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Short answer tasks 1aText analysis of non-fiction texts (never literature). Competence aims tested: “Language” and “Communication” (not “Culture, society and literature”). ?International English ExamH17Travel writer Gerald John Emery on cross cultural understanding and extremismV17William Kamkwamba’s speech on self-reliance and educationH16Compare Naomi Klein‘s and Arnold Schwarzenegger‘s texts about climate changeV16Journalist Joe Smith’s personal comment on the use of the word migrantH15Compare factual article with personal appealV15Advertisement for a schoolSocial Studies English ExamOn the last six exams the text has been a speech:H17Trump’s inaugural addressV17Obama on racial unityH16Australian journalist Stan Grant on racism in AustraliaV16excerpts from speeches by two American politiciansH15excerpts from two WWII speeches by Winston ChurchillV15David Cameron on the Scottish independence referendumOther text types:H14Journalist Albert T. Jones’s personal commentary on world leaders at Mandela’s memorial serviceV14Review of the film The Great GatsbyWhat the phrasing of the task tells youInternational English Briefly comment on the effect of language features and literary devices in the speech. Use examples from the text (V17)Compare how the language in the two texts in the box below reflects the purposes behind them. Use examples from each of the texts (H15: objective and formal vs. subjective and more informal) Social Studies English Briefly comment on the effect of language features and literary devices in the speech. Use examples in your answer (V17)Two American politicians have made speeches about the direction they want their country to take. Read the speeches and point out language features and literary devices the speakers use to persuade the listeners. Use examples from the two speeches (V16)LANGUAGE FEATURESLITERARY DEVICES Register/formality level Grammarverb tense types of verbs modifying adverbs word class SpellingPunctuation Sentence structure: long – shortsimple – complexincomplete sentences(Resources: Matters p. 390-393 and Global Visions, Reference section) Partly overlaps with the terms ?rhetorical devices? and ?stylistic devices?.It sounds like a literary device has to do with literature, but many of the same devices are used in non-fiction texts. (Some literary devices are only relevant to literary texts: plot, character, etc.)Examples: diction (word choice), figurative language, irony, allusion, contrast, alliteration, assonance, allusion, hyperbole…(Resources: Matters p. 393-396 and Global Visions: p. 46-52)Guidelines for what to include in task 1aDo not comment on the topic that the text deals with (e.g. climate change) Choose some central language features/devices (a comprehensive analysis is not required)Give examples from the text (quote, paraphrase or refer). Preferably short quotes, for instance a few words from a longer sentenceQuotes integrated into your own sentence cannot break the rules of grammarWhen quoting several words, each word needs to be enclosed in quotation marksComment on quotes - don?t leave it up to the reader to make the connections. Explain the effect of language features/devices: how the language features and literary devices help the text fulfill its purpose (start by stating the text’s intended purpose - Without knowing the purpose of the text, it is difficult to explain the effect of the devices).Don’t focus on how the text builds logos, pathos and ethos. (Eksamensrapport 2017: ?kandidater henfaller ofte til retorisk analyse, og dette er strengt tatt ikke i tr?d med oppgaveinstruksjonen. Sensorene har likevel v?rt enige i at denne m?ten ? l?se oppgaven p? b?r tillates selv om det ikke er et fullstendig svar p? oppgaven.?) A good analysis shows (or at least acknowledges) that different devices work together to create the intended effect (Could this be the conclusion?) How to structure a text analysis introduction and conclusion is not necessary, but always explain the main purpose It is not useful to go through the text from beginning to end. Rather explain the devices one by one. No need to say where he says things: "In the first paragraph" ... "then he" ... "further on" ... "at the end" (unless you are commenting on the structure of the text you are analysing)If the task is to compare two speeches, compare device by deviceHow long the text should be not an evaluation criteriashould be to-the-point, succinctlonger than the 250 words on the Norwegian examIn Utdanningsdirektoratet’s evaluated exams, the best answers were around 500 words What language to use in a text analysis Formal/academic language, but focus on clear explanations (don?t use "fancy" language or complex sentence structures)Neutral and objective tone (no figurative language or sarcasm)Varied vocabulary: explains, shows, illustrates, indicates that, suggests that, expresses, says, claims, states, comments on, examines, etc. Use jargon, e.g. "metaphor" (don?t explain the terms)Modify your language: “might”, “may,” “seems,” “is likely to” (but don?t overdo it)Step-by-step approach to speech analysis (task 1a)STEP ONE: Background knowledge: Study language features, literary devices, tone and mood (Global Visions p. 46-52, Matters p. 390-398)STEP TWO: Thinking and planning a Listen to the speech & answer in note formWhat is the speaker/writer’s tone = his/her attitude to the topic and to the audience? (it might change through the speech) (Pick words from the list of tone words, Matters p. 297)What does the text make the listener/reader feel? (it might change through the speech)(Pick words from the list of tone words, Matters p. 298)What is the main purpose = what is the writer trying to do (and to who)?→Discuss in class bRead the speech individually & answer in note formWhat four language features and literary devices are most important for the speech to achieve its purpose, and what is their effect? device → effectdevice → effect device → effectdevice → effect→Discuss in class cMake outline in note formIntroduction unnecessary, but explain purpose/messageExample: The purpose of X’s speech is to persuade his audience that…Device → effect or Effect ← device(s)Example of topic sentence: The word choice is central in achieving the intended purpose of the speech. Quote example → explain effect of device ??Topic sentence (and link to previous paragraph) ??Topic sentence (and link to previous paragraph)Concluding sentence: show awareness of the devices working together to achieve the purposeSTEP THREE: Writing the texta Review quoting techniques and linking words (Global Visions p. 150, Matters p. 402) b Write the text analysis based on your outlinec Fill in the checkpoint list: yes/noHow can I improve? Teacher’s commentsAm I familiar enough with the terms and concepts of language features and literary devices?Did I think and plan sufficiently before I wrote, so that I could concentrate on language and precise explanations?Have I given a clear explanation of the text’s purpose?Have I commented on different types of language features and literary devices?Have I given examples of each device I mention (quoted)?Have I quoted in a variety of ways and integrated the quotes into grammatically correct sentences?Have I explained the effect of each device I mention? Does each paragraph have a clear focus and a topic sentence?Have I tied paragraphs together (so that the text is not a list of unconnected devices)?Have I varied the linking words I use?Have I used formal language and an objective tone?Have I used terminology about language and devices (e.g. personal pronoun, contrast and metaphor)? Task 1a example In the summer of 2016 President Obama gave a speech about race relations in the US after shootings of African-Americans and police. Read the speech he gave in the box below.Briefly comment on the effect of language features and literary devices in the speech. Use examples in your answer.As painful as this week has been, I firmly believe that America is not as divided as some have suggested, we must not see this as a fork in the road where we must choose one direction over the other. Americans of all races and all backgrounds are rightly outraged by the inexcusable attacks on police, whether it's in Dallas, Ferguson, Charleston or anyplace else. This outrage can become a fire of hate or it can become a fire of passion to bring this country together. We must seek union, we must look the enemy of hate in the eye and chase him away. We must prevail.Yes, Americans of all races and all backgrounds are outraged. That includes protestors. It includes family members who have grave concerns about police conduct, and they have said that this is unacceptable. There's no division there. And Americans of all races and all backgrounds are also rightly saddened and angered about the deaths of young black people, and about the larger, persistent problem of African Americans and Latinos being treated differently in our criminal justice system. They feel the system is a wall of division, not hearing them, not speaking for them.So there is sorrow, there is anger, there is confusion about next steps. But there's unity in recognizing that this is not how we want our communities to operate. There is unity in wanting conciliation. There is unity when it comes to who we want to be as Americans. And this will enable us to move forward in a constructive and positive way. Like the phoenix, we will rise from the fire of hate, stronger and renewed as one people. We are all Americans.So we cannot let the actions of a few define us all. They don't speak for us. They don’t act for us. They must not dictate to us. That's not who we are.And one of the things that gives me hope is actually seeing how the overwhelming majority of Americans have reacted -- with deep empathy and understanding. We've seen police continue to reach out to the communities that they serve all across the country, and show incredible professionalism as they're protecting protestors. We've seen activists and grassroots groups who have expressed concern about police shootings, but are also adamant in their support for Police Departments.That's the spirit that we all need to embrace. That's the spirit that I want to build on. I want to start moving on constructive actions that are actually going to make a difference, because that is what all Americans want.So when we start suggesting that somehow there's this enormous polarization, where we fall into the trap of us and them, and we're back to the situation in the '60s -- that's just not true. You're not seeing riots, and you're not seeing police going after people who are protesting peacefully. You've seen almost uniformly peaceful protests. And you've seen uniformed police handling those protests with professionalism.And so, as tough, as hard, as depressing as the loss of life has been recently, we've got a fantastic, firm foundation to build on.(Eksamen i Samfunnsfaglig engelsk V2017)Model text task 1a: Social Studies English Exam, May 2017The purpose of Obama’s persuasive speech about race relations is to unify the country. His main message is that America is not as divided on the issue of race as some claim, and that Americans of all races should feel hopeful about the future.One way in which Obama attempts to inspire a feeling of unity in his audience is through his word choice. By using many words that denote unity, he tries to present the idea of harmonious race relations as an indisputable fact. Sometimes he repeats the exact same word, for instance “unity” and “all”, and other times he uses different words that express the same idea, like the noun “union,” the verb “includes,” and the adverb “together.” The abundance of such diction contributes to the image of Americans as a united people. Furthermore, Obama describes this unified group of people by using positively loaded diction such as “empathy and understanding,” “support” and “peaceful.” Obama’s word choice contributes to the purpose of the speech since the listener would want to be included in the group that the President is praising. Obama also makes his listeners feel unified and proud through his use of pronouns. Throughout the speech he employs the personal pronouns “we” and “us”. Such inclusive language can makes the audience focus less on their conflicting interests. In addition, they might feel flattered by being included in the same group as the President himself. This is also the case when Obama appeals to the audience directly by using the personal pronouns “I” and “you”. Through direct address he reduces the distance between himself and the listener. An intimate and inclusive tone is created, and this apparent intimacy may increase the likelihood of his audience being convinced. Furthermore, pronouns are used to exempt the audience from blame. Obama does this by setting up a contrast between “us” and “they,” a vaguely defined group that is responsible for what he calls “inexcusable attacks.” The contrasting pronouns, coupled with the negatively loaded language, helps place the blame on “the actions of a few.” Presenting the listeners as blameless in this way might facilitate the feeling of unity Obama hopes to inspire in them. There are many other examples of contrast in the text. The present is contrasted to the future, for instance. While the present is characterized by words like “outrage,” “sorrow” and “anger,” positively loaded language promises a better future. Words like “hope,” “rise” and “prevail” illustrate this, as does the claim that they will “move forward in a constructive and positive way.” Several times, parallelism is used to emphasize the contrasts, often in the form of antithesis. An example of this is the contrasting of the past and the present: “You're not seeing riots, and you're not seeing police going after people who are protesting peacefully. You've seen almost uniformly peaceful protests. And you've seen uniformed police handling those protests with professionalism,” Obama says. By saying “you're not seeing” twice, followed by two repetitions of “you've seen,” the difference between the 1960s and today’s situation is accentuated. The adverb “not” underlines the antithesis, and the beating rhythm of the parallelism creates a more intense tone. Clearly, sentence structure is used to great effect in this speech. The repetition of syntactic structures in the parallelism creates a rhythm which raises Obama’s speech above ordinary discourse and plays on the feelings of the listener. It makes Obama sound almost prophetic. Another example of how sentence structure contributes to achieving the purpose of the speech is sentence length. Short declarative sentences like “We must prevail” and “We are all Americans” stand out from the rest and grab the attention of the listener. In this way, sentence structure might create empowered and hopeful mood in the audience. The convincing tone of the text is partly created by the use of figurative language. When Obama uses the metaphor “They feel the system is a wall of division,” the concrete image simplifies the complex problem of racial inequality, and makes it more relatable to those who lack first-hand experience with racism. Another image which may create a hopeful mood in the listener is the simile of the phoenix from Greek mythology: “Like a phoenix, we will rise from the fire of hate, stronger and renewed as one people.” Here Obama is combining the inclusive pronoun “we” with an allusion to an image of renewal, showing Americans an image of what greatness they can achieve if they stand together. In a time of division and despair, the President uses language features and literary devices which work together to create a unified and hopeful feeling in his audience. Short answer tasks 1bCompetance aims tested: “Culture, society and literature,” i.e. more about course content than task 1a. Text types: Statistics, visual texts or composite text (e.g. cartoon), quotes, literature. More difficult to predict than task 1a.International English ExamH17Comment briefly on the message about refugees and borders suggested by the cartoonV17Briefly explain which of the two ideas expressed below you think is more important: self-reliance vs. solidarityH16Briefly comment on the message of the cartoon (global warming)V16Briefly comment on how English-language media can influence how we respond to the refugee crisisH15Using the picture as your point of departure, write a short text on the challenges of identity in the English-speaking worldV15State in your own words what interests you the most about this international relations course and whySocial Studies English ExamH17Comment briefly on why some critics might feel these lines of poetry have become important again in America today (Langston Hughes “Let America be America again,” 1935). Use examples from the extract in your answer.V17Briefly discuss what the statistics below say about race relations in the US todayH16Briefly comment on the message conveyed by the quotation and picture below (race relations in the USA)V16Identify which of the parties you believe the two speakers belong to (a Republican and a Democrat) and give reasons for your answer based on examples from their speeches and what you know about these partiesH15Comment on how the two posters below reflect how the British people responded to the challenges of WW IIV15Comment briefly on the irony suggested in the political cartoon below (Salmon and the Scottish independence referendum) In task 1b there is more variety in the phrasing than in task 1a (the text analysis). The most common instruction verb, however, is “comment on,” for example: “Comment briefly on the message about refugees and borders suggested by the cartoon” (International English H17). The student will be expected to explain the cartoon’s message, and in the explanation show some understanding and knowledge about migration. In addition, the instruction verb “comment” means that the student should offer his or her opinion on the cartoon’s message, but this opinion must be supported by facts and examples. Some form of explanation and analysis is always expected in the answers to 1b (but not in the same detail as the long answer tasks, which all use the instruction verb “discuss”).Other tasks more clearly ask for subjective assessment and evaluation, like this task: “Briefly explain which of the two ideas expressed below you think is more important: self-reliance vs. solidarity” (International English H17). The tendency is that the 1b task in International English leaves more room for subjectivity than the Social Studies English tasks. On a scale of text types, from the subjective and argumentative to the more objective and analytical, tasks about statistics represent the latter, for instance: “Briefly discuss what the statistics below say about race relations in the US today” (Social Studies English V17). A specific text type is required here, with a clear structure, precise explanations, specific jargon and a neutral tone. The statistics should be considered from different perspectives, as indicated by the verb “discuss,” but the writer’s personal opinion or language style should be kept out.A note on style and structure: That a task 1b text is subjective or argumentative does not necessarily mean that the language should be less formal. Nevertheless, many of the 1b tasks open for a style that is more colored by the writer’s personality than a text analysis or statistics task does. The student is also freer in relation to structuring the text, and can be more creative. (Command terms/instruction verbs: Global Visions p. 155-156)Writing about a cartoon in task 1bWhat to do:Briefly describe content Focus on the message of the cartoon. Show knowledge from the coursework, e.g. explain the social, economic, political situation/context. Utdanningsdirektoratet characterizes a good answer as “relevant” “viser innsikt og refleksjon” Visual devices may be commented on, but only to the extent that it is relevant to the explanation of the cartoon’s messageBefore you read the “model text,” discuss this task in class: Task 1b Comment on what the cartoon from February 2017 says about American politics (this task is not taken from an exam)Model text, task 1b about cartoonComment on what the cartoon from February 2017 says about American politics (this task is not taken from an exam)17145011747500The cartoon depicts the American president decapitating the Statue of Liberty. The statue is an important symbol for immigration, freedom, democracy and justice in the United States, and expresses that Donald Trump is a threat to these American values. The cartoonist might be saying that Trump’s immigration policies violate values of humanitarianism associated with the inscription on the statue: “Give me your tired, your poor, Your huddled masses yearning to breathe free” (Drew, 2017). The new administration is putting American interests before solidarity with the world’s poor, as illustrated by the slogan “America First.” The inscription on the Statue of Liberty is also associated with religious freedom and racial equality, and Trump’s executive order banning immigrants from a seven Muslim countries can be said to deviate from such values. His travel ban was justified as a preventive measure against terrorism, but critics claimed that it was primarily aimed at keeping out Muslims. The cartoon might also criticize the president for a lack of respect for democratic principles. Trump has repeatedly claimed that media coverage that goes against his views is “fake news”. The press provides information that citizens need in order to make informed and independent choices, and also functions as a watchdog of the government. When Trump rejects media, and presents himself as the only honest source of the truth, important functions of the media in a democratic society might be undermined. Another interesting aspect of the cartoon is that Trump is characterized as a violent and angry figure, flailing a bloody knife while shouting, and this says something about the political climate today. Trump’s anger might bring to mind the frustrations of white Americans in rural areas like the Rust Belt who feel that the free-trade and liberal reforms of recent decades have threaten their jobs, values and lifestyle. In addition, the decapitation scene may create associations to terrorist groups like ISIS. The cartoonist might be saying that Trump, is an extremist who disregards the rule of law. He has, for instance, been criticized for condoning violence against protesters, and for being reluctant to denounce white supremacist groups. Drawing a parallel between the American president and ISIS is an exaggeration, however, and the cartoon therefore illustrates how uncompromising the debate has become in today’s highly polarized political climate. Source: Rodgers, Drew. “Self-Made Man – USA.” NDLA 03.03.17. (Retrieved 20.04.17) Writing about statisticsNumerical data is often included on exams, either in the Appendix for a long answer task or in the short answer task 1b. A particular jargon is required when writing about statistics: Global Visions p. 152-154, Matters p. 399-400). Explanations should be precise and the structure clear. What to include in a short answer task about statistics Description:What is the topic? What group, place and time period the data describesCompare categoriesDescribe change (upward movement, downward movement or stability)Indicate degree of change/differenceGive specific examples from the data Show understanding of course content: Make a synthesis between the data and your prior knowledgeExample: A good answer might also show independence and nuance, for instance by suggesting different ways of analyzing the data or by presenting a critical reading of the statistics (e.g. comment on the reliability, point out inconsistencies or possible dark figures). This is especially relevant when using statistics in a long answer task. The following “model text” illustrates how this can be done: Task 1b Briefly discuss what the statistics below say about race relations in the US today (from the Social Studies English exam, May 2017)Model text: 1b task about statistics The pie chart presents the ethnic background of all the people shot by police in the United States. The data shows that more than half of those who were shot were non-white. As the bar chart depicts, non-whites made up less than 38% of the population in 2015, and this means that minorities are overrepresented in the statistics by over 12 percentage points. Blacks, who only make up 13% of the total population in the US, constitute over 25% of the total number of people shot by police. The pie chart shows that they are the most overrepresented minority group in this type of incident. Furthermore, the horizontal bar chart displays that ethnic minorities are even more overrepresented among unarmed people shot by police, 15.6 percentage points higher than their share of the total US population (38% to 53.6%). The data relates to a highly controversial issue in the United States today. Segments of the population interpret the overrepresentation of minorities in such statistics as a sign of racial bias among police towards minorities. The justice system is racist, they claim. Trayvon Martin, Michael Brown and other names of young black men shot by police, have come to represent the unfair treatment of racial minorities by police, and the acquittal of several police officers who have shot unarmed black youth has contributed to the impression of systemic racial discrimination in the United States. This is one of the main issues of concern for the Black Lives Matter movement. Black Lives Matter mostly has support among people who vote for the Democratic Party, and, not surprisingly, among ethnic minorities. Others argue that the statistics do not unequivocally prove that the justice system is racist. There can be many reasons why such a high number of minorities have been shot by police, they point out. The majority of people living in poverty in the USA are people of color, and this can be a contributing factor to their overrepresentation in crime statistics. Growing up in impoverished and crime-ridden neighborhood increases the likelihood of being involved in criminal activities. In addition, police patrolling such neighborhoods are likely to be more on edge. These factors could offer an alternative explanation as to why ethnic minorities are more likely to be shot by police. More whites and Republicans tend to subscribe to such explanations. The different ways of interpreting the presented data illustrates the highly polarized climate in the United States today. Attitudes to racial questions differ significantly, largely along racial and partisan lines. This is something that the data does not show.Use the chart below to answer one of the tasks about statistics in Matters: pp. 42-43, 58, 70-71, 104, 108, 128, 130, 136, 214, 217, 268-270, 306-308, 316-318, 334-335, 376 What to includeWhat the data shows, with concrete examplesAnalyze and show understanding of course content: What does the data say about US society/politics? Different ways of analyzing the data or a critical reading (e.g. reliability, inconsistencies and possible dark figures)Finding statistics for long answer tasksNot only may the student be required to explain and analyze data presented on the exam. They can also find their own statistics to use as evidence in their argumentation. Good sources for finding statistics may be: 33515062576Global Visions and MattersExamsNewspaper articles about current issues often refer to statistics/pollsUNICEF DataWorld Bank DataUnited Nations DataOffice for National Statistics (UK).uk American government agencies: United States Census Bureau, Bureau of Labor Statistics, National Center for Health Statistics, etc.Pew Research Center (USA)The Marist Poll (USA)Nate Silver’s blog FivethirtyeightMy personal recommendation: 222252667000Pew Research Center makes it easy to find data about specific issues in the US, sorted alphabetically by topic. They also publish articles on social and political issues which present and analyze statistics for you, e.g. “America’s complex relationship with guns” and “How blacks and whites view the state of race in America.” These articles are a great resource for teaching US social issues and politics, as well as an illustration of how to write about statistics. Long answer tasks Topics on the International English (SPR3008) exam 2015-2017 (24 long answer tasks)TopicsNumber of tasksLiterature/film (Usually about immigrant experiences or cultural differences. One of the tasks concerned street children in India)8 (There has been a literature task on every exam)Gender equality3Media3Migration3Climate/environment2Endangered species1Overpopulation and sustainability1Education1Modern technology1November 2017comparing challenges experienced by characters in literary text or film reasons behind mass migration.the rights of young girls and women as a global challengemedia play a role in spreading ideasMay 2017 media in setting the international news agenda.macro- and micro-approaches to environmental challenges.overpopulation and sustainabilityCompare Sweetland’s reaction to how a character from another English-language literary text or film reacts to people from other cultures.November 2016discuss the challenges experienced by the characters and compare them with similar challenges experienced by characters in an English-language literary text or filmproblems that can arise due to a lack of education in the developing world.hijab in Olympicsgender inequalityMay 2016literature - challenges of living in a foreign culture.connection between climate change and one or more global challenges.endangered specieseducational opportunitiesNovember 2015literature – intercultural-competenceliterature – compare character experiences migrants being illegally transported to Europe across the Mediterranean Sea.advantages and disadvantages of modern technologyMay 2015 immigrant experience of characters in books and films compare characters in literature, text or film – global citizensmedia coverage of the Ebola epidemicpeople smugglingUseful sources for exam preparation: Vurderte eksamenssvar i SPR3008 Internasjonal engelsk, eksamen v?r 2015 - tilbakemelding fra sentralt gitt skriftlig eksamen SPR3008 Internasjonal engelsk V?ren 2017 (pdf: )Topics on the Social Studies English (SPR3010) exam 2014-2017 (32 long answer tasks)TopicsNumber of tasksElections, political situation, political system 16Specific social issue (homelessness, economic inequality, race, immigration, surveillance)10Literature/film (about race relations, social conditions, politics)4International role2Impact of historical events (Northern Ireland, Cuban Missile Crisis and 9/11, major wars)3Devolution UK1November 2017America’s international role changed recent decadespower of the US Presidencypolitical situation in UK after snap election how UK's international role might change after Brexit.May 2017reasons for and impact of homelessness UKconsequences of Brexit on political situation UKwhat the 2016 US Presidential and Congressional elections say about American politicsrace relations in the US - main characters in attached story. Compare to characters in another text or film.November 2016consequences of 2016 elections for the USAconsequences of BrexitBritish response to migrant crisiscartoon (Lincoln not a republican)- American politics today May 2016British political partiessocial conditions UK - literature and/or filmsequality (freedom, poverty, opportunity) in the USA cartoon - USA immigration November 2015voting practice USAminority experiences literary works or filmsvote-swapping trend in Britainhow united is the United KingdomMay 2015song lyrics – Am. society and institutionsart and how involvement in major wars has impacted British society.American mid-term elections - current political climateUKIP and election system UKNovember 2014Obama’s success as presidentrelationship between Protestants and Catholics in Northern Ireland over the last centuryUK pol. and society last two decadesRace US - politics and society May 2014Political and electoral system US – UKUS political system and polarizationImpact of Cuban Missile Crisis and 9/11 since then and in futureCivil rights violations (surveillance) in the UK and the USA.Useful sources for exam preparation: Vurderte eksamenssvar i SPR3010 Samfunnsfaglig engelsk, eksamen v?r 2015 - tilbakemelding fra sentralt gitt skriftlig eksamen V?ren 2017, SPR3010 Samfunnsfaglig engelsk (pdf: )Answering the long answer task on the examAttached material On the last six exams (both International English and Social Studies English), long answer tasks have had attached material that the students had to use in their discussion (two of the 24 tasks in Social Studies English did not). This material has usually been presented in an appendix, and has consisted of quotes, literary or factual texts, statistics, pictures, etc. This tests the student’s ability to apply knowledge, rather than merely present it. They need to show independence and analytical skill. Having to use the attached material in the discussion, preempts a pre-prepared essay or a text that is “cut-and-pasted” from the Internet. This trend will continue as there is even more reason to require students to use unknown texts now that students will have access to the Internet on the exam.How does the phrasing of the question suggest that the attached material should be used by the student? “Using the information (as you starting point) discuss…”“Referring to the material discuss…”“On the basis of this material, discuss…” “Discuss what this material says about…”“Comment on the statement and discuss…”“Discuss which of these two approaches is the best…”“Discuss the issues the texts raise and other possible advantages and disadvantages of…”The texts/facts should be used actively in the discussion of the given topic: give specific examples from the material (for instance by quoting or referring to it)analyze the material (don’t just summarize): explain what the material entails for the topic under discussion, e.g. what views a quote expresses, what a statistic can tell us about the issue, etc.go beyond the provided material: show independent understanding of the topics, make a synthesis between your prior knowledge and the texts in the appendix don’t go beyond the focus of the task mention the material in the essay’s introduction and again in the conclusioncite the material in the same way as the other sources used in the essayThe instruction verb (command term) “discuss”The instruction verb “discuss” is used in all long answer task from 2015 to 2017 (both International English and Social Studies English). To discuss means to consider an issue from several points of view, to give a fairly objective and balanced consideration instead of a one-sided argumentative text. The text should include a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence. Generalization and simplifications should be avoided. The text might for instance deal with: pros and cons causes and consequencesproblems and solutions At the end of the discussion weigh the arguments and draw a conclusion, but not bombastically (use modal phrases like may, might, could, possibly, probably, supposedly, potentially, arguably). It is possible to present this conclusion at the beginning of your essay (this means that you have thesis statement instead of a thesis question in the introduction), as long as your text nonetheless presents a fairly objective and balanced consideration of the issue. In other words, your text can fulfill the requirements for a “discussion” even though the reader knows what your stance is from the very beginning. Utdanningsdirektoratet points out two typical weaknesses?Veldig mange feiltolker oppgavens ordlyd, og skriver s?ledes besvarelser som er helt eller delvis p? siden av oppgaven?Possible solutions: Work on unpacking exam tasks in class Example of unpacked exam task:“Referring to the material in Appendix 1, discuss how America’s international role has changed over recent decades” (exam in Social Studies V2017)“America’s international role,” e.g. economic role, trade, free trade vs. protectionism, globalism vs. nationalism, peacekeeping (world police), military aggression and imperialism, environment, human rights and migration. The scope must be limited: e.g. the question excludes discussion of the global situation in the world in general, as well as the domestic situation in the USA. And you cannot write about every war, trade agreement and international organization the USA has been involved in. How America’s role has “changed,” not on what has stayed the same. What time period does “recent decades” cover? As far back as the 1980s, maybe?(Matters p. 171)Udir: ?argumentasjonsrekkene fremst?r som underutviklete og ufullstendige?Possible solutions: Force students to spend more time thinking and planningConsider how a critical reader would argue against your claims, anticipate and meet these counterarguments in your text Gradually build the students’ competence in argumentation. Instead of writing a complete essay in October, have them write short texts that develop fewer points. Before writing, students can help each other in groups. Give them questions that help them look at the issue from different perspectives (the questions need to be adjusted to the issue under discussion)Example questions for developing argumentation:what the attached material expresses about the issue what else you know about the issuewhat different people (e.g. young-old, urban-rural, rich-poor, men-women, different ethnic groups, different political ideologies, people from other countries) think about the issue and how they would argue for their views concrete example/facts/quotes that can be used to back up your claimsadvantages and disadvantagescauses and consequencesproblems and solutionsthe historical backgroundsimilar issues in the past or in other countries that can be used to back up your claimsthe larger implications of this issue for this society or for the worldHow long the text should be Not one of the evaluation criteriaLonger than the short answersUdir’s evaluated student texts from the 2015 exam in Social Studies English. The two texts that showed ?high competancy? (5 or 6) were 800-1000 words. (The same with my students who have the best grades). The students texts from the 2015 exam in International English exam, however, illustrates that the word count does not determine the grade – the exam paper that got a 5 was only 500 words long, and the one that got a 6 was 1250 words long. ................
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