: An explanation of the map can be found on Skolestudio. Forklaring: Verdenskart. Antall fengslede per 100,000 mennesker i hvert land er angitt med en farge som tilsvarer en verdi p? en skala fra <50 til >650. Noen opplysninger og hovedtendensen blir forklart her. For flere detaljer, sp?r l?reren din. Noen av landene i verden som har <50 er India, Pakistan, Japan, Island og flere land i Afrika. Mesteparten av Europa, Afrika, Midt?sten og deler av S?r-Amerika og Asia ligger p? mellom 50 og 199. Norge, Sverige og Finland har 50-99. Kina og Canada har 100-149. Australia har 150-199. Brazil og noen flere land i S?r-Amerika, S?r-Afrika, Tyrkia, Iran og Mongolia har mellom 200 og 399. Russland har 400-449, Thailand har 450-499 og Turkmenistan har 550-599. USA er ?verst p? skalaen med >650. Det er ingen data for bl.a. Somalia og Nord-Korea.--- 246 til 327Bildeside: Bilde er flyttet--- 247 til 327xxx2 Rural and Urban Americans_Aims_-- Discover the increasing urban vs rural cultural divide in the US-- Reflect on problems of citizenship and democracy-- Better understand the attitudes held by conservatives and liberals_First_ When you think of the people of the American countryside, on the one hand, and those of its great metropolises, on the other, what are your main associations?-- How do they look?-- How do they sound?-- How do they think and act?-- Can they be said to share some core American qualities?Context: The idea of citizenship is one of _belonging_ – usually to a country or a nation. With this comes a special relationship to others who belong there too – to one's fellow citizens. In the United States today, this fellow feeling between Americans is under increasing strain because of the growing divide between rural and urban Americans – in the ways they think about important issues, the kinds of media they consume, and the politicians they vote for. As explained in the article below, there are now data showing that most people living in rural and urban areas believe that the other half of the country dislikes them. If this is how they believe their countrymen see them, it is not surprising when ordinary Americans get swept up in the culture war.Bilde (s. 246):Forklaring: fotoSannsynligvis et manipulert bilde. Forgrunnen er en stor ?ker, og bakgrunnen er en storby med skyskrapere.--- 248 til 327xxx3 Rural and Urban Americans, Equally Convinced the Rest of the Country Dislikes ThemAuthentic material:Genre: News analysis For all the ways Americans are divided today along urban and rural lines, the two groups are at least united in this: Majorities of both, according to a new Pew Research Center survey, believe that everyone else is looking down on them. Pew has never asked this question before in a way that allows us to tell if the sentiment is becoming more common. But election results show that urban and rural Americans are increasingly at odds with each other. The new survey confirms both believe the other group doesn't understand their problems or share their values. And political scientists warn that place-based resentments – "no one respects rural America" or "Trump is at war with cities" – can be easily exploited by politicians. "I do have this fear that these divides have exacerbated some since the 2016 election," said Kathy Cramer, a University of Wisconsin political scientist who consulted with Pew on the new report, which asked more than 6,000 adults to self-identify their communities as urban, rural or suburban. Urban-rural divides in politics are not new, but Ms. Cramer believes we're witnessing something different. "We're in a political moment where cultural divides overlap with political divides, which overlap with geography." Pew data going back two decades show how urban and rural America have become more clearly identified with diverging politics.--- 249 til 327 Registered voters in urban areas have become more likely to identify as Democrats or as leaning Democratic. The opposite trend has been more pronounced among rural residents, with a notable shift after 2008. Before then, rural voters were relatively evenly divided between the two parties. That rural divergence starting in 2008 mirrors a sharp turn in support for the Republican Party among white voters with a high school diploma or less, a change that Michael Tesler, a political scientist at the University of California, Irvine, has argued is closely tied to racial attitudes that came to the fore with Mr. Obama's election. The shift since 2008 is hard to untangle from other forces as well, said Juliana Horowitz, the lead researcher on the project at Pew. "It's Obama's election, but it's also the recession and the post-recession era," Ms. Horowitz said. "As we've seen these different types of communities become increasingly different politically, we've also seen them become increasingly different in their demographics and their economics." Recent research by Greg Martin and Steven Webster at Emory University confirms that Democrats are more likely than Republicans to move to denser, more urban places, and Republicans to move to less dense ones. But the effect of those preferences is small – far too small to explain the level of geographic polarization we see in America today, as population density and voting results have become ever more tightly linked. People who stay put must be changing their political views. Or the parties, as they have done historically, have changed what they stand for or how they appeal to voters. Those two explanations, however, present another puzzle. Are politicians successfully tapping into an increasingly potent urban-rural divide among voters? Or do voters believe this divide matters because politicians (and the media) keep emphasizing it? Kathy Cramer's 2016 book "The Politics of Resentment" addresses how powerful rural identity was to voters in Wisconsin, who believed their communities were disrespected, ignored and seldom given their fair share of resources – and that city dwellers were to blame. The grievances Ms. Cramer described predicted President Trump's victories across rural communities in the Midwest, where he positioned himself as a sharp critic of "inner cities" and a champion of the rural "forgotten." "All these lifestyle things – the type of place you like to eat, the type of food you eat, the things you do for fun – the more those things correlate with political preferences, the easier it is to form these tribal attachments," Mr. Martin said. In these tribal attachments, lattes are synonymous with city living, which is synonymous with liberal views on abortion and preferences for Democratic candidates in elections. Likewise, Barack Obama's remark about small-town residents who "cling to guns or religion" equated religious values with policy preferences with partisanship with place. It is clear in the new Pew data, however, that urban and rural Americans are not as different as their self-perceptions suggest.--- 250 til 327In Wisconsin, Ms. Cramer met rural voters who described city dwellers as people who don't know their neighbors, who aren't as connected to their families, who have entirely foreign values. But in the Pew data, remarkably similar shares of urban and rural respondents say they feel attached to their communities, have face-to-face conversations with their neighbors, and value being near their families. They differ on questions about the harms or benefits of immigration, and whether whites have advantages in society that African-Americans don't. But they're nearly identical in their concerns about poverty, jobs and drug addiction in their communities. And they report similar levels of economic insecurity. Results of past Gallup polls also reinforce this underlying similarity: Both urban and rural respondents have become more supportive of immigration overtime, and both have lost trust in the media of late. Ryan Enos, a political scientist at Harvard, said a larger mystery is why we believe urban and rural places _seem_ so different when on many dimensions they and the people who live there are not – including in their fears that they're misunderstood and disparaged. "If it is politicians tapping into all of this," Ms. Cramer said, "it's really helpful for those of us in the public to recognize, ‘O.K., a lot of this is being sold to us.’ It's not necessarily the case that we are completely different species." Badger, E. (2018, May 22). Rural and Urban Americans, Equally Convinced the Rest of the Country Dislikes Them. _The New York Times_. Retrieved from (s. 248):Figurtekst: Since Obama's election in 2008, rural counties have become more Republican [red], while urban counties have become overwhelmingly Democratic [blue]. Forklaring: I "rural counties" har st?tte for Republikanerne ?kt fra ca. 45% i 2000 til ca. 54% i 2017. St?tte for Demokratene har falt fra ca. 41% i 2000 til ca. 38% i 2017. I "urban counties" har st?tte for Republikanerne falt fra ca. 35% i 2000 til ca. 31% i 2017. St?tte for Demokratene der har ?kt fra ca. 53% i 2000 til 62% i 2017. Alle kurvene viser variasjon fra ?r til ?r i perioden 2000 til 2017. Source: Pew Research CenterKart:_United States Population, 2018_ Forklaring: USA ser ut til ? v?re delt i to, loddrett, n?r det gjelder de mest befolkede og de minst befolkede omr?der. Den ?stlige "halvdelen", fra deler av Minnesota i nord og Texas i s?r, og videre ?stover, er den mest befolkede delen. Omr?der i nord?st og Midtvesten er de aller mest befolkede. Byer i b?de den ?stlige og den vestlige "halvdelen" har store folketall. De mest befolkede byer i vest er i California. New York, Boston og Washington D.C. er blant de mest befolkede i den ?stlige "halvdelen", og de ligger i nord?st. Sources: LandScan Global. Esri, DeLorme, HERE, Mapmylndiaxxx4 Glossary Page 248:sentiment (here): beliefat odds with: in conflict withresentments: bitterness, hatredpronounced: noticeablenotable: meaningfuldivergence: separationcame to the fore: became prominentuntangle: separaterecession: economic downturndemographics: features that define people into groups, such as race, religion, and classabrupt: sudden Page 249:relocated: moved to a different part of the countrydenser: crowdedpotent: powerfulseldom: rarely, _sjeldent/sjeldan_city dwellers: people who live in the citygrievances: complaintspositioned himself as (here): played the part ofchampion: supportercorrelate: match uptribal attachments: primitive sense of belonging to a group of others like yourselfequated: regarded as going hand in hand withpolicy preferences: the political policies one prefers – e.g., a tough attitude towards immigration vs a liberal oneself-perceptions: views of themselveseconomic insecurity: problems paying the billspolls: questionnaires, _unders?kelser_reinforce: confirmunderlying: basic Page 250:respondents: people who answer questionnairesdisparaged: seen as worthlesstapping into (here): taking advantage of--- 251 til 327xxx3 Practicexxx4 Content1. Answer the questions as true or false. a) Half the people in rural and urban areas think everyone else looks down on them. T/F b) Living in a certain kind of place now means suspecting you are being judged. T/F c) It will not be easy for politicians to use feelings of bitterness to manipulate voters. T/F d) Culture, politics, and geography now all overlap. T/F e) Rural Americans used to be evenly split between the Republican and Democratic parties. T/F f) Better educated white voters have sharply turned towards supporting the Republican party. T/F g) The election of Obama may have led to a rise in racist sentiment in rural areas. T/F h) The economy has not played a role. T/F2. Reflect on and answer the questions. a) Do politicians in Norway ever try to take advantage of small differences between people to get support for their parties? If so, what examples can you give? b) Do you think it will be very long before America elects another president from an ethnic minority? Explain your answer. c) Why might it be that people who live in the American suburbs believe, uniquely, that others view them positively?xxx4 Structure3. Examine the paragraph near the end of the article that begins "In these tribal attachments ...". What is the role of the two linking words _likewise_ and _however_ in developing the writer's point?4. What method does the writer use to bring the article to a conclusion?xxx4 Language5. Identify the words in the glossary that you believe are specifically useful for talking about politics or social science.6. What do the following phrases all have in common? -- particularly troubling dimension -- increasingly potent divide -- entirely foreign values -- remarkably similar sharesxxx4 Over to you7. Write an inspiring talk Write a talk – with or without slides – in which you promote the view that the actual differences between people across the United States are small and emphasising the many things that they have in common. See course 14: _Giving presentations_ for guidance.8. Hold a debate Merknad: I originalboka er det feil i nummereringen. How different are rural and urban people really? It is not uncommon to have stereotypes about people from the country and people from the city. Sometimes, those stereotypes can be quite negative. Hold a class debate on the following motion or one of your own choosing: There are fundamental differences between urban and rural people – and they should be celebrated. See the course 15: _Holding discussions_ for guidance.9. Compare the urban-rural divide + Make a presentation in which you compare the urban-rural divide in the US with the north-south (or London / non-London) divide in the UK. See the course 14: _Giving presentations for guidance_.Kart:Forklaring: Kart over USA som er delt i fire regioner. I hver region er det ord som skal beskrive menneskene som bor der:-- Vest: Easy-going, uninhibited, worldly, enthusiastic, experimental, imaginative-- Midtvesten: Self-reliant, conscientious, self-disciplined, mature, polite, easy-going, kind.-- S?rstatene: Polite, easy-going, sensitive, suspicious, mean, kind, worrying.-- Nord?st: Worldly, suspicious, worrying, aggressive, mature, mean, rude, impatient, smart.--- 252 til 327Bildeside: Bilde er flyttet--- 253 til 327xxx2 What on Earth Is a Global Citizen?_Aims_-- Explore the concepts of national and global citizenship-- Expand your active vocabulary-- Create and give an oral presentation_First_ What does it mean to be a Norwegian? Is it a matter of shared language, history, interests, values, and beliefs – or something else? How important is your national identity to you? "Do you look upon yourself as a German or as a Jew?" "It is quite possible," Einstein replied, "to be both. I look upon myself as a man. Nationalism is an infantile disease. It is the measles of mankind." Albert Einstein (1879-1955), in an interview with The Saturday Evening Post. 26 Oct 1929Context: Individual identity is often closely connected to national identity, In an age of increased globalisation, many people define themselves as _cosmopolitans, citizens of the world_, or as _global citizens_ – rather than as citizens of a particular country. Global citizens claim that they are aware of the wider world and their place in it and can take the perspective of people unlike themselves.Bilde (s. 252):Forklaring: fotoJordkloden. Den ser ut som en lys kule, med hav, kontinenter og skyer, som lyser opp i det m?rke verdensrommet. Bildetekst: Iconic picture of Earth, taken from Apollo 17, 7. December 1972.--- 254 til 327xxx3 9 Signs You're a Global CitizenAuthentic material:Genre: Blog post It seems that "global citizen" has become a buzzword to today's travel-hungry youth. More often than not, vacation selfies, which flood nearly every social media feed, are paired with hashtags like #worldcitizen and #wanderlust. But being part of the global community is about much more than the number of stamps in your passport; it's understanding a set of shared values that are priceless in today's complex and interconnected world. If you're a global citizen, these nine characteristics should sound familiar to you.xxx4 9. You're Not One to Follow the Crowd You know the beaten path is often not the right one for you. When a group of your friends decide to vacation in Ibiza (again), you instead embark on your dream trip: a thrilling trek through northern India. Global citizens don't go along with what others are doing for the sake of fitting in with the crowd. They're independent-minded and never afraid of exploring the unknown-even if it means doing it solo.xxx4 8. You Understand Ignorance Isn't Bliss Sure, your Holi selfies look great on Instagram, but you know there's much more to the festival than tossing around brightly colored powder in a sea of other people. Global citizens take time to learn about different cultures and traditions because they realize it can go a long way in helping them better understand the people, places, and events they experience.xxx4 7. You Always Keep an Open Mind Speaking of other people, we live in a complex world where there is a difference in opinion on just about everything under the sun. Despite this, you believe we can all exist harmoniously. One thing all global citizens recognize is that it's more important to understand one another than to agree on everything. Making an effort to better understand where others are coming from is key to thriving in situations of diversity and belonging to the world community.--- 255 til 327xxx4 6. You're Naturally Empathetic Although you may have never visited Nepal, when news spread of the devastating earthquakes that killed thousands of people and left many more displaced or injured, you were emotionally affected and felt compelled to help. Global citizens don't let borders stand in the way of showing compassion; they care for people all over the world-including those they've never met.xxx4 5. You Crave Experiences – Not Possessions You believe the saying: the best things in life are free. As clichéd as it may sound, you really do think experiences trump material possessions and would pass on buying the latest tech gadget if it meant you were able to spend your spring break exploring the ins and outs of an unfamiliar city. Global citizens are always eager to broaden their minds with new experiences, which at the end of the day are likely to last longer than something purchased at the mall.xxx4 4. You're Not Short-Sighted Instant gratification is everything in today's world. You can chat with someone in real-time from opposite sides of the globe, or deposit a paycheck to your bank account in seconds from your mobile phone. But over-indulging in these modern conveniences has come at a price: people are becoming increasingly impatient. You are different; you believe faster isn't necessarily better. Like global citizens, you are willing to put the time and energy into something – even if you won't see the results immediately.xxx4 3. You're Not Afraid to Think Big Big issues call for big solutions. You don't get overwhelmed easily and are always up for a challenge. Global citizens don't stand by and watch others come up with answers to the problems we all face. They may not necessarily have solutions to each issue, but they're able to make sense of complex situations and ...xxx4 2. You Work Well With Others ... work alongside others to solve them. The beauty of a global community is its diversity. Global citizens are like great sports captains: they can identify the strengths and weaknesses of their team mates and understand how to work with different personalities to inspire others to contribute to the task at hand.xxx4 1. You Embrace the Responsibilities of Global Citizenship Like the saying goes: with great power comes great responsibility. Global citizens belong to an emerging world community and they recognize this as a responsibility as much as it is a privilege. You embrace your role in the world community and understand how your actions help shape our world. Minerva Voices (2016, December 2). 9 Signs You're a Global Citizen. Retrieved from minerva-schools/9-signs-youre-a-global-citizen-dea5e0542b12Bilde (s. 254):Forklaring: foto Bildetekst: Girls covered in colourful powder at summer Holi festival in India.xxx5 Glossary Page 254:buzzword: _moteord_wanderlust: a strong desire to travelinterconnected: having all parts linked or connectedembark on (here): start something new, important or excitingtrek (n) (here): a long walk over land, such as hills and mountainsignorance: a lack of knowledge or informationbliss: perfect happinessHoli: Hindu spring festival, also known as the Festival of Colourstoss: throw something lightly or casuallythrive: grow or develop welldiversity: a range of different things or peopledevastating: highly destructive or damagingdisplace: move something from its usual or proper positionaffect (v): have an effect on Page 255:compelled: forcedcompassion: pity and concern for the suffering of otherscrave: feel a powerful desire for somethingbroaden: make widerpurchase: buyinstant gratification: pleasure without delayin real-time: at the same time as events actually happenover-indulging: having too much of something enjoyableconvenience (n) (here): device that operates quickly and needs little effortoverwhelmed (here): overpowered by superior forcesemerging: just beginning to existembrace: hold something closely in one's arms--- 256 til 327xxx3 Practicexxx4 ContentTrue or false The global citizen ...1. is never afraid of exploring the unknown.2. believes that we should all agree on everything.3. is emphatic and compassionate.4. gets overwhelmed easily.5. can work with different personalities.xxx4 Structure6. General outline a) Why do you think the nine "signs that you are a global citizen" are organised from 9 to 1 and not from 1 to 9? b) This text apparently lacks a concluding paragraph. How could one still argue that it ends on a concluding note?xxx4 Language7. Active and passive vocabulary _Active vocabulary:_ Words that you use in your everyday speech or writing. _Passive vocabulary:_ Words that you recognise and understand when you hear or read them but which you do not use in your everyday speech or writing. -- Study the glossary and choose ten words that are in your passive vocabulary. -- Practise learning what these words mean in English. -- Give your list of words to a classmate and let her/him test your new knowledge by asking: What does [new word] mean? -- Go through the entire list and change roles. -- Invite your classmate to go through the same list, using the same question, during your next English lesson.xxx4 Over to you8. Cooperate about the concept of global citizenship Divide the class into four groups and divide tasks a-d between you. See course 14: _Giving presentations_ for guidance. a) Definition Oxfam International, an association of 20 independent organisations that work to eliminate world poverty, has a different focus than Minerva Voices when trying to define _the global citizen_. In their opinion, it is someone who: -- is aware of the wider world and has a sense of their role as a world citizen -- respects and values diversity -- has an understanding of how the world works -- is outraged by social injustice -- participates in the community at a range of levels, from local to global -- is willing to act to make the world a more equitable and sustainable place -- takes responsibility for their actions Use this list, plus Minerva Voices' nine criteria, and your own suggestions, to work out your own definition. Start by saying: "A global citizen is someone who ..." Agree on five bullet points and present your definition in class. You should also comment on whether the group members themselves, according to your own definition, qualify as global citizens. b) Global Identity _Global Identity_ is a multimedia project that explores cultural identity. People of various backgrounds, currently living in London, have contributed with statements about their values in life, their traditions, and their individual identity. -- Visit global- (/Project/Video Interviews). Select three of the interviewees and listen to what they say. -- Listen again to the same people, this time paying special attention to what they say about national and global identity. Take notes on relevant statements while listening. -- Compare their statements about national and global identity. On what points do their opinions agree and/or differ? Present your findings and comments in class.--- 257 til 327 c) TCKs _So where's home?_ (41 264 088 – 09:13) is a documentary by the young filmmaker Adrian Bautista. He was born in the United States and raised by Filipino parents in Singapore. In the film, we meet Rickie, Victoria, Jake, Yuko, Connor, Oliver, Natalie, Amy, and Hanah, who all call themselves TCKs. Answer the following questions: -- What is a TCK? -- What do Bautista's interviewees say about _home_? -- In your opinion, is it an advantage to grow up as a TCK today? Why?/Why not? Present your findings and opinions in class. d) _AIESEC_ is an NGO (Non-Governmental Organisation) that works closely with the United Nations Economic and Social Council (ECOSOC) and the United Nations Educational, Scientific and Cultural Organization (UNESCO). Visit aiesec.no/Youth /Global talent and answer the following questions: -- What is AIESECs Global Talent programme? -- At some point in your life, would you like to join the programme? Why? / Why not? Present your findings and opinions in class._Tidbit:_ The Global Citizens Festival is an annual music festival that takes place in New York City. It was founded in 2012 as part of a movement to end extreme poverty. Festival headliners include Beyoncé, Coldplay, Jay-Z, Kendrick Lamar, John Legend, Metallica, Rihanna, and Ed Sheeran. Among hosts, presenters, and speakers at the festival we find celebrities and world leaders like Leonardo DiCaprio, Bill Gates, Oprah Winfrey, Prime Minister of India Narendra Modi, and former US President Barack Obama. Since 2016, the festival has also been hosted in Mumbai, Hamburg, and Johannesburg.Bilde:Forklaring: fotoErna Solberg st?r p? scenen p? Global Citizen Festival.--- 258 til 3279. Have fun with flags: Become a vexillologist! Merknad: Til denne oppgaven er det et verdenskart med flagg til alle landene. Dette kartet er ikke forklart i leselistutgaven. Sp?r l?reren din om hvordan du kan jobbe med denne oppgaven. Vexillology is the study of flags, and a vexillologist is an expert on the history, symbolisms and usage of flags. You can call yourself one, at least among friends, when you have found answers to the tasks below. a) What are the similarities and differences between the flags of: -- Indonesia and Poland? -- Luxembourg and the Netherlands? -- Monaco and Indonesia? -- Romania and Chad? b) Some colour combinations in flags are more common than others. Find at least three flags that contain these colours: -- green, red, and yellow -- red, white, green, and black -- red, white, and blue c) Find at least two flags that contain one of the following symbols. Then, go to _flagpedia. net to_ look up the individual flags that you have suggested, and find out what the symbols mean. -- building -- circle -- crescent moon -- cross -- flag -- star(s) -- triangle -- weapon d) Some flags have nicknames. Find out which flags these names refer to: -- Star-Spangled Banner -- Union Jack -- Tiranga -- Maple Leaf e) How good are you at recognizing the flags of the countries of the world? Go to quiz_, play the quiz, and find your score.--- 259 til 327Bildeside: Kart, "Flags of the world" – ikke beskrevet i leselistutgaven.--- 260 til 327xxx2 Preparing for the written exam _Citizenship_ may be a topic on the exam. The purpose of completing exam tasks is to demonstrate to the external examiner that you can:-- Interpret the task carefully to respond properly-- Demonstrate knowledge and understanding by using and referring to relevant sources, i.e., the texts you have studied in this chapter-- Structure your text to make your arguments easy to follow-- Use clear, varied, and accurate languagexxx3 Task 1 – Short answer "Fight for your lives before it's someone else's job", says Emma Gonzalez in her speech provided in "The Power of the #". Write a text where you explain Gonzalez's message and comment on some of the rhetorical devices she makes use of. See page 151, for more on rhetoric.xxx3 Task 2 – Long answer Choose either a or b below. Give your text a suitable title.2. a) Several texts in Chapter 4 address, directly or indirectly, issues related to democracy. Create a text in which you discuss democracy today using sources and examples from this chapter. You should: -- Define and explain democracy -- Discuss current issues that strengthen and challenge a democracy -- Conclude whether measures need to be taken to preserve democratic ideals b) Public Shaming opens with "A major part of citizenship is the duty to treat others fairly and the right to be treated fairly by others – according to the laws and customs of wherever one lives. Laws and customs can change, however, as social attitudes shift and realign.". Create a text where you discuss what it means to be a good digital citizen in the 2020s. Use sources and examples from Chapter 4 _Citizenship_. Make sure you remember how to write a proper conclusion.xxx3 Model answer – Conclusion_Example:_ (Indirect summary of the discussion in the main body of the text:) The modern digital landscape provides a wide range of opportunities for each citizen. The lack of formal guidelines, however, may pose problems for society as a whole. Will we be capable of creating laws and regulations that we can uphold? When every citizen can be a journalist, an editor, and a publicist, who will then decide what is true and of public interest? On the other hand, democracies need active citizens partaking in the public debate, and our digitalised society provides ample opportunity to do so. (A concluding sentence, drawing on what is said – and pointing to the future:) What seems essential is the need for educating citizens on the responsibilities and possible pitfalls that come with extensive use of digital communication devices. Starting off by focusing on good citizenship in schools may be one way of solving that.--- 261 til 327xxx2 Preparing for the oral exam An oral exam typically consists of:1. A presentation2. A conversation based on the presentationxxx3 Task Prepare and give an oral presentation based on the cross-curricular competence aim:-- Demokrati og medborgerskap Try to show/demonstrate that you: -- understand that our perceptions of the world are culturally determined -- are open, curious, and willing to accept that there are many ways of interpreting the world -- want to help counteract prejudice Suggested thesis statements/questions:_Example:_-- Are the UK and the US well-functioning democracies?-- How does the American treatment of crime and punishment differ from that in the UK and Norway?-- Human rights – are they still needed in modern progressive societies?-- Global citizens – why on earth would we need them?xxx3 Requirements for the presentation Your presentation points to elements that you wish to discuss in the conversation. It gives insight into your pronunciation, vocabulary, and to what extent you can complete the task. Make sure it:-- lasts no longer than 10 minutes-- has a clear structure: introduction, body, and conclusion-- includes examples from texts that you would like to talk about in the conversation-- is presented using a functional volume, speed, diction, and gesticulation suitable for your audience and purposexxx3 Requirements for the conversation-- You are to talk the most – not your examiner. Elaborate on your answers by providing examples of arguments from sources you have worked on during the school year-- Respond to the examiner's questions and try to follow his or her line of thought-- Use specific terminology linked to your topic whenever relevant-- Be prepared to be asked to discuss and reflect on other competence aims in the curriculum The two courses _Giving presentations_ and _Holding discussions_ are useful when preparing for the oral exam.Ramme: The examiner will be using the national criteria when assessing your written and oral skills. You find these on Udir.no.--- 262 til 327xxx1 Chapter 5: Courses--- 263 til 327_Chapter focus_ Improve your English language skills through 17 courses with step-by-step instructions_Innledende sp?rsm?l_ What do you think are the most essential skills to practise in English?Bilde:Forklaring: tegningElever studerer p? hver sin m?te: ?n leser bok, to bruker en pc og ei bok, en annen ?ver p? en tale eller presentasjon foran speilet, og den siste bruker telefonen sin.--- 264 til 327xxx2 1: Reading strategies Reading, and learning from it, will be both more enjoyable and more effective if you know which strategies work for you. What matters is _how_ you read and what _you_ get out of it."Cat: Where are you going?Alice: Which way should I go?Cat: That depends on where you are going.Alice: I don't know.Cat: Then it doesn't matter which way you go." Lewis Carroll, Alice's Adventures in Wonderland (1865)Step 1: _Identify purpose._ What are you going to use it for, after having read, listened to or watched it? When using this book, read the questions under Content first. Then you will read more observantly. Often, a so-called KWL is useful.Tabell gjort om til liste:-- Know: If your topic is _youngsters' use of social media_ – jot down what you already know here first. -- Wish to learn: Identify what you will be able to comment upon after you have read up on the theme. For instance, "How do social media influence youngsters' opinions?" -- Learned: Fill in this column after having studied the topic.Step 2: _Get an overview._ Here are two useful strategies to help you identify the most important aspects of the text and where to invest more time and effort.Tabell gjort om til liste:-- Flint: Use the FLINT model (BISON in Norwegian) and take note of: -- First paragraph -- Last paragraph -- Images -- Notable words -- Titles and headings-- Scan-skim-study: _Scan_ the text by looking for: -- Titles and sub-headings -- Words in _italics_ or _bold_ print -- Information given in highlighted areas or the margin. _Skim_ by reading the text superficially: -- Notice words and phrases that are repeated and emphasised. _Study_ through close reading: -- Create a map of terms and add facts and information as you learn more about the terms and how they are related.--- 265 til 327Step 3: _Dive in_. Here are three suggested learning strategies for close reading.Tabell gjort om til 3 lister: _Key notes:_-- Write down the most important aspects.-- Include terms and definitions.-- Use bullet points, as this makes the document neat and tidy. _Reading with symbols:_ Use symbols in the margin while you read to engage with the text. Examples:-- (Sp?rsm?lstegn) I do not understand-- (smile ansikt) This I like-- (trist ansikt) I disapprove-- (stjerne) Very good argument-- (hake) Check – I know this-- (utropstegn) This is very important _Venn diagram:_-- Compare two aspects, i.e., two poems, countries, characters.-- Create either three columns or two overlapping circles.-- List what the two have in common and what is different.Step 4: _Check._ The final step is checking whether you have obtained the knowledge you were seeking.Tabell gjort om til liste: If you started off with a KWL diagram, fill in the L.:-- Does your newly acquired knowledge answer the W?-- I have learned: 1: .... 2: .... 3: .... Other strategies for checking whether you have completed your mission are:-- Write a summary.-- Retell it.-- Draw your text – as a mind map or a plain drawing.-- Create your own flash cards using, for instance, Quizlet or similar software.Bilde:Forklaring: filmscene Bildetekst: In 2011 the Walt Disney film _Alice in Wonderland_ (2010), inspired by Lewis Carroll's fantasy novels, _Alice's Adventures in Wonderland_ and _Through the Looking-Glass_, won Academy Awards (Oscars) for Best Art Direction and Best Costume Design, and was also nominated for Best Visual Effects.--- 266 til 327xxx3 Practice1. Find two texts in your textbook that you have not read previously. -- Use the learning strategies KWL and Skim-scan-study on them. -- Assess the process and determine which strategy you feel is more suitable for you. Explain why.2. Identify two comparable aspects from your syllabus this year and place them in either a Venn-diagram (se under oppgaveteksten) or a three-column grid. You could, for instance, use the two fact files on the US and the UK in Chapter 3. Read the texts and fill in the diagram afterwards – which characteristics apply to only one of them, and what similarities do they have?Venn diagram (2 overlappende sirkler): Language features (i den f?rste sirkelen):-- Vocabulary and register-- Pronouns-- Formal/informal language-- Ethos, pathos and logos Literary devices (i den andre sirkelen):-- Metaphors/similes-- Allusions-- Imagery-- Symbols Common features (der sirklene overlapper):-- Loaded words-- Comparisons-- Intended effect-- Phrases and terms that suit the text genre3. Create a mind map or a drawing of your acquired knowledge and prepare to explain it to a classmate. Practise using your map or drawing as a point of departure while talking.4. The American psychologist Howard Gardner (1943–) claims that humans can be divided into eight different intelligences: musical, visual, verbal, logical, bodily, interpersonal, intrapersonal or naturalistic. People's most effective learning strategies may be based on the category they belong to. -- Go online and test yourself. -- Evaluate whether you think the results are correct or not. -- Explain why by giving concrete examples of learning experiences from the past.--- 267 til 327Bilde:Forklaring: figur_Multiple intelligences_-- Body smart – Bodily/Kinesthetic: An ability to use one's own body to create products or solve problems.-- Reasoning smart – Logical / Mathematical: An ability to develop equations and proofs, make calculations, and solve abstract problems.-- Picture smart – Spatial: An ability to recognize and manipulate large-scale and fine-grained spatial images.-- Self-smart – Intrapersonal: An ability to recognize and understand his or her own moods, desires, motivations, and intentions.-- Word smart – Linguistic: An ability to analyze information and create products involving oral and written language such as speeches, books, and memos.-- Nature smart – Naturalist: An ability to identify and distinguish among different types of plants, animals, and weather formations that are found in the natural world.-- Music smart – Musical: An ability to produce, remember, and make meaning of different patterns of sound.-- Music smart – Musical: An ability to produce, remember, and make meaning of different patterns of sound. Bildetekst: Source: Howard Gardner--- 268 til 327xxx2 2: Expanding your vocabulary One of the quickest ways to improve your written and oral English is by learning and using a greater variety of words and expressions. In order to do so, you need to find strategies that work for you.Ordforklaring: A thesaurus is a type of dictionary that lists synonyms (words that have roughly the same meaning) and antonyms (words that have the opposite meaning). Always check the word's meaning and examples of how it is used in a regular dictionary before making use of any new word discoveries.Step 1: _Identify your need._ Has your teacher given you a word list as homework? Or do your essays need greater word variety? If the latter is the case, go through them and see which words are used often. Then, use a thesaurus to find synonyms. In any case, set a realistic goal for the words you want to learn within your given time frame._Example:_ London is a _very_ big city and it keeps _getting_ bigger all the time. It is the capital of the UK and _gets_ a lot of attention in the media. London _gets_ much of its wealth from the financial sector and many Europeans have jobs in "the City", which is where all the big, international banks are located. It is _very_ easy to _get_ to this part of London from abroad because there is even an international airport there. However, this is also the part of London which was _very_ much against Brexit and people understandably got very disappointed when Britain voted to leave the EU in 2016. Maybe _getting_ out of the European Union will be the very thing to make London shrink, and the big banks along with all their employees will leave.Synonymer:very: extremely, truly, considerably, tremendously, ever so, to a great extentget: gain, acquire, obtain, grow, become, go, receive--- 269 til 327Step 2: _Make associations._ Look closely at the words in front of you (nedenfor). Are they tied to a particular theme? If so, you can organise them as a word map. Arrange your words into any relevant groups you can find. Making associations between words makes it easier to remember them.Ordsky:crimesentencesecurityincarcerationlifeviolenceparolefencepenaltydeathrowfugitivemaximumsecuritypardonwardenStep 3: _Repeat and revisit._ Most students prefer to memorise words by going over them again and again. Practice makes perfect. Research has also shown that combining words with pictures makes the learning process more effective. You can do this by illustrating your word lists or creating a game of memory. Wordle, Quizlet, and Memrise are useful online resources for practising.Step 4: _Evaluate._ Finally, find out how much you have learnt by taking a test. Think about _how_ you learnt. Once you know which strategy works for you, you can repeat it next time. You can also try a related strategy and build your repertoire. If you find that you learnt _almost_ all the words, look at the ones that did not stick. What made them difficult? Take these words back to steps 2 and 3, and try a new approach to learning them.Bilde (s. 268):Forklaring: tegningTo b?ker, "Rocet's International Thesaurus" og "Webster's Ninth New Collegiate Dictionary" snakker sammen:Thesaurus: You want to know why? It's because you're tedious, monotonous, humdrum, dreary, dull, irksome, boring, ennui-inducing, uninteresting, wearisome, tiring, singsong, and yawny.Dictionary: Go on and leave then. You're prolix and redundant anyway.--- 270 til 327xxx3 Practice1. Choose 10 of the crime-related words from step 2 that you want to learn. Then, choose a strategy and spend 10 minutes learning the words. If you have time, try using two different strategies.2. Test yourself with a partner, online, or by placing a piece of paper over the words and trying to write them all down from memory.3. Reflect on the strategies you have used and consider which one you liked best and what you found most effective. Research the related strategies you might use next time or ask a classmate or your teacher for advice.4. Consider the words below and make associations. Place them in relevant groups. Your groups might be related to similarity in meaning, word class (verbs, nouns, adjectives), or similarity to Norwegian, or maybe you want to make one group for positive, one for negative, one for cool, and one for advanced. gender populous silencing inherently encompass vulnerability deprived of feel compelled acquire emasculate savage do a disservice grave injustice fragile inhumanity tongue-in-cheek unapologetic oppression status quo stifle deny perseverance procrastinateFigur:Forklaring: 4 konsentriske sirkler. I den midterste st?r det "I'm feeling", i den neste er ord p? 6 f?lelser, og i de to ytterste er det ord som beskriver disse f?lelsene. Ordene i parentes nedenfor er i den ytterste sirkelen og er synonymer av ordene i sirkelen innenfor. Hvis du ikke vil lese absolutt alle ordene, kan du lese ordet etter strekpunktet og la v?re ? lese ordene i parentes. I'm feeling:-- fear: -- scared (frightened, helpless) -- terrified (panicked, hysterical) -- insecure (inferior, inadequate) -- nervous (worried, anxious) -- horrified (mortified, dreadful)-- anger: -- enraged (hateful, hostile) -- exasperated (agitated, frustrated) -- irritable (annoyed, aggravated) -- jealous (resentful, envious) -- disgusted (contemptuous, revolted)-- sadness: -- hurt (agonized, disturbed) -- unhappy (miserable, disheartened) -- disappointed (dismayed, displeased) -- shameful (regretful, guilty) -- lonely (isolated, neglected) -- gloomy (hopeless, depressed)-- surprise: -- stunned (shocked, bewildered) -- confused (disillusioned, perplexed) -- amazed (awestruck, astonished) -- overcome (astounded, speechless) -- moved (touched, stimulated)-- joy: -- peaceful (serene, tranquil) -- content (satisfied, pleased) -- happy (jovial, delighted) -- cheerful (amused, playful) -- proud (triumphant, illustrious) -- optimistic (eager, hopeful) -- excited (enthusiastic, zealous) -- euphoric (elated, jubilant)-- love: -- enchanted (enthralled, rapturous) -- romantic (passionate, enamored) -- affectionate (warmhearted, compassionate) -- sentimental (tender, nostalgic) -- grateful (appreciative, thankful)5. Read the following paragraph and identify at least three words that should be varied more. Once you have identified them, use a thesaurus to find at least three synonyms and one antonym for each of these words._Example:_ Going abroad to study is a good idea, or so my counsellor says. He usually gives good advice, and when he says I should go, I believe him. But my mother says that she is worried that going abroad is not safe and says she would feel better if I went to university in Norway. My good friend John says that my grades are not good enough, and that I should go to a private school with him to get better grades. I am unsure what to do and hope that as time goes by, I will be able to say: I made a good decision.--- 271 til 3276. Phrasal verbs are combinations of a verb and one or more prepositions. Each has its own meaning that needs to be learnt, as it cannot necessarily be predicted from the meanings of its parts. The table below shows five phrasal verbs based on _stand_. Some of these have more than one meaning.Tabell gjort om til liste:Forklaring: Lista er satt opp slik: Stand + preposition: Meaning-- Example Stand for: put up with, tolerate support-- He would not stand for it any longer. -- Our party stands for greater equality. Stand by: remain loyal to, state again, reaffirm-- She stood by her man through thick and thin.-- She continues to stand by her false claims. Stand up for: speak in support of-- No one had stood up for her. Stand in for: substitute for-- Simon had been able to stand in for him. Stand down: resign-- The chair announced her intention to stand down at the end of the year. With the help of a dictionary, find definitions for the phrasal verbs below. -- count on: His friends were counting on him. -- count against: His previous criminal convictions counted against him. -- count for: All their efforts counted for nothing. -- count as: She was not sure whether it would count as cheating. -- count up: They counted up the day's earnings._Take note!_ It is important to spend time learning _phrases and expressions_ as well as individual words. Some expressions, such as _Give someone the benefit of the doubt_ or _Make the best of a bad situation_ have a meaning that is clear, as long as you know the meanings of the words that make them up. Others have meanings that must be learnt, and these are called _idioms_. Examples include _Make a mountain out of a molehill_ (exaggerate the importance of something) and _Go all round the houses_ (take a long time to get to the point). _Phrasal verbs_, which are covered in the task above, are like idioms in that their meanings are often unpredictable. Visit Skolestudio for some lists of useful expressions, idioms, and phrasal verbs.Bilde:Forklaring: tegningEn agurk slapper av p? en solseng. Tekst i bildet: As cool as a cucumber (very calm & composed and untroubled by stress).--- 272 til 327xxx2 3: Improving your listening skills Listening is something we all do, almost all the time. However, if English is not your first language, it can be more of a challenge to listen to. Luckily, there are some ways in which you can become a more strategic listener.Step 1: _Prepare._ Finding out what the theme is and who the speakers are will help you get into the right frame of mind and allow you to access pre-existing knowledge and vocabulary. When listening to something in class there will often be comprehension questions available. Read through these before you begin and have them available while listening. Knowing what you want to learn from an oral text makes it easier to listen for detail.Step 2: _Listen for signposts._ As you listen, make sure that you are paying attention to what is most important. Let the comprehension questions guide you. The speaker may also be underlining important parts by speaking more slowly or by using expressions like:-- firstly-- secondly-- finally-- most importantly If you find the oral text rather advanced, make sure to focus on the words that you _do_ understand. Take notes as you listen. If possible, listen a second time.Step 3: _Expand your listening horizon._ Listening for pleasure is useful in order to improve your English. Find something that interests you, and ideally something where you will come across some new words or expressions every time you listen._Take note!_ There are many podcasts, audiobooks and other oral texts available online. Go to Skolestudio for suggestions.--- 273 til 327xxx3 Practice1. The BBC has a podcast called _The Inquiry_ which asks a big question in each episode. One of the episodes is called "What's Killing Black American Babies"? Before you listen, prepare by taking a few minutes to note down what you associate with this theme. -- What do you expect it to focus on? -- What vocabulary could be relevant? -- What could the answer to the question be? Read through the following comprehension questions first, and then take notes as you listen. In order to answer all the questions properly you can listen a second time, perhaps pausing after each relevant point. a) The year 1850 is mentioned. Why is it particularly shocking that the infant mortality rate was less unequal back in the mid-1800s? b) Smoking, obesity, and education were all disproved as explanations – how? c) How does birth weight usually develop over generations, and what was surprising about this development amongst black immigrant families in the US? d) Professor Geronimus talks about _the allostatic load_. Explain the term and how it differs between black and white women. e) What examples did the women in the focus groups mention of being treated differently from their counterparts? f) What is being done to eliminate this perceived discrimination of black mothers in the health care system?2. If you liked the podcast, check out other episodes from _The Inquiry_. If you did not like it, find something that interests you in the list of podcasts on iTunes. Or, find some tips below or on Skolestudio. Start a listening log where you note down what you listen to during this school year, adding new words or expressions that you find useful. -- Desert Island Discs -- Global News Podcast -- Science Friday -- TED Talks Daily -- The Daily -- The Daily Show With Trevor Noah -- The Happiness Lab -- This American Life -- Radiolab -- What Makes us Human -- Who Would WinBilde:Forklaring: logoerTre podcaster: Stuff you should know (Chopsticks/Forks), Retronauts og Serial.--- 274 til 327xxx2 4: Being polite This course helps you to make a good impression in six easy steps.Step 1: _Say please and thankyou_. It can sound very blunt to English speakers when you leave out _please_ and _thank you_._Example:_ Can I borrow your book, please? More polite than: Can I borrow your book? (Did you get my message?) Yes, I did, thank you. More polite than: Yes, I did.Step 2: Use _mind_ and _be able_ and _be willing._ The above words, along with "Would you", make a sentence more polite because they acknowledge the other person's position. It is similar to using _Har du mulighet ...?_ in Norwegian._Example:_ Would you mind giving me a hand with this? More polite than: Could you give me a hand with this? Would you be able to work next Tuesday? More polite than: Could you work next Tuesday?Step 3: _Use qualifiers._ You can use so-called qualifiers like _just, slightly_ or _a little_ to make what you are asking for appear less demanding._Example:_ Could you give me just a few minutes of your time? More polite than: Could you give me some of your time? Could we meet slightly earlier next time? More polite than: Could we meet earlier next time?Step 4: Use _may_ in questions. The word _may_ is used to ask for permission._Example:_ May I borrow your book? More polite than: Can/Could I borrow your book? May we come in? More polite than: Can we come in?_Take note!_ To use _may_ in a question is to ask to be allowed to do something _yourself_, so you cannot say _May I have some help?_ or _May you open the door for me?_--- 275 til 327Step 5: _Use the past continuous tense._ The past continuous is another way of being less direct. This is formed with _was_ or _were_ and the -ing form of a verb._Example:_ I was wondering whether you could do me a favour. More polite than: I wonder whether you could do me a favour. I was hoping that we could meet today. More polite than: I hope that we can meet today.Step 6: _Form negative questions._ A statement or positive question can be turned into a more polite negative question._Example:_Couldn't we try the other restaurant this time?More polite than: Could we try the other restaurant this time?Wouldn't it be better to go through the town?More polite than: It would be better to go through the town._Take note!_ You do not want to sound overly polite. A little politeness goes a long way.xxx3 Practice1. Make these expressions more polite by using the strategies above. -- Can I borrow your pen? -- Yes, I received the package. -- Would you do something for me? -- Let's go to the cinema instead. -- We should find something else to do. -- I thought you could do that for me. -- What is for dinner? -- Can I have an appointment next week?2. Identify the polite part or parts in each of the following expressions and state which of the six steps they belong to. -- There's just a teeny little favour I need to ask of you. -- Would you be able to tell me where the station is? -- No, thanks – I've already got a drink. -- Would it not be a good idea to seek legal advice? -- I was just thinking that we could eat a little later. -- May I leave the table, please? -- Would you mind topping me up? (= refilling my drink) -- Doesn't it need another coat of paint?3. Which of the expressions in the previous exercise are: a) polite and _formal_ b) polite and _informal_ See course 8: _Recognising formality_.--- 276 til 327xxx2 5: Recognising formality Being able to recognise key differences between informal and formal language will help you make better choices in your own language use. It will also enable you to comment on texts in a more informed way. Here are four questions to ask yourself to find the level of formality in a text:Step 1: Is the vocabulary broad and advanced or rather limited and basic?Step 2: Are all words written in full or are there some contractions?Step 3: Does the text have an impersonal angle or a personal one?Step 4: Does the text contain formal expressions or informal ones?xxx3 The formality scale Words and phrases can be placed on a scale from very informal to very formal. The majority of words are just neutral – that is, neither informal nor formal.Figur:Forklaring: _The formality scale_ fra de minste til det mest formelle ordene:-- Slang: fuzz, whizz, crash out-- Informal: cop, pee, snooze-- Neutral: police office, go to the toilet, sleep-- Formal: officer of the law, urinate, ---- Very formal: --, micturate, slumber_Avoid_ Whenever being assessed, use a more formal style unless the task asks for an informal style or genre. Here is a list of informal terms.drama (a dispute)mom/mum (mother)dad (father)boss (manager)kid (child)buck (dollar)puke (vomit)minus (downside)hyped (excited)hang out (spend time together)ring (call)pig out (overeat)lighten up (relax)whacked (exhausted)wrap up (finish or complete)--- 277 til 327xxx3 Style comparison Compare the two texts below, which have approximately the same content but differ in their style. Merknad: I originalboka er ord og fraser i de to tekstene merket med farger, understreking, kursiv og fet. I leselistboka er det ingen utheving. Uthevingen i originalboka viser:Basic vs advanced vocabularyContractions vs full formsPersonal vs impersonalInformal vs formal expressions_Informal_ In my opinion, it isn't only well-off people who should get to see a doctor when they're ill. Still, a lot of people in the USA are against paying into universal healthcare. When we compare this with the UK, they're well in the lead. That's because, following the Second World War, politicians on different sides agreed that a National Health Service should be created. This was when the Labour Party was in charge of the country, and the prime minister was Clement Attlee. I've read that Clement wasn't good with people, but he made decisions that made him popular. After this, universal healthcare has stayed in Britain and most voters still think that it's a really good idea. Whenever the government has tried to sell off parts of the NHS, people have been quite negative about it. These days, when Brexit's a big deal in the country, some politicians have got more support for leaving the EU by saying that more money will be spent on healthcare. I think we can expect the NHS to be kept as it is._Formal_ Clearly, it is not only the wealthy who should be allowed to see a doctor when they are ill. Nevertheless, significant numbers of people in the USA object to contributing to universal healthcare. By comparison, the UK is decades ahead. That is because, following the Second World War, a political consensus was reached that a National Health Service should be established. At that time, the Labour Party was in power, with Clement Attlee as prime minister. It is said that Attlee was not charismatic, but his policies made him popular. Ever since, universal healthcare has remained in Britain and it is highly popular with the majority of voters. Occasional attempts by the government to privatise parts of the NHS have met with strong public disapproval. Presently, while Brexit is a major preoccupation within the country, certain politicians have gained further support for leaving the EU on the grounds that additional funds will be redirected into healthcare. The NHS is likely to be left intact.--- 278 til 327xxx3 Practice1. Make a list of 10 contractions other than those already given in the informal example text. Hint: There are many contractions that end with n't, 'll or 've.2. Each of the following words is pronounced the same as another word, which is also a contraction. What are these contractions and what are their full forms?_Example:_heedAnswer: he'd – he would -- aisle -- heal -- howl -- its -- theirs -- there -- weed -- whose3. Some highly informal contractions do not contain an apostrophe. What is the full and correct form of each of the following contractions? -- dunno -- gimme -- gonna -- gotta -- wanna4. Using the comparison text and the examples on the previous page, find the formal/informal alternatives to the words or phrases below and identify their type according to the four steps (e.g., basic/advanced vocabulary).Tabell gjort om til liste: From informal to formal:-- still: ....-- created: ....-- this was when: ....-- good with people: ....-- big deal: ....-- spent: .... From formal to informal:-- they are: ....-- contributing to: ....-- it is said: ....-- the majority of voters: ....-- gained further: ....-- left intact: ....5. Write a short dialogue in which a guest complains informally to a hotel staff member about his or her room, and the staff member replies formally. Make use of all the key features of formal and informal language: -- basic/advanced vocabulary -- contractions / full forms -- a personal/impersonal angle -- informal/formal expressions6. You may find it difficult to present your opinion in a formal style. Firstly, it requires an impersonal angle. Secondly, it requires you to sound self-assured yet not over-confident.Tabell gjort om til 3 lister:_Stating a point of view:_ Informally:-- In my view/opinion/experience-- As far as I know / am aware-- I believe/think Formally:-- According to (source)-- The available evidence suggests that-- An argument/case can be made that_Stating with confidence:_ Informally:-- It is obvious that-- Obviously, Formally:-- Evidently/Certainly,-- There are good grounds for claiming-- There is strong evidence to suggest that_Speculating:_ Informally:-- Maybe-- Perhaps Formally:-- It is possible/plausible/probable that_Presenting a hypothetical situation:_ Informally:-- What if-- Imagine that Formally:-- Suppose/Supposing that-- Consider the possibility that Rewrite the following sentences in a more formal style, making use of the table above. -- Maybe a 3-degree temperature rise will happen even faster than scientists predict. -- What if Trump had not won the 2016 presidential election? -- Imagine that the next president of the United States is a Hispanic woman. -- Obviously, Scotland will remain divided for some time on the question of independence. -- I believe that the voting age in Norway should be lowered to 16._Take note!_ _I mean that ..._ is not an alternative to _I believe/think/feel that ..._, even in informal texts. We use _I mean that ..._ only when there has been a misunderstanding – when we need to explain what we meant to say.--- 279 til 3277. Comment briefly on these two reports by comparing the language, structure and content. Then compare your comments to the sample answer on Skolestudio.Ramme:_There is no such thing, it turns out, as being a part-time royal_ The severance deal that Buckingham Palace announced on Saturday for Prince Harry and his wife, Meghan, is most remarkable for how clean a break the royal family is making with two of its most popular, if disaffected, members – much more severe than the couple apparently expected. The British news media, which has likened the couple's split with the royal family to Brexit, lost no time on Sunday in pronouncing the agreement the equivalent of a "hard Brexit," similar to the uncompromising trade deal that Prime Minister Boris Johnson is expected to pursue with the European Union this year. Far from carving out a "progressive new role within this institution," as the couple hopefully declared when they unexpectedly announced their plans to "step back" from royal duties this month, Harry and Meghan will lose most of the privileges and perks of royalty once they give up their full-time status and forsake Britain for an uncertain future in Canada and the United States. Adapted from _The New York Times_, January 19, 2020Ramme:_Queen delivers hardest possible ‘Megxit’ as cost of Harry and Meghan's decision becomes clear_ Make no mistake, Saturday night's statement represents the hardest Megxit possible for the Duke and Duchess of Sussex. While insisting Harry, Meghan and Archie "will always be much loved members of my family", the 93-year-old monarch could not be clearer on their on-going role in the Firm: it's over. The dual statement – both from the Queen as a grandmother and Buckingham Palace – appeared purposely designed to combine both the personal and the professional. Since the monarchy isn't just a family but a business – what other option was there when two of its major shareholders had declared their intention to start up a rival company in North America? The Duke and Duchess of Sussex had handed in their notice – and this was the Queen giving them their P45. Adapted from _The Telegraph_, January 18, 2020Bilde:Forklaring: fotoPrins Harry og Meghan Markle.--- 280 til 327xxx2 6: Structuring a sentenceSetence: The fox jumps quickly over the lazy dog while he sleeps.Main clause: The fox jumps quickly over the lazy dog Subordinate clause: while he sleeps.Subject (The fox) Predicate (jumps quickly over the lazy dog) determiner: The noun: fox verb: jumps adverb: quickly preposition: over the adjective: lazy dog conjunction: while pronoun: he sleeps. This course teaches you how to write full and free-standing sentences that are neither too long nor too short. You will also practise punctuating them correctly. Moreover, you will learn that varying the lengths of your sentences improves the flow of the text.Step 1: _Write a full sentence._ Every sentence needs a subject and a verb to be complete. The verb needs to be in present or past tense. Below are some examples of structures that cannot be full sentences.Tabell gjort om til liste: Impossible as free-standing sentences:-- The student reading her textbook. Full sentences:-- The student _was_ reading her textbook. -- The student reading her textbook _fell asleep_. Impossible as free-standing sentences:-- The student to pass his exam. Full sentences:-- The student _wanted_ to pass his exam.-- _It was necessary for_ the student to pass his exam. Impossible as free-standing sentences:-- The examiner's remarks written on the paper. Full sentences:-- The examiner's remarks _were_ written on the paper.-- The examiner's remarks written on the paper _were mostly positive_. Impossible as free-standing sentences:-- She work harder next term. Full sentences:-- She _will work_ harder next term. Impossible as free-standing sentences:-- To be so dismissive of her concerns. Full sentences:-- _He tends_ to be so dismissive of her concerns.-- _It is unfair_ to be so dismissive of her concerns._Take note!_ The word order is different in English and Norwegian after an adverbial. Notice how the subject usually comes before the verb in English. In Norwegian, the verb is always placed second in a sentence. This means that when a sentence begins with an adverbial, the subject is placed after the verb. For example: _Finally, they had ... = Endelig hadde de ..._--- 281 til 327Step 2: _Find a suitable sentence length._ Although a short sentence can stand on its own, many short sentences in a row can make your text appear simple and boring to read. On the other hand, overly long sentences with many conjunctions can be uncomfortable to read, too. Your goal is to write sentences of a suitable length that flow well, as shown in the following example. Merknad: I originalboka er korte, medium og lange setninger gitt ulike bakgrunnsfarger. I leselistboka er ingen utheving brukt. This sentence has five words. Here are five more words. Five-word sentences are fine. But several together become monotonous. Listen to what is happening. The writing is getting boring. The sound of it drones. It's like a stuck record. The ear demands some variety. Now listen. I vary the sentence length, and I create music. Music. The writing sings. It has a pleasant rhythm, a lilt, a harmony. I use short sentences. And I use sentences of medium length. And sometimes when I am certain the reader is rested, I will engage him with a sentence of considerable length, a sentence that burns with energy and builds with all the impetus of a crescendo, the roll of the drums, the crash of the cymbals-sounds that say listen to this, it is important. So write with a combination of short, medium, and long sentences. Create a sound that pleases the reader's ear. Don't just write words. Write music. Gary Provost, 100 Ways to Improve Your WritingStep 3: _Use correct punctuation._ Complete sentences always end in a full stop, question mark, or exclamation mark. In English, as in Norwegian, there are rules about the use of full stops, commas, colons, and semicolons. The Norwegian rules tend to apply to English too, but here are a few examples of differences in comma use between English and Norwegian.Tabell gjort om til 2 lister:_Comma in English but not in Norwegian:_ Comma after an adverbial:-- Finally, they had arrived at their destination.-- Ever so slowly, she walked towards the door. Commas surrounding a linking adverbial when it occurs mid-sentence:-- His talent for dancing, however, was not inherited by his children._Comma in Norwegian but not in English:_ No comma after a relative clause that is part of the subject:-- The car that is parked over there is really expensive.--- 282 til 327xxx3 Practice1. The following are all impossible as free-standing sentences. Make them into full sentences by adding a subject, a conjugated verb and/or other words. -- Expects to be given a free lunch. -- John borrowing even more from Bill and thinking that is just fine. -- For Judy to be so kind and selfless. -- Songs that are usually sung by a Welsh all-male choir. (Hint: although this contains a present tense verb – _are_ – it is part of the subject, so the rest of the sentence is still missing.)2. The text below consists of short sentences with little or no use of linking phrases. Improve the text by introducing linking phrases to connect more of the sentences. You find a list of examples in course 8: _Structuring a text_.Ramme: Football is an important part of British culture. There are football teams in most cities in the UK. Some cities even have several teams. These teams and their supporters often consider each other enemies. London and Manchester are examples of this. British football is not important only to Britons. In Norway there are many people who follow the Premier League. Many Norwegians identify strongly as fans of a British football team. Football is perhaps the most popular aspect of current British culture.3. Add commas where they are needed and remove them where they are incorrectly used in the following sentences. -- The third person, to be released from hospital, gave an interview on Friday. -- Fortunately few others were physically hurt in the accident, which occurred on Tuesday. -- Many of those present however have reported symptoms of shock. -- No terrorist group, has yet claimed responsibility.4. Improve the text below by adding punctuation and capital letters. _The inquiry_ is a weekly bbc radio programme each episode raises a current question and tries to answer it in the space of little more than 20 minutes the questions are answered by experts in their fields of knowledge and each expert usually gets her or his own part of the programme this particular episode is called what's killing black american babies and aired in april 2018 first of all it mentions that in the us today twice the number of black babies die in their first year of life when compared to white babies furthermore it is shocking to discover that the us is the only industrialised nation where the number of pregnancy-related deaths is on the rise thus it is of utmost importance to find out why this is happening and what can be done to improve the situation in this episode the bbc tries to answer both of these questions5. Write a version of the paragraph below using suitable sentence lengths._Example:__Too short and simple:_ The exam was difficult. Sally had not studied enough. It did not go well for her. She dropped out. Then she had to move back in with her parents. They were supportive but also disappointed._Too long and breathless:_ The exam was difficult and, as Sally had not studied enough, it did not go well for her, which led to her dropping out and moving back in with her parents, who were supportive, in spite of their disappointment._Just right, with suitable linking phrases:_ ....--- 283 til 327Bilde:Forklaring: foto Bildetekst: June 2, 2019. Football fans line the streets to see the Liverpool football team take part in an open-top bus parade around Liverpool, after they won the UEFA Champions League final against Tottenham.--- 284 til 327xxx2 7: Structuring a paragraph_Take note!_ Introductory and concluding paragraphs are not covered here. They are dealt with in the course _Structuring a text_. The focus of this course is on learning how to write a body paragraph. Body paragraphs make up the central building blocks of almost any text. There is no rule for how long or short they should be, but each paragraph must deal with one main idea and develop it fully.Step 1: _State an idea linked to the previous paragraph._ A topic sentence presents the main idea of the paragraph. This idea must be relevant to the thesis of your essay. Your topic sentence prepares the reader for what this particular paragraph will deal with. When you have finished a paragraph, go back to the topic sentence and check that it expresses the main idea of the paragraph. Be sure to link the topic sentence to the idea of the previous paragraph or to the thesis of your text. Linking phrases useful in topic sentences:-- To begin with,-- Firstly,-- Furthermore,-- On the other hand,-- Nonetheless,-- AlthoughStep 2: _Follow up with supporting sentences._ These sentences usually explain the main idea or they give reasons that support it. Moreover, they often illustrate with examples and descriptions. When you have finished writing your supporting sentences, check that they all provide information relevant to the topic sentence. Any irrelevant sentences must be removed.Step 3: _Conclude with a closing sentence._ You are now ready to wrap up your paragraph. This may be done by posing a question or reflecting in a way that points forward to your next paragraph. It can also be done with any of the linking phrases used to sum up a topic. Linking phrases useful in closing sentences:-- Therefore,-- As a result,-- Thus,-- Hence,-- Lastly,-- Finally,-- Above all,-- In summary,--- 285 til 327_Example:_ Task: Discuss why poverty and crime are often seen as a vicious circle for young African Americans, using statistics and song lyrics as your sources.Essay outline:-- Introduction-- Body Paragraph 1: Poverty among African Americans(Open with linking phrase:) First of all, (State topic sentence:) poverty is a major challenge for many African Americans. (Supporting sentences, giving examples in the form of statistics:) Statistics show that whereas 13% of Americans live in poverty, an astounding 22% of African Americans suffer this fate (the Economist, 2018). This is particularly hard on families, with a quarter of all black children in the US today struggling to get enough food. Furthermore, the New York Times has listed the following four risk factors as strong predictors of poverty: single motherhood, unemployment, low levels of education, and becoming a parent at an early age (2018). (Closing sentence which sums up and uses a linking phrase:) Since many African Americans are susceptible to several of these risk factors, poverty may seem unavoidable and inescapable.-- Body Paragraph 2: African Americans in jail-- Body Paragraph 3: The vicious circle of poverty as exemplified and presented in song lyrics-- Conclusion_Example_ sluttBilde:Forklaring: foto Hjeml?se mennesker ligger p? bakken og sover. Bildetekst: The U.S. Department of Housing and Urban Development found that on a single night in January 2018, nearly 553,000 people were homeless in the U.S. California and San Francisco has attracted increasing numbers of homeless people in recent years. Some people claim that the homeless are drawn to the area, in part, by welfare payments that are too generous. African Americans represent 13% of the US population but 40% of all people experiencing homelessness and 51% of individuals who are homeless with children, according to HUD.--- 286 til 327xxx3 Practice1. Identify the correct alternative linking terms in the sentences below.Ramme:"God Save the Queen" is the name of the British national anthem, and it shares its title with the 1977 punk anthem of the Sex Pistols. These two songs remain well known throughout the world and show widely different attitudes to the British royal family. _However/Nevertheless/Thus_, we need to explore the history and current popularity of the British monarchy in order to find out how the Queen and her family are viewed. _Consequently/Moreover / First of all_, the British have one of the oldest monarchies in the world, and despite periods of great instability in previous centuries, the last 70 years have seen the continuous reign of Queen Elizabeth II. As a _result / On the one hand / All in all_, several generations have grown up with the same regent and a sense of stability. _Fortunately/Likewise/Nevertheless_, when Princess Diana died in 1997, this shook the British royal family and made Prince Charles increasingly unpopular. There was even talk of the Crown passing from the Queen directly to her grandson, _yet/despite/further_ nothing has come of this and Charles remains the next heir to the throne.Bilde:Forklaring: omslagOmslaget til platen "God Save the Queen". En foto av en yngre dronning Elizabeth med det britiske flagget som bakgrunn. ?yene hennes er dekket med teksten "God save the Queen", og munnen hennes er dekket med navnet "Sex Pistols".--- 287 til 3272. Sometimes, irrelevant sentences appear in paragraphs. Identify the topic sentence and suggest which sentence should be cut in these two paragraphs:Ramme:a) Ever since Ole Gunnar Solskj?r was presented as interim manager, there has been a surge of Norwegian interest in Manchester United and the Premier League. This has been evident in the increase in subscriptions to sports screening services. At the same time, direct flights to Manchester are selling faster than ever before. And for those who do not watch matches or travel, news stories about Manchester United are prevalent in all major Norwegian newspapers. While he currently serves as a Premier League manager, Molde are eagerly awaiting his return and struggling to do as well as they did in the previous season. In summary, a Solskj?r effect is visible not only in Manchester, but in his home country of Norway as well.Ramme:b) The use of social media is making young people ever more distant from each other. Whereas face-to-face conversations or phone calls used to make up the majority of social interactions, texting and snapping are now responsible for most conversations between young people. The older generation still use phones, but they too are increasingly switching to smart phones. According to Forbes (2011), texting offers space between the speaker and the recipient which may not be available in a phone call. This distancing of the speaker from the recipient removes central aspects of traditional social interaction. Thus, the influx of social media may in fact result in lives that are less social.3. Supporting sentences may support the topic sentence in several ways. Identify the supporting sentences in task 2 and state the way in which they support their topic sentences. Do they offer explanations and reasons, or do they give examples and descriptions?4. Study the example on page 285. Choose one of the remaining bullet points (paragraph number 2 or 3) and write a paragraph that follows steps 1-3.Bilde:Forklaring: fotoEn ung Ole Gunnar Solskj?r p? kn?rne p? fotballbanen og med armene l?ftet i jubel. Bildetekst: Nou Camp, 1999. The undisputed crowning of Ole Gunnar Solskj?r's career came in the 93rd minute of the 1999 Champions League final against Bayern Munich. His instinctive finish ensured Manchester United's place in history as the first English club to win "the Treble".--- 288 til 327xxx2 8: Structuring a text You can think of your text as taking the reader on a journey of ideas. As a writer, you want to make that journey as smooth as possible for the reader. If you follow the advice in this course, your writing will become more engaging and easier to follow.Step 1: _Draw in and orientate the reader._ The introduction of your text should achieve three things.Tabell gjort om til 3 lister:Aim: 1. Draw inMethods:-- with a fact or an incident-- with a provocative statement or quoteExample:Approximately 46 million us citizens are African Americans.Aim: 2. Orientate Methods:-- by stating what is already known-- by stating assumptionsExample:Nevertheless, this makes them only the third largest ethnic group in the US and still a minority group. They dominate in several aspects of American society, but African Americans are overrepresented in two spheres of US society, namely in poverty and in jail populations.Aim: 3. Set the destination Methods:-- by stating a problem or controversy-- by posing a questionExample:This raises the question of why poverty and crime seem to create a vicious circle for young African Americans, and how song lyrics may help to shed light on this.--- 289 til 327Step 2: _Bridge the gaps between paragraphs._ Each body paragraph begins with a topic sentence that is linked to the thesis or the main idea of the previous paragraph. The examples below can be seen in context with further description in the complete model text on the next pages.Tabell gjort om til 2 lister:Aim: 1. Place a signpost Method:-- with a linking word or phraseExample:First of all, poverty is a major – challenge faced by many African Americans.Aim: 2. Relate to the main idea of previous paragraph Method:-- by re-using a key term or paraphrasing an earlier point as part of your topic sentenceExample:Though almost a quarter of African Americans living in poverty seems high, this statistic is dwarfed by the percentage of jailed Americans that are black. The table below gives examples of linking words and phrases that can be used as signposts at the start of your body paragraphs.Tabell gjort om til 6 lister:Forklaring: Listene er satt opp slik:_Type:_ -- Linking word or phrase Purpose / Why use it?_Time:_-- Today, ...-- At present, ...-- At the same time, ...-- Meanwhile, ...-- Ever since... Ground discussion in a particular time or period: either the present day or another time with special relevance_Sequence:_ -- Firstly,...-- Secondly,...-- Lastly/Finally,...-- Right now ...-- This brings us to the matter of ... Put points in chronological order or order of importance and help the reader to keep track of the main points_Comparison:_-- Similarly, ...-- A similar point is ...-- An equally important point is ...-- The same is true of ... Show that the current point has the same emphasis as the last one: continuing in the same direction_Contrast:_ -- While ... / Whereas ...-- In some ways, ... / In other ways, ...-- The truth /fact/reality is ...-- In spite of this, ...-- The same cannot be said of ... Show that the current point has a different emphasis than the last one: continuing in a new direction_Cause and effect:_ -- This is one reason why ...-- Perhaps it is because of this that ... Show that one thing leads/has led to another_Hypothetical:_ -- If that is the case ...-- Assuming that ... Given that ... Show that the current point depends on the truth of the last one--- 290 til 327Step 3: _Reach the destination._ The conclusion summarises. Combine the main points from the discussion in the body and present a final perspective on the main issue or problem stated in the introduction.Tabell gjort om til 3 lister:Aim: Summarise Methods:-- by paraphrasing the topic sentences of body paragraphs-- by paraphrasing the concluding sentences of body paragraphsExample:As witnessed in song lyrics, statistics, and current research, poverty and crime pose serious problems to American society in general, and to the African American minority in particular.Aim: Combine Methods:-- state the consequences of two or more main ideas taken together-- state the contradiction between two or more main ideasExample:The pervasiveness of poverty and crime in the lives of many black Americans suggests that these are interconnected issues that will not disappear anytime soon. Nevertheless, doing nothing does not seem a feasible option either.Aim: Present a final perspective Methods:-- reflect on the consequences of the main ideas-- reflect on the discussion (e.g., on how well it has dealt with the problem specified in the introduction)Example:Maybe the "helping hand" alluded to back in 1969 could still materialise, along with the hope that this line from the song could lead to change: "Well, the world turns".xxx3 Practice Read the example text on the facing page and then complete the tasks.1. Imagine that you have to write a text about one of the topics you have read about so far in this textbook. Write an introduction that draws in, orientates and sets the destination for the reader.2. Rewrite each of the topic sentences in the example text using alternative linking words or phrases as signposts and by paraphrasing the rest of the sentence.3. Write an alternative final perspective for the conclusion of the example text in one or two sentences.--- 291 til 327_Example:_ Task: Discuss why poverty and crime are often seen as a vicious circle for young African Americans, using statistics and song lyrics as your sources. (Draw in with a fact:) Approximately 46 million US citizens are African Americans. (Orientate with background information:) Nevertheless, this makes them only the third largest ethnic group in the US and still a minority group. Despite their minority status, they dominate in several aspects of American society. Within the music industry, many of the highest-selling and most critically acclaimed artists are black. On a less positive note, African Americans are overrepresented in two other spheres of US society, namely in poverty and in jail populations. (Set the destination:) This raises the question of why poverty and crime seem to create a vicious circle for young African Americans, and how song lyrics may help to shed light on this. (Place a signpost with a "sequence" linking phrase:) First of all, (Relate to previous point with a key term:) poverty is a major challenge faced by many African Americans. Statistics show that whereas 13% of Americans live in poverty, an astounding 22% of African Americans suffer this fate (the Economist, 2018). This is particularly hard on families, with a quarter of all black children in the US today struggling to get enough food. Furthermore, the New York Times has listed the following four risk factors as strong predictors of poverty: single motherhood, unemployment, low levels of education, and becoming a parent at an early age (2018). As many African Americans are susceptible to these risk factors, poverty may seem unavoidable and inescapable. (Place a signpost with a "contrast" linking word:) Though (Relate to previous point with a paraphrase and key term:) almost a quarter of African Americans living in poverty seems high, this statistic is dwarfed by the percentage of jailed Americans that are black. In 2016, a third of all prison inmates were African Americans (Gramlich, 2018), making this the largest ethnic group in American prisons. As most inmates are male, many black sons, brothers, and fathers are incarcerated, leaving their families to fend for themselves. In addition, if and when black prisoners are released, they often struggle to find jobs owing to their criminal records. Sadly, crime and imprisonment worsen the problems of single motherhood and unemployment, which then increase the likelihood of poverty. (Bridge the gap with a "contrast" linking phrase:) The fact is (Relate to previous point with a paraphrase using key terms:) that this vicious circle of poverty and crime, is not a new phenomenon. The song "In the Ghetto" became famous in 1969, and though it was written and performed by two white Americans, it still seems highly relevant to the plight of the black, urban poor. In fact, it was originally titled "The Vicious Circle" and describes the birth of a child in a poor Chicago neighbourhood. According to the lyrics, "the child needs a helping hand, or he'll grow to be an angry young man some day". The song goes on to describe the scarcity of food and a life increasingly led on the streets. Consequently, the young man turns to crime and violence, and ends up "face down in the street with a gun in his hand". The song continues with a final verse depicting the birth of a baby in the ghetto, indicating the circular nature of misery. (Summarise:) As witnessed in song lyrics, statistics, and current research, poverty and crime pose serious problems to American society in general, and to the African American minority in particular. (Combine the main points of the discussion:) The pervasiveness of poverty and crime in the lives of many black Americans suggests that these are interconnected issues that will not disappear any time soon. Nevertheless, doing nothing does not seem a feasible option either. (Present a final perspective:) Maybe the "helping hand" alluded to back in 1969 might still materialise, along with the hope that this line from the song could lead to change: "Well, the world turns".--- 292 til 327xxx2 9: Planning a text This course will help you to thoroughly plan your answers to most sorts of tasks – from written essays, reports and analyses to oral discussions, presentations and debates. The key to success is to work out your ideas _in advance_.Step 1: _Know your problem._ There is a problem underlying every task. This usually means answering a question or discussing a statement: your thesis. Start by putting the thesis right in the middle of your mind map. If you do not know what your problem is yet, write down the topic area and come back to it after Step 3.Step 2: _Jot down everything you can think of._ If all you have at this stage is key words, that is OK, but write short sentences where you have already formed an idea in your mind.Step 3: _See what you have to work with._ Stand back and review everything that you have jotted down. If you have several fully formed ideas on the page, mark the best ones with an asterisk (*). If you only have key words, ask which ones could be formed into ideas. To get from a key word to an idea, explain to a friend or family member why you wrote it down. If you do not yet have a thesis, ask yourself which problem your ideas could be the answer to.Step 4: _Join up the dots._ Now you should have several main ideas marked on your plan. These are going to be the basis for your body paragraphs, slides or debating points, depending on what you are producing. Ask yourself what you can use from Step 2 to support your main points as explanations and examples. Create connections between your main points and all the supporting material on the plan.Step 5: _Fill in the blanks._ You may find either that you do not have enough main points – aim for at least three – or that you do not have enough supporting material to go with each point. Try to fill in these gaps with more ideas and examples.Step 6: _Decide on a linear order._ The final step is to decide on the order in which you will go through your points. Start with your best idea or strongest argument. Lastly, consider how you can transition from one point to the next.--- 293 til 327_Example:_ Mind map for example essay in course 6: _Structuring a text_Mind map: Why are poverty and crime often seen as a vicious circle for young African Americans?1. Poverty rate higher for African Americans* (using statistics in the first 3 points): -- 13% of all Americans -- 22% of African Americans -- 1/4 African Americans' children not getting enough food -- poverty risk factors high for African Americans: single mothers, unemployment, teenage pregnancy, low education2. percentage of African Americans in jail is higher than for white Americans*: -- many African families without father figure (Se 1.) -- leads to unemployment (Se 1.) -- crime rate higher for African Americans3. radical inequalities have existed for a long time* (using song lyrics: "in the Ghetto" (1969)): -- "the child needs a helping hand, or he'll grow to be an angry young man some day" -- "face down in the street with a gun in his hand" -- baby born in ghetto - circle starts again -- original title: "The Vicious Circle"Ekstra gren: background, African Americans minority group in US, dominant in music and sportsxxx3 Practice1. Compare the mind map with the essay in course 6: _Structuring a text_. a) Find the thesis question on the map. b) Find the parts of the map that have become the three body paragraphs. c) Find the arrows that show the linear order of the body paragraphs. d) Find statistics and song lyrics included in the map.2. Find the last text that you worked on in Chapters 1-4 of this book. Choose one of the Over to you tasks from the Practice questions that you have not yet worked on. Then produce a complete plan for the task in mind-map form.--- 294 til 327xxx2 10: Choosing sources One of the most important skills that you can acquire as part of your education is the ability to recognise reliable sources. They support and give weight to your arguments and opinions, and teachers and examiners expect that you make use of them. You will find that provable facts and evidence are sometimes challenged by conspiracy theories and lies, or by so-called "fake news". Being critical towards all sources is therefore vital. Use the four steps in the acronym CORE for help.Core:-- Credible-- Objective-- Relevant-- ExactStep 1: Is it _Credible_?-- Ask yourself: Is the source trustworthy?-- To find out: Check reviews about the author and/or publisher.Step 2: Is it _Objective_?-- Ask yourself: Does the source base its content on facts or on personal feelings and prejudices?-- To find out: Check reviews and examine possible biases.Step 3: Is it _Relevant_?-- Ask yourself: Is the source useful for my purpose? Does it cover the task I am working with?-- To find out: Skim through the source. Does it answer the questions I have?Step 4: Is it _Exact_?-- Ask yourself: Is the information verifiable and accurate?-- To find out: Crosscheck with two reliable sources._Take note!__The special case of wikipedia_ "We advise special caution when using Wikipedia as a source [...]. Remember that Wikipedia is a wiki. Anyone in the world can edit an article, deleting accurate information or adding false information, which the reader may not recognize. Thus, you probably should not be citing Wikipedia." (From Wikipedia: Citing Wikipedia, 2020.)--- 295 til 327Tabell gjort om til 2 lister:_Dos:_ Use sources such as:-- official government statistics-- webpage URLs that end in .gov and .edu-- school textbooks-- reputable news outlets such as BBC, _The Guardian_, _Reuters_, _The New York Times_, and _The Washington Post_-- magazines like _The Economist_, _Newsweek_, and _Time_ If possible, use only English language sources when you work with tasks that are part of your English course._Don'ts_ Avoid biased sources, i.e., sources that prefer and favour one person or thing to another. Five important categories are identified:-- sources with a political, religious, or commercial agenda-- personal websites and blogs-- wikis-- discussion forums-- influencersxxx3 Practice1. Use the procedures described in steps 1-2 and assess whether or not the following websites are credible and objective: -- -- -- -- -- -- -- -- -- -- owl.english.purdue.edu -- 2. Your teacher has asked you to write a review of a film you have just watched in class. Follow the procedure in step 3 and choose only relevant sources from this list: -- -- -- -- -- -- -- 3. Find out whether the following information is exact: -- The British Museum's collection consists of over 8 million objects. -- The moon is 7.5 billion years old. -- Coca-Cola Classic contains 20 grams of sugar per 100 ml.4. What is: -- clickbait -- confirmation bias -- a content farm -- an echo chamber -- a filter bubble -- an information cascade -- a meme -- a sock puppet -- a spoof website -- a Twitterbot? Find examples.--- 296 til 327xxx2 11: Referring to sources You must always acknowledge your sources. Accurate source references will:-- enable your readers to verify your arguments-- strengthen your credibility-- protect you against most accusations of plagiarism-- help your readers to find additional information about your subject In this book we use the APA (American Psychological Association) style of reference. No matter which referencing system you choose, we suggest that you follow these guidelines:Step 1: _Refer to your sources within the body of your text._ After a quote or a paraphrase, you state the name of the author, the year of publication, and, if possible, the page number of your source in parentheses. This is how you refer to a source after a direct quote:_Example:_ The South African comedian and talk show host Trevor Noah claims that "language, even more than color, defines who you are to people" (Noah, 2016, p. 56). You do the same when you refer to a source after a paraphrase:_Example:_ People mainly define who you are according to your language (Noah, 2016, p. 56). Visit _Kildekompasset_ at kildekompasset.no/english.aspx to learn more about formal source references.Ordforklaring:paraphrase (n): a restatement of something written or spoken using different wordsStep 2: _Create a list of all your sources at the end of your text._ Here are two common types of entries: _If your source is a website article._ Include the author's name, the date of publication, the title of the article, _the title of the website_, and the full URL. The date of access is optional in APA; we prefer not to use it. An actual entry will look like this:_Example:_Rogers, A. (2018, May 5). Star Wars Is Becoming a Religion and May 4 Is its Spring Festival. _Wired_. Retrieved from note!_ Titles of web pages, books, films, magazines, newspapers, and databases are always written in italics.--- 297 til 327 _If your source is a book._ Include the author's name, the year of publication, _the book's title_, the place of publication, and the name of the publisher. An actual entry will look like this:_Example:_Noah, T. (2016). _Born a Crime_. New York: Spiegel & Grau. As you can see, this entry refers to information given earlier in parentheses within the body of your text (see step 1). A complete list of your sources should be included at the end of your written text or visual presentation. This list, a so-called citation list or bibliography, is organised in alphabetical order, according to the surname of the authors._Example:_-- Campbell, L. (2017, Sept 1). 20 Ways to Fall Asleep Quicker. _The Huffington Post_. Retrieved from 191 483/?utm_hp_ref=au-sleep-- Noah, T. (2016). _Born a Crime_. New York: Spiegel & Grau.-- Rogers, A. (2018, May 5). Star Wars Is Becoming a Religion and May 4 Is its Spring Festival. _Wired_. Retrieved from star-wars-day-religious/-- Taub, B. (2018, May 7). The Spy Who Came Home. _The New Yorker_. Retrieved from note!_ A list of only URLs is never an acceptable alternative to a list like this. Unless you click on the URL itself, it carries little useful information.xxx3 Practice1. Make paraphrases of the following quotations: "The gap between rich and poor has been widening for decades" (Dal, 2019, p. 8). "Obesity is a major health challenge in many countries" (Brown, 2018, p. 45). "Going abroad can improve your language skills" (Shaw, 2017).2. Find 3-5 internet articles about a current news issue. Make source entries according to what you have learnt in step 2. Make a complete citation list of all your school textbooks. You may find this "citation generator" helpful: apa/cite-a-book--- 298 til 327xxx2 12: Revising your text Being able to identify and work with your areas for improvement is an important part of language learning. Ideally, you should be able to improve your own texts as well as advise your classmates on theirs. Here are five steps to help you improve your revision skills. "David McCullough said "Writing is thinking. To write well is to think clearly. That's why it's so hard." David McCullough (1933-), well-known American author, historian and Pulitzer Prize winner.Step 1: _Identify your strengths and weaknesses._ Create a list of feedback given by your teacher and your peers. What do you master well? What do you need to pay close attention to? Make sure you understand what all the aspects mean. Use your own words and provide examples to illustrate. Update your list as you write more texts during the year and advance your writing skills._Example:_Checklist-- Homophones: their/there/they're, your/you're, witch/which, bare/bear-- Adjectives and adverbs: He is quick (adj.). He runs quickly (adv.).-- Apostrophe: used correctly? Its/lt's-- Avoid contractions in formal texts-- Include a title on your essay-- One single topic or argument per paragraph-- Check for mistakes with subject-verb agreement: She speaks a lot. They speak a lot is/are, was/were, has/have-- Use linking words: furthermore, hence, thus, in addition, on the other hand, accordingly, also, that said-- Use a precise and varied vocabulary-- Vary your sentence structure-- Avoid Norvagisms: "Here about the day" (her om dagen)-- lt/there: do you remember the rule?-- The relative pronoun who is only used when referring to persons. Otherwise, use which or that.--- 299 til 327Step 2: _Investigate your text._ First, make sure you have completed the task properly.-- Have you decoded the _purpose_ of the task?-- Is your answer a _full response_ to the task?-- Have you tailored it to your intended _audience_! Second, use the list from step 1 to investigate your text thoroughly. Use, for example, highlighting or "Track changes" in Microsoft Word and mark phrases and words that need attention. This process will disclose slips and errors and improve your text significantly. Just look at the first and second draft underneath._Example:_First draft: In the film we see John Lewis. He is working for better rights for the African Americans. He join mlks march over the bridge in Selma. They wants to catch Ibjs interest. When they walk the police attack them and John is hit with a stick. The scene show us how African Americans had it in the us. Areas for improvement:1. Pay attention to subject-verb agreement2. Avoid Norvagisms3. Vary sentence structure4. Use linking words5. Use more precise vocabulary_Example:_Second draft: In the film _Selma_ Senator John Lewis is portrayed as a young civil rights activist. He joins Martin Luther King's march through the city of Selma, in an attempt to catch the nation's interest. In particular they wish President Lyndon B. Johnson to notice them. During their first marching attempt the viewers see Lewis being struck down by aggressive policemen with batons. The scene brutally depicts how African Americans were treated in the 60s.--- 300 til 327Step 3: _Improve and rewrite._ Work your way through your text, sentence by sentence, paragraph by paragraph, and finally check the structure one more time.-- Correct and adjust all markings made in step 2-- Listen to, or read, your text out loud -- Add full stops if your sentences are too long -- Pay attention to your paragraphs and how they are linked.-- Improve your vocabulary; avoid words like _good, well_, and _very_ -- Use your dictionary to find suitable and more precise alternatives -- Make sure you use specific terminology for your topic-- Check overall coherence in outline, and in the structure of your paragraphs and sentences -- Have you completed all your arguments and thoughts? -- Have you varied the sentence structures?_Take note!_ Always check for specific requirements. Perhaps a specific formatting is required, like font size 12, and 1.5 line spacing. Paragraphs should be easily identifiable in the left-hand margin of your text, either by indenting or by using a blank line.Step 4: _Check your sources._ Your sources must be both visible in your text and listed at the end.-- Make sure all quotes and paraphrased sentences are cited properly within your text.-- Go through your bibliography at the end of your text and check that all sources are listed correctly. See course 9: _Referring to sources_ for guidance. We also recommend 5: _Self-assessment._ If you are conscious of the whole writing process – the planning, the drafting, writing and rewriting, and the final revision – and you know what you are doing and why, then you have acquired metacognitive skills. Assessing your own process and final product is a recognised way of learning. Fill in the following grid. It is also published in Skolestudio.Tabell omgjort til liste:_Self-assessment_Stage: Planning:-- This time I did .... -- Next time I will .... Stage: Writing:-- This time I did .... -- Next time I will .... Stage: Revising:-- This time I did .... -- Next time I will .... Stage: Final product assessment:-- This time I did .... -- Next time I will .... --- 301 til 327xxx3 Practice1. Use your checklist from step 1. How do you work with your areas for improvement? In didactics one speaks of _fuel_ and _service_. Fuel means receiving the guidance you need to continue working on your own, while service means help and aid to understand and correct something. Write an F behind the aspects where you need Fuel from your teacher or peers, and S where you need Service. Share the list with your teacher.2. Work together with a classmate and assess each other's texts, as suggested in step 2. Feel free to add to the steps and provide advice about where your peer might find help as well. For instance, you could suggest referring to one of the courses in your textbook.3. Create a document where you form your own visual model of a good text structure. Use text boxes for each important item like title, introduction, and conclusion. Provide bullet points within each box stating what is important to remember.--- 302 til 327xxx2 13: Improving your pronunciation This course takes you through six essential steps that will help you to achieve a more accurate and natural pronunciation.Step 1: _Discover the phonetic alphabet._ A good dictionary gives information about pronunciation. For example, the _New Oxford American Dictionary_ gives this information about the word _deal_. Deal /dil/ The pronunciation is given in a phonetic alphabet. Here it shows that the word _deal_ is made up of three sounds: d + i + l. A phonetic alphabet is used because there are many ways of spelling a single vowel sound in English._Example:_ The vowel heard in _deal_ can be spelled in all these ways:-- _ea_ as in _deal_-- _ie_ as in _achieve_-- _ae_ as in _encyclopaedia_-- _ee_ as in _cheese_-- _ei_ as in _receive_-- _y_ as in _hungry_-- _oe as in foetal_ A phonetic alphabet, by contrast, has just one way of representing each sound. The _International Phonetic Alphabet_ or IPA, which is the international standard, uses the symbol _i_ to represent the vowel shared by all the words above. Each dictionary uses a slightly different set of symbols, which is defined in its first few pages, but most are based on the IPA.--- 303 til 327Step 2: Margtekst:j stands for the same sound as j does in Norwegian, and y often does in English, as in the word _yes_. _Learn the unusual consonant symbols._ Most consonants in the IPA – i.e., p, b, t, d, k, g, m, n, f, v, s, z, h, I, r (or ?) j and w – represent the sounds we expect them to, hence they do not need to be learned or even looked up. The following seven consonant symbols, however, because of their unfamiliar appearances, are worth committing to memory.-- ?: This represents the single nasal sound that the combination of the letters n and g stand for, as in _sing_.-- θ and ?: These are the two sounds represented by _th_ in English. θ is not accompanied by any vocal cord vibration, as in _think_, while ? does have vibration, as in _this_. Take care to pronounce these properly and not to substitute a t or d sound for them.-- ? and ?: ? is the sound usually represented by _sh_ in English, as in _ship_. ? cannot occur at the beginning of a word in English. You can hear it in the middle of the word _measure_ and at the end of the word _rouge_.-- t? and d?: t? is the _ch_ sound heard at the beginning of _child_. d? is the sound usually represented by j, as heard at both the beginning and the end of the word _judge_.Margtekst: Each pair of sounds (θ and ? and ? and ?) is pronounced in the same way except that the second of each pair has _voicing_. This just means that the vocal cords vibrate at the same time as the sound is made. You can feel the difference if you put your fingers on your voice box (larynx) and make a long s followed by a long z.Step 3: _Master any difficult consonant sounds_. Many common words beginning with v in Norwegian have a w in English. For example, vi = we, hvit = white, hvor = where. This could cause you to pronounce a w, even though a word really begins with v. If you are not careful, you might catch yourself saying _why-king_, instead of _viking_, or _while_ instead of _vile_. Also, an English v is a little different from a Norwegian one. Take care that your top teeth vibrate directly against your bottom lip. The distinction between s and z is another important one. What is written as s is often correctly pronounced as z, as in the word _is_, the plural form _dogs_ and the 3rd person singular verb form _joins_.--- 304 til 327Step 4: _Learn the vowel symbols and sounds_. Vowels in the IPA are not as easy to recognise as consonants, and the differences between British and American English are much greater. Naturally, you should pick a dictionary that gives you the pronunciation that you are aiming for. Here we present just the vowels of American English.-- Short vowels: ? (attic), ɑ (art), ε (elm), ? (luck), ? (igloo), ? (ornate), ? (put)-- Long pure vowels: i (cheese), u (loom)-- Double vowels or diphthongs: a? (ice), a? (out), e? (alien), o? (tone), ?? (join)Ordforklaring:Diphthongs are long vowels that change their sound from beginning to end, unlike pure long vowels, which have the same quality throughout.Step 5: _Focus on stress placement._ Words of more than one syllable receive stress on one particular syllable. Whenever you learn a new word, make sure you learn where to place the stress. A stressed syllable is pronounced a little louder than its unstressed neighbours. Consider this example._Example:_ stress on the second syllable: content 1, adjective: [k?n`tεnt] adjective]stress on the – first syllable: content 2, noun: [`k?ntεnt] New Oxford American Dictionary The dictionary entry contains pronunciation information for _content_ both as an adjective – as in _He is content to remain here_ – and as a noun – as in _This yoghurt has a reduced fat content_. Notice that the symbol appears right before the stressed syllable in each case. The vowel in the first syllable changes quality depending on whether or not it is stressed (? vs ɑ)._Take note!_ When the stress symbol appears below the line (@) it indicates _secondary stress_ – i.e., a syllable that is stressed but not as greatly as the primary one. Just focus on getting the primary stress right, and any secondary stress should come naturally.--- 305 til 327Step 6: _Pay attention to intonation._ English is unlike Norwegian in that individual words are not associated with a particular _intonation_ or musical pitch. Naturally, this can present a problem for you. A word like _talking_, for example, may be incorrectly pronounced with a falling-rising tone (falling) t? (rising) k??) – the same tone as is used with the Norwegian word _tolkning_in East Norwegian. What English does have, however, is intonations associated with different sentence types. A couple of simple generalisations can be made.-- Raised pitch is used at the end of a _yes/no_ question: Did he (rising) leave?-- Lowered pitch is used at the end of statements and wh- questions: Someone just (falling) arrived. Why did someone just (falling) arrive?_Take note!_ It is usual in British English for a t sound at the end of a syllable and right after the vowel – as in _but_ and _cat_ – to become a glottal stop (written ? in IPA). This is where the air is cut off by the vocal cords rather than by the tongue. The same can occur with k or p, as in _whack_ or _stop_.xxx3 Practice1. Use a dictionary to find and write out the phonetic forms of the following words, including stress placement, where applicable. Make sure the pronunciation given by your dictionary matches your target pronunciation (i.e., British or American). -- delicate -- supine -- dissipate -- denigratory -- willingly2. Using the information about consonant and vowel symbols above, work out which words the following are phonetic transcriptions of. @?s?r`te?n pa?nt `f?r?n `nɑl?d? `dεs?@ke?t3. _Without_ using a dictionary, attempt to write the phonetic forms of the following words, including stress placement. When you have finished, check your answers in a dictionary and make note of any differences. 1. eleven 2. Mississippi 3. unusual 4. threatening 5. leisurely4. Practise pronouncing the following sentences with a partner. Pay attention to all three aspects of their pronunciation: i) the consonants and vowels that make up the individual words, ii) the stress placement on each word, and iii) the intonation of the sentence as a whole. 1. Why didn't Mary go to Bristol instead of Sussex? 2. Does John expect to leave on Monday? 3. All three men were involved in the incident.--- 306 til 327xxx2 14: Giving presentations The two oral genres, presentations and conversations, are natural parts of everyday life, future studies, working life, and the oral exam in English. So, it is well worth your time to practise giving presentations. Here are three steps to help you prepare and do well.Step 1: _Understand the task and plan the content_-- Study the task and assessment criteria given.-- Identify the instruction verb(s), i.e., the purpose of your presentation.-- Who will you be talking to? Try to identify your audience's needs.-- Compose your main arguments into topic sentences.-- Research and find relevant and reliable resource material. Use it to elaborate on, exemplify, and discuss your arguments.Ordforklaring:Instruction verb: The verb that tells you what to do, for example:-- create-- present-- describe-- explain-- compare-- discuss-- interpret-- assessStep 2: _Create your presentation._ Visual aids are often useful when giving an oral presentation. Regardless of software, PowerPoint, Sway, Prezi, or similar, consider your audience and your purpose. Make sure your argument is easy to follow and present only key elements on your slides. A presentation is like an essay in structure. You need a proper introduction, a main body, and a conclusion.Opening slides: Introduction:-- Your thesis statement-- Your planned agendaMid-section slides: Main body – your main arguments:-- Bullet points with terminology and key points-- Images to supplement what you say and engage your audienceTwo final slides: Ending and sources:-- End your presentation with an answer to your thesis statement-- Your final slide should include your bibliography_Take note!_ This model is equally relevant to paragraphs and arguments you compose in other subjects, like Norwegian, social studies or science.--- 307 til 327Step 3: _Practise your delivery._ In order to interest your audience and hold their attention, make sure you practise your delivery and adapt your manuscript to them and to the purpose of your talk, i.e., what effect you wish it to have. No matter what aims you have for your listeners, these three top tips will serve you well.Tabell gjort om til 3 lister: Be fluent and precise: -- Avoid too many fillers _(uh, well, you know...)_-- Use a vocabulary you have mastered Use oral skills-- Your enthusiasm will rub off on your audience, so be engaged-- Make use of a volume and a pace that are comfortable to listen to-- Vary your voice to avoid being monotonous-- Add gestures and facial expressions to connect with your audience Select a manuscript strategy -- Try to do without a script altogether-- If you need a script, be discreet about using it-- Do not _read_ your manuscript – _communicate_ your contentxxx3 Practice1. Practise interpreting typical instruction verbs. What do the verbs in the margin on the first page mean? Explain and exemplify.2. Choose a text from this book. Use it as a manuscript to practise presenting the topic freely to a classmate. Start by identifying key words. Then, create your own flashcards and practise your delivery. , , or similar software are useful to create printable flashcards.3. Decide on two tips from step 3 that you think you would benefit from improving. Use the previous presentation and try to improve. Ask your classmate to film you and assess your delivery together afterwards. You will find a useful assessment grid on Skolestudio.4. Choose one aspect from each column and plan a presentation.Tabell gjort om til 3 lister:_Topics:_RefugeesAddictionActivists and their causesMy favourite computer gameMy dream vacation in the USAThe civil rights movement Explain_Purpose:_Convince/persuadeDescribeDiscussEntertain _Audience:_ChildrenElderlyThe Prime MinisterCo-workersLocal politiciansSensor at the oral exam--- 308 til 327xxx2 15: Holding discussions Being able to voice your opinion is a necessity. Our democracy depends upon it and most of us do it daily. In a school or study context, partaking in discussions requires theoretical knowledge, specific terminology, and both analytical and interpretative skills. Whether you are in a casual discussion about football, or in a formal assessment, the following three steps will make sure you are well prepared.Step 1: _Make sure you are in the know._ To be part of a discussion, you need in-depth knowledge of the topic at hand. Consequently, we advise that you:-- Read up, so that you can retell arguments-- Identify core issues or the main conflict-- Find examples to illustrate your points-- Discuss, interpret, and evaluate the arguments in relation to the main conflictMerknad: Tre trinn:1. Claim:_Example:_ The situation for African Americans in the USA changed during the civil rights movement of the 1950s and 60s.2. Explain and exemplify:_Example:_ For instance, Martin Luther King Jr., Rosa Parks, and Senator John Lewis conducted peaceful demonstrations like the one in Selma, in 1965, which was violently stopped by the local authorities.3. Discuss:_Example:_ One could argue that the fight did not end in the 1960s. Colin Kaepernick exercised the same nonviolent protest as King advocated when he knelt during the national anthem in 2016. The after math also illustrated ...Step 2: _Express yourself clearly._ Precise terminology is necessary to express yourself clearly and be an active participant in the conversation.-- Learn specific words and terms linked to your topic.-- Practise using phrases for presenting your view._Example:_Introducing topics:Firstly, ...Furthermore,...Data from Pew Research Center show ...On the one hand,... On the other hand, ...Critics have argued that ...--- 309 til 327Step 3: _Listen and respond to other's viewpoints._ Sharing thoughts and arguments from several sources will contribute to a better understanding for all. It will give you new perspectives or even provide new solutions.-- Make sure you meet opposing arguments with respect and curiosity. Demonstrating this skill means being aware of your body language, not only your words.-- Practise using phrases to demonstrate listening and responding._Example:_Agreeing and adding:-- agree with Paul..., and I would add what another expert says ... In addition,...Disagreeing and arguing:-- I disagree with Paul, because ...-- At the same time, one could argue ...-- Others see this differently, because ...-- On the contrary, I believe ...-- There is considerable disagreement between experts ...Bilde:Forklaring: foto Bildetekst: Palace of Westminster, March 2020. Prime Minister Boris Johnson faces the Opposition in The House of Commons.--- 310 til 327xxx3 Practice1. Choose a topic for discussion and form groups of four. a) First, individually, draw a table with three columns and name them "retell", "examples", and "discussion". Gather information and place it in the table. b) Identify useful terminology for the topic and add it to your notes. c) Create a quiz based on the words, for example a Kahoot, Quizlet, or similar, and use it with a classmate or all together in class. d) Practise expressing yourself, listening, and responding. Make use of the phrases mentioned in steps 2 and 3 and Rapaport's Rules as presented below.2. Go to Skolestudio and find: -- a discussion between students -- the assessment criteria for discussions -- an interview with a teacher about assessing your discussion skills Reflect on what you, personally, should aim to improve next time you discuss.Bilde:Forklaring: figur_Discussion Roles_ Discussion roles help students to manage talk and encourage the development of certain speaking and listening skills.Instigator: Starts the discussion or opens up a new topic for discussion. Will say:-- I would like to start by saying ... -- I think we should consider... -- We haven't yet talked about ... -- Let's also think about ...Prober: Digs deeper into the argument, asks for evidence or justification of Ideas. Will say:-- What do you think would be the effect of...?-- Why do you think ...?-- Can you provide an example to support what you are saying?Challenger: Gives reasons to disagree or presents an alternative argument. Will say:-- I disagree with you because ...-- You mentioned X but what about ... -- To challenge you X, I think ...-- I understand your point of view, but have you thought about ...?Clarifier: Simplifies and makes things clearer by asking questions. Will say:-- What do you mean when you say ...? -- Can you explain a bit more about ...? -- Does that mean ...?-- Please can you clarify what you meant by ...?Summariser: Identifies the main ideas from the discussion. This might be during the discussion, to help move the conversation forward, or at the end of the discussion. Will say:-- Overall, the main points were ...-- The main ideas raised today were ... -- Our discussion focused on ...-- The three main things we talked about were ...Builder: Develops, adds to or runs with an idea. Will say:-- I agree, and would like to add ... -- Building on that idea, I think ... -- Linking to what X said, I think ... ? Voice 21 2018. Voice 21 operates as an organisation under the School 21 Foundation, a registered charity in England and Wales, registration number 1152672--- 311 til 327_Take note!_Debate A debate is typically more formal than a discussion and certain rules apply. There are at least two sides to every debate. Often one starts with a short presentation of each side's case to the audience. These presentations are then met with rebuttals from each side. During rebuttals, hand signals are used. A hand raised, or one finger raised, means "a new contribution", whereas two fingers raised means "a reply". Sometimes the person or persons who have presented the strongest case are identified as "winners"._Take note!_ When you are having formal discussions and debates in class, ask your teacher what he or she is looking for. These points can serve as a starting point for demonstrating _high competence_:-- You contribute to the conversation-- You speak with high fluency, broad and varied vocabulary, specific/suitable terminology, and suitable intonation-- You make use of the primary text's content and reflect upon it-- You add to, include, and make use of other students' contributions and clearly pay attention to what they are saying by using listening positions like noddingRamme:_A code of conduct for criticism_ The following is a version of _Rapoport's Rules_, popularised by the American philosopher Daniel Dennett. They are an excellent guide to civil and honest debate with those we disagree with. Before you launch into a critical attack of someone's view:-- State their view clearly and fairly, with the aim that they might even thank you for putting it so well.-- List anything that you agree on.-- Mention anything that you have learned from your opponent. Following these rules helps us to avoid the following missteps:-- _strawman argument_ – an argument against a view no one actually holds -- _ad hominem argument_ – an attack on the person rather than on his or her view-- _uncharitable interpretation_ – interpreting someone's words unfairly – deliberately or not – when a better and more favourable interpretation is available--- 312 til 327xxx2 16: Analysing poems and songs If you are asked to produce a written or oral analysis of a poem or a song, work through the steps below. Use your interpretation from Step 5 as your thesis and many examples from the other steps to support it.Step 1: _Gain a first impression._-- Begin with the title of the poem, the year it was written and the name of the poet. These may give you clues later about the poem's meaning.-- Look at how the poem is laid out in lines and stanzas. If there are any changes in tone or atmosphere (see Step 3), these often occur between stanzas.-- Read the poem aloud to listen for a regular rhythm and/or rhyme. Find any places where the regular patterns break down. The poet is deliberately drawing your attention to them, so make a note.Step 2: _Work out the literal meaning line by line._-- Look up all the unfamiliar words and annotate them with a Norwegian or English synonym.-- Look out for any unusual word orders and for lines that continue unexpectedly onto the next line. These can easily cause confusion if they are not spotted.Step 3: _Feel the mood or atmosphere._-- If positive, it may be _joyful_, for example, or _exciting_. If negative, it may be _gloomy_ or even _oppressive_. See if you can detect the poet's tone of voice. Does it sound _serious_ or quite _light-hearted_?-- Ask yourself _where the mood is coming from_. Do not focus on the obvious – for example, claiming the poem "has a sad mood because it is about death". Point out the _particular words and phrases_ that are responsible. Often, there are also examples of _imagery_: highly descriptive language that builds a clear picture in your mind.Step 4: _Find literary devices._-- First, focus on just a few easily identified devices. We recommend _metaphor, simile_ and _alliteration_, because you will find examples of them in almost any poem.-- How are the devices put to good effect in the poem? How do they tie in with the other aspects of the poem that you have already identified, such as its meaning and tone?--- 313 til 327 For this, you will find more help in Step 2 of course 14: _Approaching literature and film_, which includes a list along with explanations and examples.Step 5: _Interpret the poem._-- Look for any underlying or symbolic meaning in the poem. This requires you to bring together everything from Steps 1-4 into an overall idea about the poem.-- Do the surface meaning and the mood add up? Perhaps the poet is using language _ironically_ – intending the opposite of what he or she says. Perhaps what appears to be the subject of the poem – for example, the sun – is serving as a symbol for something else – _unconditional love or eternal hope_. There may be no definite answer, but whatever ideas you have need to be supported by a convincing argument based on evidence from the poem.xxx3 Practice1. In Step 4, you are advised to learn three common literary devices: metaphor, simile and alliteration. The first of these is given below with an example that should be easy to bring to mind. _metaphor:_ "an implicit comparison between two things that are different"_Example:_ The ship ploughs the waves. (=The ship moves through the waves like a plough ploughs a field.) Write down the definitions of the other two literary devices, along with an example of each that is easy to remember.2. Choose one or two verses of a song in this textbook to analyse using the steps from this course. Annotate the verses in a style similar to the annotated example on the next pages.3. Using the annotated example of _This Be the Verse_, write a five-paragraph analysis. You may want to use the sentence from Step 5 as your thesis statement. You will find a model five-paragraph analysis on Skolestudio that you can compare to yours, once it is finished.--- 314 til 327xxx3 This be the verseBy Philip LarkinThey fuck you up, your mum and dad.They may not mean to, but they do.They fill you with the faults they hadAnd add some extra, just for you.But they were fucked up in their turnBy fools in old-style hats and coats,Who half the time were soppy-sternAnd half at one another's throats.Man hands on misery to man.It deepens like a coastal shelf.Get out as early as you can,And don't have any kids yourself. Larkin, P. (1972). "This Be the Verse". _High Windows._ Faber and Faber.--- 315 til 327_Example:_ Analysis of "This Be the Verse" Merknad: Step 2-analysen best?r av de uthevede linjene mellom verselinjene i diktet.-- Step 1: "This Be ..." suggests either biblical language or a regional dialect:This Be The Verse_Let this be the poem (that I am remembered for)_-- Step 1: Simple rhyming scheme: ABAB (dad/had, do/you), etc.-- Step 3: Mood both critical and light-hearted:They fuck you up, your mum and dad._Your mum and dad ruin you._They may not mean to, but they do._whether or not they mean to._They fill you with the faults they had_They pass on their own issues_And add some extra, just for you._and give you some unique ones._-- Step 2: Simple rhythm: dee-dum, dee-dum, dee-dum ... (unstressed-stressed) (F?rste verselinje. Ordene som det er trykk p? er uthevet. Det er mest trykk p? vokalen.)-- Step 3: Blunt, vulgar and unrefined vocabulary:But _they_ were _fucked_ up _in_ their _turn__But they were once ruined too_By fools in old-style hats and coats,_by idiots in old-fashioned clothes,_Who half the time were soppy-stern_who were either absurdly serious_And half at one another's throats._or arguing with each other._-- Step 1: Use of two stressed (dum-dum) syllables breaks the established rhythm: _Man_ _hands_-- Step 3: Darker mood – returning to humour again with "kids":_Man_ _hands_ on misery to man._People pass on their sadness._It deepens like a coastal shelf._It worsens over time._Get out as early as you can,_You should avoid this now._And don't have any kids yourself._Do not have children of your own._ Larkin, P. (1972). "This Be the Verse". _High Windows._ Faber and Faber.Step 4:-- Use of irony: personal faults are "just for you", as though a gift-- This is The Verse – alluding to words inscribed on Robert Louis Stevenson's gravestone-- Alliteration: "soppy-stern"-- Allusion to the Bible – the "sins of the father"Step 5: The poem expresses layers of emotional conflict: being caught between resentment and sympathy for one's parents, and in the tension between being alive and thinking it best that no new lives are created.--- 316 til 327xxx2 17: Approaching literature and film Literature is _texts that express something beyond their literal meaning_. Similarly, (feature) films _contain layers of meaning beyond what first meets the eye_. Pay close attention as we go through the most common tools that authors and filmmakers keep hidden in their bag of tricks. It will make it easier for you to understand and talk and write about what you read and watch.Step 1: _Identify literary elements._ Literary elements are the fundamental components that we find in all short stories, novels, and feature films. These are _setting, plot, characters, characterisation, point of view_, and _theme_. See page 318.Step 2: _Identify literary techniques._ Literary techniques are specific words and phrases, or groups of words and phrases, that are used to add extra meaning to a literary text or a film. There are an unspecified number of literary techniques, and authors, screenwriters, and directors use them differently. On the next pages you will find an overview of the most common literary techniques that are used in novels, short stories, poems, and feature films. See pages 320-322.Step 3: _Identify cinematic devices._ A film director will always apply four different types of cinematic devices. These are _visual elements, cinematography_ (how the camera is used), _sound_, and _editing_. Study the overview on the next page.Step 4: _Comment on the effect of what you have found in steps 1-3._ Practise doing so by completing task 1 or 2 on page 323._Take note!_ Use the information that you find in steps 1, 2, and 4 when you work with short stories, novels, and films. Step 3 is only useful when you work with films.--- 317 til 327xxx3 Cinematic devicesTabell gjort om til liste:Forklaring: oppsettet nedenfor er slik:-- Cinematic devices: Function-- Visual elements: Visual elements include _setting_ (natural or staged), _lighting, costumes_, and _props_.-- Cinematography (how the camera is used): The most important elements of cinematography are _framing, camera angles_, and _camera movements_.-- Sound (two types): 1. _Diegetic sounds:_ Sounds that originate from the characters or from the setting. They are used to add realism. (The voices in a dialogue, the slamming of a door, the sound from a waterfall, etc.) 2. _Non-diegetic sounds:_ Sounds that are added later in a studio to highlight a mood or as a means of commenting on the action. (Music, voiceover, or special sound effects.)-- Editing: To edit a film means to join shots together in a certain sequence to create scenes, and to join scenes together to create a final version of the film. What _transition methods_ are used depends on the purpose of the individual scenes and of the film itself._Example:_ Important cinematic devices in the film _Dunkirk_ (2017):-- Visual elements Setting: Mainly on the beach of Dunkirk, France, in May/June 1940. Lighting: Natural light. Costumes: Actors in military uniforms or civilian clothes, both typical of the time period (WWII).-- Cinematography Framing: Long shots, full shots, and close-ups. Camera angles: From the sea, beach, and air. Camera movements: Mainly handheld cameras; long shots and close-ups.-- Sound Mainly natural (diegetic) sounds from a number of dialogues, and from sea, beach, and air combat. Few extra sound effects added. Original soundtrack.-- Editing Scenes do not follow each other chronologically. Transitions are both slow and fast-paced.--- 318 til 327xxx3 Literary elementsTabell gjort om til tekstavsnitt og lister med dette oppsett:_Literary element:_ Function ..._Setting:_ The setting frames the world of a literary work or film. It tells you when it is set, its time span, and where the story takes place._Plot:_ The plot can be defined as the events in a literary work or film and the relationship between them. If you can describe what happens, why it happens, and the order in which the events are presented, you have identified the plot. Plots follow a five-stage structure:1. Exposition2. Rising action3. Climax/turning point4. Falling action5. Resolution_Characters:_ A character is any person in a novel, short story or film. The main character, the _protagonist_, typically comes into conflict with an opposing character or force, the _antagonist_. We also distinguish between:-- Flat characters, who have few personal traits-- Round characters, who are complex and lifelike-- Static characters, who remain unchanged-- Dynamic characters, who undergo change_Characterisation:_ Characterisation is the way in which the author or filmmaker gives life to his/her characters. Information about a character's nationality, ethnicity, age, sex, sexuality, manners, style of speech, education, occupation, attitudes, values, and so on is given in two different ways:-- By direct description: the narrator/director tells/shows the reader or viewer what the character is like.-- By indirect description: the reader or viewer gets to known the character through his/her appearance and thoughts and how other characters react towards him/her._Point of view:_ Point of view is the perspective from which a story is told. The author or director's choice of point of view decides what the reader/viewer will know about the events and the characters' thoughts and feelings. The two most common points of view are:-- First person point of view: the story is told by the narrator from his or her standpoint.-- Third person point of view: the narrator does not take part in the events of the story himself/herself and refers to all characters in the third person._Theme:_ The theme is the central topic of a literary work or film. It can be stated in just one word or a short phrase like alienation, betrayal, death, love, perseverance, vanity, growing up, or coming of age. Novels and films usually deal with more than one theme.--- 319 til 327_Example:_ Literary elements in Roald Dahl's novel _Mathilda_ (1988):-- Setting A small, unnamed English village, Crunchem Hall Primary School; in or before the year of publication.-- Plot Mathilda, a child of unusual intelligence, is sent by insensitive parents to a school run by the authoritarian Miss Trunchbull. Here, mild-mannered teacher Miss Honey helps Mathilda realise her true talents. Eventually, Mathilda manages to punish those who have bullied her.-- Characters and characterisation _Protagonist_: Matilda; brave and clever. _Antagonists_: Miss Trunchbull, Mr and Mrs Wormwood; all evil and mean. _Minor characters_: Miss Honey, Mrs Phelps; both kind-hearted and helpful.-- Point of view Mainly third-person narrator, some instances of first-person narrator.-- Themes Good vs evil, the supernatural, family, education.Bilde:Forklaring: tegningMatilda sitter p? toppen av en h?y stabel med b?ker og leser.--- 320 til 327xxx3 Literary techniquesTabell omgjort til tekstavsnitt: Forklaring: Kolonneoverskriften i originalboka er "Literary technique", "Function" og "Example". Tabellen fortsetter over tre sider._Alliteration:_ Occurs when the first consonant sound in a sequence of words is repeated. Function: Creates sound effects, flow, and rhythm – and a stronger connection between the words concerned. Example: There was not an organ of his body that had not been drugged and derogated, dusted and dredged, fingered and photographed, removed, plundered and replaced. From _Catch-22_, by Joseph Heller_Allusion:_ An indirect reference to a person, place, thing, or idea. Function: To simplify complex ideas and emotions Example: I was not born in a manger. I was actually born on Krypton and sent here by my father, Jor-el, to save the Planet Earth. Senator Barack Obama in speech, 2008._Anaphora:_ Repetition of a word or phrase Function: Adds rhythm, and is often used to evoke emotion. Example: We shall fight in France, we shall fight on the seas and oceans, we shall fight with growing confidence and growing strength in the air, we shall defend our island, whatever the cost may be, we shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets, we shall fight in the hills. We shall never surrender. From "We Shall Fight on the Beaches", by W. Churchill_Antithesis:_ Two contrasting words or phrases that are put together. Function: To draw the attention of the reader or viewer to contrasts. Example: It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were all going direct to Heaven. From _A Tale of Two Cities_, by Charles Dickens_Assonance:_ Occurs when two or more words close to one another repeat the same (or a similar-sounding) vowel sound. Function: Creates sound effects, flow, and rhythm. Creates a stronger connection between the words concerned. Example:My thoughts are sporadic,I act like I'm an addictI rap like I'm addicted to smack like I'm Kim Mathers.But I don't want to go forth and back in constant battles From "Till I Collapse", by Eminem_Climax:_ The turning point in a storyline. Function: Prepares the reader or viewer for the resolution of the conflict. Example: Voldemort had raised his wand. His head was still tilted to one side, like a curious child, wondering what would happen if he proceeded. Harry looked back into the red eyes, and wanted it to happen now, quickly, while he could still stand, before he lost control, before he betrayed fear – He saw the mouth move and a flash of green light, and everything was gone. From _Harry Potter and the Deathly Hallows_, by J. K. Rowling--- 321 til 327_Free verse:_ Verse with unrhymed lines and no fixed rhythmic pattern. The characteristic form of modern poetry. Function: Allows experimental use of language and form. Long lines can produce the effect of intense energy; short lines can slow down the pace. Example: I saw the best minds of my generation destroyed by madness, starving hysterical naked, dragging themselves through the negro streets at dawn looking for an angry fix. From "Howl", by Allen Ginsberg_Hyperbole:_ Exaggerated statement or claim not meant to be taken literally. Function: Attracts focus to an idea or emotion. Adds an amusing effect. Example: Well now, one winter it was so cold that all the geese flew backward and all the fish moved south and even the snow turned blue. From S. E. Schlosser: "Babe the Blue Ox"_In medias res:_ A way to start a plot without an exposition/introduction. Function: To create immediate tension or mystery. Example: A man stood upon a railroad bridge in northern Alabama, looking down into the swift water twenty feet below. The man's hands were behind his back, the wrists bound with a cord. A rope closely encircled his neck. First lines of "An Occurrence at Owl Creek Bridge", by A. Bierce_Irony:_ The use of words to imply the opposite meaning of what is actually stated. Function: To indicate distance from a situation or emotion. Example: They believe in ‘peace, justice, morality, culture, sport, family life, and the obliteration of all other life forms’. From _The Hitch-Hiker's Guide to the Galaxy_, by D. Adams_Euphemism:_ A word or phrase that replaces an unpleasant or offensive expression. Function: Used to mask taboo topics such as disability, sex, or death. The effect is sometimes comical. Example: This parrot is no more! He has ceased to be! He's expired and gone to meet his maker! He's a stiff! Bereft of life, he rests in peace! From Monty Python's "The parrot sketch"_Meiosis:_ An understatement. Function: Used to reduce the importance of someone or something, sometimes ironically. Example: [The Black Knight, after his arm has been cut off:] "It's just a flesh wound." From _Monty Python and the Holy Grail__Metaphor:_ Figurative language that makes an implicit comparison between two things that are different, but still have common characteristics. Function: Appeals directly to the reader's imagination. Sometimes used to express profound emotion. Example: He was my North, my South, my East and West.My working week and my Sunday rest.My noon, my midnight, my talk, my song.I thought that love would last forever: I was wrong. From "Stop All the Clocks", by W. H. Auden--- 322 til 327_Metre:_ The beat in a poem. Function: Plays the same role as beat does in music. Stressed syllables are used to create a predictable pattern. The effect usually depends on the poem's subject matter. Example (Sp?r l?reren din hvilke stavelser det skal v?re trykk p?):They fuck you up, your mum and dad.They may not mean to, but they do.They fill you with the faults they had And add some extra, just for you. From "This Be the Verse", by Philip Larkin_Personification:_ Used to give an object or idea qualities of a living being. Function: Encourages us to use knowledge about ourselves to understand other aspects of the world. Example:The fog comes on little cat feet From "Fog", by Carl Sandburg_Pun:_ A play on words. Function: Usually used for purely comic effect, also when the subject matter is serious and dark. Example: Time flies like an arrow; fruit flies like a banana. Groucho Marx (attributed)_Rhyme:_ _End rhyme_: Repetition of similar sounding words at the end of lines. _Internal rhyme_: Repetition of similar sounding words in the same line. Function: Gives the poem symmetry and creates a predictable pattern. Example:In the wilds of BorneoAnd the vineyards of BordeauxEskimo, ArapahoMove their body to and fro From "Hit Me With Your Rhythm Stick", by Ian Dury and Chaz Jankel_Satire:_ The use of humour, irony, and exaggeration. Function: To expose and ridicule dishonesty and folly. Example: You don't need people's opinion on a fact. You might as well have a poll asking: "Which number is bigger, 15 or 5?" or "Do owls exist?" or "Are there hats?" John Oliver in _Last Week Tonight__Simile:_ When the words "as" or "like" make an explicit comparison between different things. Function: To make a surprising comparison, or to express profound emotion. Example:And it seems to me you lived your lifeLike a candle in the wind From _Candle in the Wind_, by Elton John and Bernie Taupin_Symbol:_ A person, place, or thing that represents an abstract concept or idea. Function: To add meaning beyond what is actually said. Example:Two roads diverged in a wood, and I -I took the one less traveled by,And that has made all the difference. From "The Road Not Taken", by Robert Frost_Unreliable narrator:_ A narrator who tells lies. Function: To show the gap between appearance and reality, and how reality may be twisted and concealed Example: I'm the most terrific liar you ever saw in your life. It's awful. If I'm on my way to the store to buy a magazine, even, and somebody asks me where I'm going, I'm liable to say I'm going to the opera. It's terrible. From _The Catcher in the Rye_, by J. D. Salinger--- 323 til 327_Example:_ Some literary techniques used in the film _Forrest Gump_ (1994):-- Alliteration "There's pineapple shrimp and lemon shrimp, coconut shrimp, pepper shrimp, shrimp soup, shrimp stew, shrimp salad, shrimp and potatoes, shrimp burger, shrimp sandwich ..."-- Irony The drill sergeant calls Forrest Gump "a god damn genius".-- Metaphor "I don't know if we each have a destiny or if we're all just floatin' around accidental-like on a breeze."-- Personification Man at bench: "It was a bullet, wasn't it?" Forrest Gump: "A bullet?" Man at bench: "That jumped up and bit you." Forrest Gump: "Oh, yes sir. Bit me right in the buttocks."-- Simile "Life is like a box of chocolates. You never know what you're gonna get."-- Symbol "My Mama always said you can tell a lot about a person by their shoes. Where they're going, where they've been."xxx3 Practice1. Choose one short story in this book and consider ... setting When is the story set? Is it in the present time, in history, or in an imagined future? Does the story span days, weeks, months, years, decades, or centuries? In what country, region, town, streets, buildings, or rooms does the s tory take place? Why does the author use this setting? ... plot What is the main conflict? How is it solved? ... characterisation and characters What are the main personal traits of the protagonist? Which characters change? How do they change? ... narrative style Who is the narrator? What does the author achieve by using this narrator? How would the story change with a different narrator? ... theme What theme(s) can you identify? What ideas about the theme(s) does the author raise and explore? ... literary techniques What literary techniques can you identify? What are the effects?2. Choose one scene in a film that you are working with and consider ... visual elements Describe the setting. What props are used? What do the costumes indicate about the characters? ... cinematography Describe the camera angles and camera movements. What effects are achieved? ... sound What sounds effects are used? Why are they used? ... editing Are the transitions within the scene fast paced or slow paced? What are the effects?--- 324 til 327xxx1 AcknowledgementsFrom _The New York Times_ ? 2019 . The New York Times Company. All rights reserved. Used under license.Excerpt(s) from _One more thing: stories and other stories_ by B. J. Novak, copyright ? 2014 by B. J. Novak. Used by permission of Alfred A. Knopf, an imprint of the Knopf Doubleday Publishing Group, a division of Penguin Random House LLC. All rights reserved.Tears dry on their own Text & musik: Amy Winehouse/Valerie Simpson/Nickolas Ashford ? EMI Music Publishing Inc./Jobete Music Co Inc/ EMI Music Publishing Scandinavia AB. Publicerad med tillst?nd av Sony/ATV Music Publishing Scandinavia/Notfabriken Music Publishing AB."Text" by Carol Ann Duffy. From _Rapture_, published by Picador an imprint of Pan Macmillan, 2005. Copyright ? Carol Ann Duffy 2005. Reproduced with permission of the Licensor through PLSclear.From _21 Lessons for the 21st Century_ by Yuval Noah Harari. Published by Vintage. Reprinted by permission of the Random House Group Limited. ? 2019"What I learned when naked pictures of me were leaked online" by S. Ankel. Retrieved from . Reprinted with permission for _The Guardian_."More time" Reproduced the entirely from _Selected Poems_ by Linton Kwesi Johnson (Penguin Books 2006) Copyright ? Linton Kwesi Johnson, 2002, 2006Excerpt(s) from _Born a Crime: Stories from a South African Childhood_ by Trevor Noah, Copyright ? 2016 Trevor Noah. Used by permission of Spiegel & Grau, an imprint of Random House, a division of Penguin Random House LLC. All rights reserved.From _We Should All Be Feminists_ by Chimamanda Ngozi Adichie. Reprinted by permission of HarperCollins Publishers Ltd. ? 2014 Chimamanda Ngozi Adichie"Hurricane season" by Maxine Beneba Clarke. Reprinted with permission from C & W Agency UK.From The Short Stories of Ernest Hemingway by Ernest Hemingway. Copyright ? 1925 by Charles Scribner's Sons. Copyright renewed 1953 by Ernest Hemingway. Reprinted with the permission of Scribner, a division of Simon & Scuster, Inc. All rights reserved."Fox-hunting is the greatest sport on god's green earth" by James Delingpole, _The Telegraph_, 26 December 2015. ? Telegraph Media Group Limited 2015."The hunting act has proved useless at preventing cruelty. Only a tougher approach will succeed" Moon, L. (2017, December 28). Disband the fox hunts. They've had enough chances to obey the law. _The Guardian_. Retrieved from "> 325 til 327_Rural and Urban Americans, Equally Convinced the Rest of the Country Dislikes Them_. Badger, E. (2018, May 22). The New York Times Company. All rights reserved. Used under license. Retrieved from "Murad and Estera" Twofour Group (Production company). (2017, August 31). _Educating Greater Manchester_ [Television series]. London: Channel 4.From _This is London – Life and Death in the World City_ by Ben Judah. Published by Picador, 2016 an imprint of Pan Macmillan. Reprinted with permission of the licensor through PLSclear."Kiss" by Elizabeth Baines from _Best British Short Stories_, 2019. Reprinted with permission from the author.Lesley [our share: 42,5%] Text & music: Omoregie/Eckford/Thorneycroft Smith/Napier ? Warner Chappell Music Ltd. Publicerad med tillst?nd av Notfabriken Music Publishing AB/ Faber Music Ltd.Lesley [our share: 52.50%] Words & Music by Maggie Eckford, James Napier, Fraser Thorneycroft Smith & David Omoregie ? Copyright 2019 Kobalt Music Services Limited and Maggie Eckford Publishing. All Rights for Kobalt Music Services Limited Administered by Kobalt Music Publishing Limited. All Rights for Maggie Eckford Publishing Administered by Songs of Razor And Tie. All Rights Reserved. International Copyright Secured. Used by permission of Hal Leonard Europe Limited"The Cruelty of Callout Culture" by David Brooks, 14. January 2019. ? The New York Times Company. All rights reserved. Used under license."Same Love" [our share: 100%]. Words & Music by Mary Lambert, Ryan Lewis & Ben Haggerty ? Copyright 2012 Inside Passage Discovery Music/ Ryan Lewis Publishing/Macklemore Publishing. All Rights Administered by Kobalt Music Publishing Limited. All Rights Reserved. International Copyright Secured. Used by permission of Hal Leonard Europe Limited.From _On Earth We're Briefly Gorgeous_ Copyright ? Ocean Voung (2019). Reprinted by permission of the author."We've never seen spending like this: Bloomberg, Steyer saturate airwaves" by Maya King, 326 til 327Bildekreditering: utelatt--- 327 til 327Utdrag fra kolofonen:? Gyldendal Norsk Forlag AS 20201. utgave, 1. opplag Denne boka er en del av l?reverket _E1_. L?reverket dekker m?lene i l?replan for Engelsk Vg1 studieforberedende utdanningsprogram (LK 20).ISBN: 9788205521704Redakt?r: Kari Anne GjesdalMaterialet i denne boka er beskyttet etter ?ndsverkslovens bestemmelser. Enhver kopiering, avfotografering eller annen form for eksemplarfremstilling og tilgjengeliggj?ring av materialet i denne boka er kun tillatt dersom det finnes lovhjemmel eller er inng?tt s?rskilt avtale med Gyldendal Norsk Forlag AS. Virksomheter som har inng?tt avtale med Kopinor, kan kopiere, avfotografere etc. innenfor avtalens rammer (inntil 15% av bokas sidetall). Det er ikke tillatt a kopiere fra arbeidsb?ker (engangshefter). Utnyttelse i strid med lov eller avtale kan medf?re erstatningsansvar og inndragning, og kan straffes med b?ter eller fengsel. Alle henvendelser om forlagets utgivelser kan rettes til:Gyldendal UndervisningRedaksjonen for videreg?ende skolePostboks 6860 St. Olavs plass0130 OsloE-post: undervisning@gyldendal.no Alle Gyldendals baker er produsert i milj?sertifiserte trykkerier. Se gyldendal.no/miljaxxx1 Contentsflyttet fra s. 4-5Chapter 1: Who Are You? Who Do You Think You Are? Emma Clare Gabrielsen (Personal essay, level 1) 6 Chatter (Board game, level 1) 14 Know Thyself (Personality test, level 1) 16 What Remains of (Edith Finch Video game, level 2) 20 Are You Man Enough? Jordan Peterson (Opinion piece, level 2) 26 Closure B.J. Novak (Short story, level 2) 32 Amy (Documentary film and song lyrics, level 2) 40 Texting Carol Ann Duffy (Poetry, level 1) 46 The Power of Algorithms Yuval Noah Harari (Argumentative essay, level 3) 50 In Defence of Decency Sophia Ankel (Opinion piece, level 3) 56 Crazy Rich Asians (Feature film: Romantic comedy, level 1) 62 Preparing for the Exam 66Chapter 2: English Everywhere English as a World Language Kristin Bech (Five-paragraph essay, level 1) 68 Multilingualism (Novel snippet, level 2) 74 Shakespeare (Play, level 2) 80 More Time Linton Kwesi Johnson (Poem, level 1) 86 Hunt for the Wilderpeople (Feature film, level 2) 90 Born a Crime Trevor Noah (Autobiography extract, level 2) 94 We Should All be Feminists Chimamanda Ngozi Adichie (Essay, level 3) 104 Hurricane Season Maxine Beneba Clarke (Short story, level 3) 112 Snakes and Ladders (Board Game, level 1) 122 Preparing for the Exam 124Chapter 3: Culture and Diversity Culture and Diversity ?ivind Bratberg (Five-paragraph essay, level 2) 126 Trivia Race (Board game, level 1) 134 Meeting the Enemy Deeyah Khan (Documentary film, level 2) 136 Thug Life (Feature film, level 2) 140 The Mindless Menace of Violence (Robert F. Kennedy Speech, level 3) 146 The End of Something Ernest Hemingway (Short story, level 2) 154 Watchmen (TV Series, level 2) 162 Fact File US (Infographics, level 1) 166 Fact File UK (Infographics, level 1) 170 For and Against Fox Hunting (Opinion piece, level 3) 174 Educating Greater Manchester (TV Series, level 2) 182 This is London Ben Judah (Non-fiction extract, level 2) 188 Kiss Elizabeth Baines (Short story, level 2) 194 Lesley Dave (Rap, level 3) 202 Preparing for the Exam 208Chapter 4: Citizenship You Are a Citizen Henrik Syse (Personal essay, level 1) 210 The Power of the # (Speech, level 2) 216 Public Shaming David Brooks (Opinion piece, level 3) 220 Same Love Macklemore (Song lyrics, level 2) 226 Coming Out Ocean Vuong (Novel extract, level 2) 232 Money Talks (News article, level 1) 236 Crime and Punishment (Infographics, level 1) 240 Rural and Urban Americans (News analysis, level 3) 246 What on Earth is a Global Citizen? (Blog post, level 2) 252 Preparing for the Exam 260Chapter 5: Courses 1: Reading strategies 264 2: Expanding your vocabulary 268 3: Improving your listening skills 272 4: Being polite 274 5: Recognising formality 276 6: Structuring a sentence 280 7: Structuring a paragraph 284 8: Structuring a text 288 9: Planning your text 292 10: Choosing sources 294 11: Referring to sources 296 12: Revising your text 298 13: Improving your pronunciation 302 14: Giving presentations 306 15: Holding discussions 308 16: Analysing poems and songs 312 17: Approaching literature and films 316Baksidetekst: E1 er laget til fagfornyelsen for fellesfaget Engelsk p? vg1, studieforberedende utdanningsprogram. Med E1 f?r du:-- Tematiske introduksjonsartikler av Emma Clare Gabrielsen, Kristin Bech, ?ivind Bratberg, Henrik Syse-- Et bredt utvalg engasjerende tekster fra hele den engelskspr?klige verden-- Hjelp til metodisk bearbeiding av ulike teksttyper-- Trening i ? vurdere og anvende kilder i egen kommunikasjon-- Steg-for-steg kurs med modelltekster E1 er en del av _Skolestudio_, et digitalt l?ringsmilj? for den videreg?ende skole.Copywrite informasjon: Denne boka er tilrettelagt for synshemmede. If?lge lov om opphavsrett kan den ikke brukes av andre. Kopiering er kun tillatt til eget bruk. Brudd p? disse avtalevilk?rene, som ulovlig kopiering eller medvirkning til ulovlig kopiering, kan medf?re ansvar etter ?ndsverkloven. Statped.:::xxx::: 2020.11.23 ................
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