Eksamenstider

Skriftlig eksamen:  25. maj kl. 9.00-14.00
Mundtlig eksamen: 9-10 juni - husk at trække teksten hos Bent eller Else dagen inden du skal op.

9 Juni
kl. 8.00 Martin
kl. 8.30 Michelle
kl. 9.00 Julie Rau
kl. 9.30 Charmilie Chandrabalan


10. juni
kl. 8.00 Gitte
kl. 8.30 David
kl. 9.00 Marlene
kl. 9.30 Elsebeth
kl. 10.00 Luina
kl. 10.30 Melanie
kl. 11.00 Maria
kl. 11.30 Natalie Mortensen
kl. 13.00 Simone

Syllabus

Her er ALLE tekster vi har læst i årets løb (kan også findes under undervisningsbeskrivelser på LUDUS)

Fairytales
Lazy Jack
The Ant and the Grasshopper
The Well of the World's end
Petronella
Supplerende stof
Reading and analysing fairy tales, Jeremy Watts +The Grasshopper and the Ant, Aesop

Clash of Cultures
Sylvia Flute: I want to make Changes
Kushwat Singh: The Mark of Vishnu
Hanif Kureishi: My Son the Fanatic
Bhattacharya Susmita: Dusk over Atlantic Wharf

African literature
Ben Okri: In the Shadow of War
Normavenda Mathiane: Labour Pains
Rayda Jacobs: The Guilt
Ken Saro-Wiwa: The Bonfire

Aspects of the American Dream
The American Declaration of Independence
Martin Luther King: "I have a Dream"
Creveceour: "What is an American?"
Arnold Schwarzenegger: Speech
Walt Whitman: I hear America Singing
Langston Hughes: I, Too sing America
Adam
Our America

Horror
Mary Shelley: Frankenstein
Bram Stoker: Dracula
Edgar Allan Poe: The Black Cat
Stephen King: Suffer the Little Children
Supplerende Stof
Theory: Mette Weisberg Stephen King's American Nightmare s. 7
Krogh & Schmidt: Gys, splat og Freud "Freud's model of the mind"
Nete Schmidt: A Taste of Horror, Introduction
Edgar Allan Poe: The Raven

The Catcher in the Rye

The Catcher in the Rye, J.D. Salinger  you will not get a text here, but you may put it into perspective at the exam.

Wrapping up

3/5: Seminar - hand in written assignment

Talk about the exam and repetition

10/5: Writing and grammar - essays back

Talk about the exam and repetition

Eksamenstider

Skriftlig eksamen er den. 25 maj og jeres mundtlige eksamen ligger d. 9 og 10 juni, nærmere besked følger.

Final chapters 24-26

This and a lot more we will discuss during the seminar next week. But give it a good thought..

How has Holden Caufield developed? Think about Holden’s vision of the nature of childhood and adulthood. Are the two realms as separate as Holden believes them to be? Where does he fit in?  How does his psychological problems show in his actions?


His relationship to family and friends and their symbolic meaning. Does any pattern seem to emerge, or does anything change in his interactions as the novel progresses? How do Holden’s encounters with adults, children, women, and his peers evolve as the novel progresses?

What is it that the author wants to show us with Holden Caufield as a character and as a narrator?   

- Here we are going to discuss the different narrative levels.

What is the symbolic meaning of the carousel?

What is the symbolic meaning of the book?

Why has the book become so popular and created such a stir?

Chapters 19-23

1) Luce asks Holden in the beginning of chapter 19, "Is this going to be a typical Caulfield conversation"? What do you make of that, and what does that tell us about Holden?
2) Does it correspond with your view of him?
3) How is Holden´s mental instability portrayed and have you altered the way you think about Holden, and if so in what way?
4) How does Holden look upon death?
5) Characterize Phoebe.
6) What are the symbolic references to the poem, children and lawyers?
7)Why does Holden want to be the catcher in the Rye?

The Catcher in the Rye

In 1960 a teacher was fired for assigning the novel in class; he was later reinstated. But between 1961 and 1982, The Catcher in the Rye was the most censored book in high schools and libraries in the United States. In 1981, it was both the most censored book and the second most taught book in public schools in the United States. Shelley Keller-Gage, a high school teacher who faced objections after assigning the novel in her class, noted that the challengers "are being just like Holden... They are trying to be catchers in the rye."

From: Wikipedia

Just an interesting fact and this is nothing you should feel obliged to answer, but why? And what does Shelley Keller-Gage mean by her comment?

Chapters 15-18

1) If you consider the ducks and the city of New York, perhaps you can compare them to characters, how and who would they then be?
2)What is the suitcase a symbol of?
3) Comment on Holden´s reminiscence of his visits to the museum with Miss Aigletinger?
4) Describe Holden´s state of mind during these chapters, what is going on with him? - include Sally in your description.
5) Do bastard guys have an inferiority complex in your opinion? 
6) Please pick a quote and comment on it- this book is full of great lines.

*Julie made a sensible comment in the last post - that she would only answer questions that were not accounted for and leave those that were. Try to think in this fashion when going through the questions - read each other´s comments and work from there.

Chapters 10-14

I think people are really bad at commenting - please get better!

1) Comment on Holden´s behavior in the Lavender room - here you should contrast how the girls act  and how Holden describes them.
2) Why do people in general use irony or kid with people? Comment on Holden´s use of irony.
3) Comment on the following passage: "I always get those vomit kind of cabs if I go anywhere late at night ( ... ) New York´s terrible when somebody laughs on the street very late at night. You can hear it for miles. It makes you feel so lonesome and depressed. I kept wishing I could go home and shoot the bull for a while with old Phoebe." (Beginning of chapter 12)
4) Why does Holden wonder where the ducks go in the winter? Perhaps difficult to answer, but keep it in mind at least.
5) Why do you think that Holden keeps calling people 'old' as in old Phoebe, old Jane, old Marty, old Lillian, old bag, old Childs, old Sunny etc.?
6) Comment on Holden´s encounter with the prostitute and Maurice.

- if you find any great quotes you would like to discuss please go ahead and do so.

Tips for your writing

 
When you write your essay in English there are a few things you need to consider.

1. You need to have the task in focus hence read the instructions through many times before starting so that you know what to do.
2. Think about the structure: Introduction, body, conclusion - no matter what genre, this always applies.
3. Vary your language - use linking words and phrases and also remember that a text needs to have coherence and fluency to give meaning for the reader.
4. Read your essay through many times before handing in - your teacher does not advocate sloppy writing and she certainly dislikes wasting time correcting careless errors. Here is the finding-your-errors-guide.

Chapters 5-9

1) Describe Holden´s relationship to:

• Spencer
• Ackley
• Jane Gallagher
• Stradlater

2) Try to explain Holden´s reaction in chapter 6.
3) Is Holden sometimes lying to us, or perhaps just exaggerating the truth? Give examples.
4) Comment on his relationship to the opposite sex.

Narration

When reading short stories and novels it is very important to look at the narration of the story? Why is that? Well, because it is from the narrator´s point of view that we come to understand the story? Ask a former slave and a Caucasian American about slavery and you will emerge with two very different narratives as they come from very different backgrounds and thus have different stories to tell.

The discourse situation of narrative is rather complicated, but you will need it in order to understand The Catcher in the Rye as there are many different layers in the narrative which are important for the interpretation of the story.

Production: Author → implied author → narrator →
Reception: narratee → implied reader → reader

Author: The actual author  (J.D. Salinger)
The implied author: The "seeming author"of the narrative who works "behind the scenes" shaping the values that the narrative projects onto his audience. You must not identify with the real author as they may have different beliefs and attitudes.
Narrator: The one inside the text narrating the story, could be a third person (omniscient in which a main character is focalized or non-omniscient/limited) or a 1st person narrator.
Narratee: The narratee is the person to whom the narrator is speaking inside the text.
The implied reader: the mirror image of the implied author thus not in the text. The implied reader is the 'reader' addressed by the narrative, but whose views may be quite different from those of the flesh-and-blood reader.
Reader: The actual reader - us

We can all agree on the fact that Holden Gaufield is narating the story thus we are dealing with a major first person narrator. First person narrators tend to be unreliable, but is Holden unreliable and can you find examples of this? Who is he talking to (Narratee)? and who might the implied reader and author be? This should be considered throughout the novel and is something we will discuss at the seminar.

Chapters to read

Here is a plan for the chapters you need to read- try not to cheat.
7th of March: Chapter 1-4 (p.1-43)
14th of March: Chapter 5-9 (p.44-70)
22nd of March: Chapter 10-14 (p.71-110)
29th of March: Chapter15-18 (p.111-147)
5th of April: Chapter 19-23 (p.148-187)
12th of April (when we meet againg): Chapter 24-26 (p.188-220)

Chapters 1-4

Homework for this week are chapters 1-4 (p.1-43)
Try to think of some of the themes that this story brings forth.
Look closely at the narrator? Use the text as well as your imagination

1. Who is he?
2. What is the situation?
3. What is his social background?
4. Who is he talking to?
5. Comment on the language

Meeting and Writing

Your mock exam is Tuesday,  15/3
09.00-10.00 Delprøve 1
10.00-14.00 Delprøve 2

N.B. Please be there at least 15 minutes before.

We meet again
12/4 (not the 5th) go through The Catcher in the Rye and the mock exam
 3/5 Repetition and exam
17/5 Repetition and exam

Grammar Rock Preposition

Nick Cave & The Bad Seeds - Henry Lee

Where The Wild Roses Grow

The Raven

SEMINAR (1/3 2011)
Please prepare a reading of the poem for the seminar. You may choose a specific passage that you find particularly useful/touching/gloomy/scary/beautiful.....

Consider the following:
- Mood
- Tone
- Intonation
- Breaks
- Composition

Stephen King: "Suffer the little children"

Where would you like to start with this story? I would like for you to start this discussion and I'll join in. Easy? We'll see...

Dracula

1. Characterize the environment with a focus on gothic elements (look up the characteristics if you are in doubt)

2. How can we use Freud's model of the mind in our reading of this story? Provide textual examples.

3. What view on sexuality and death are depicted in the story?

4. Why is this story sooooo fantastic? - Objectively speaking(!)

The Black Cat

SEMINAR (1/3 2011)

Form a hypothesis for the analysis of this story. You must consider themes and purpose. This will be the frame for our analysis.

Points to consider:

Find evidence for/examples of the unreliability of the narrator.

What does the black cat in the story symbolize? You may want to consider the significance of its name, Pluto.

Frankenstein

Read through the comprehension questions after each excerpt. Pick a few of the points below and choose a focus for your reading.

1. Characterize Victor Frankenstein

2. What views are represented in the excerpt regarding life, death, religion, science?

3. Read lines 29-40 again. How does Victor describe his scientific breakthrough?

4. Focus on the use of language and imagery when Victor discovers the secret of life - what do you think?

5. Characterize the changes in Victor's mood as his creation progresses.

6. Consider question 6 on p. 93 - what causes Victor's anxiety?

Material

It seems that both Sara and I are unable to forward the material. Those of you who did not get it will have to pick it up at the office at Randers HF & VUC. You should do so soon since there is quite a lot and you will need to participate in the discussions here on the blog.
Best,
Chanett

Exam dates

Just to let everyone that the written mock exam (terminsprøven) will be on Tuesday, 15th March and your written exam will on Friday, 27th May. We will not know when the oral examination will take place before Friday, 19th May.

Conference

Dear all

I believe we have a conference on Ludus. I will upload the texts (the Horror compendium) and the written assignment (Delprøve 1 + 2). I'm not sure they will be there before the weekend, though.

Best,

Chanett

ps. Those of you who already have the material may disregard this message ;)

Theory

Read the theoretical texts (Weisberg, Krogh/Schmidt and Schmidt)

1. Do you agree with N. Schmidt's views on why we read horror?

2. What are your own expectations for this theme? What do you expect to learn? What do you expect will be the focus of our analyzes?

3. Which of the aspects and sub-genres of horror mentioned in the material do you suppose you would prefer?

4. What scares you? (Do not say grammar!)

- Mwuuaaahahahahahaaaaaa.... :-o

Plan for "horror"

Horror

25/1: Discussion of theory

2/2: Discussion of Frankenstein (excerpt - Mary Shelley)

8/2: Discussion of Dracula (excerpt - Bram Stoker)

11/2: HAND IN WRITTEN ASSIGNMENT (Parenting + grammar)

22/2: Discussion of Suffer the Little Children (Stephen King)

1/3: SEMINAR - read and analyze The Black Cat + The Raven (E. A. Poe)

Plan for seminar: Aspects of the American Dream

Seminar, January 2011
Dear all
We will be working in matrix groups (like you did for the fairytale theme). You will need notes from the blog.

We will analyse the poems in class so make notes and write on the blog so we have a point of departure. This is a new genre and it might be a good idea to do a little research.

You have not been asked to do a "delprøve 1" this time. Bring your grammar books and let us see where they take us :)

I'm looking forward to seeing you!

Best wishes,
Chanett

Ps. Feel free to add comments on the different texts - it will benefit your work in class!

I hear America singing (Whitman) & I too (Hughes)

We will be working on the poems when we meet. Go to the label "Poetry" posted by Sara and consider the questions in relation to the two poems.
Furthermore, I want you to consider the time and context of the poems.
What aspects of the American dream are presented in the two poems?

Posts on the blog regarding these subjects will be helpful to our work on the analysis.

Ted Williams, Columbus OH homeless man, with golden radio voice

How is this for an American Dream? Tell me what you think.

Our America

1. Sum up the differences that LeAlan Jones sees between the "two Americas". Provide evidence from the text.

2. Put "Our America" into perspective by comparing the text to one or two of the other texts we have read on this theme. All the texts should be covered when this discussion ends:

What are the differences in the view on the American Dream?

What views on the American people are conveyed in the texts? - sum up differences.

Is America presented as an example for the rest of the world or the opposite? Provide evidence?

Adam

1.What is the genre?
2.Who is speaking in the text?
3.What is his view on the American Dream?
4.React to his view on Capital punishment? How is this view related to the American Dream?
5.Discuss his view upon love and marriage
6.Is his view upon the American Dream exceptional?
7.What seems to be the topic?
8.To whom is the text directed?
9.How does our generation seek the American Dream? Has the concept changed?
10.Put into perspective of the other texts we have read on this theme.

WRITTEN ASSIGNMENTS

Happy New Year, folks!

There seems to be a scarcity of written work in our inboxes - what could be the reason? Get your b**s into 2011 and hand them in (please!)

Sara & Chanett

Arnold Schwarzenegger speech

1. Comment on the use of repetition in the speech. Does Schwarzenegger have any favorite words/phrases? What is the significance?

2. How does he make use of rhetorical persuasion tools (ethos, pathos, logos)

3. How does he describe the American Dream?

4. What do you like/dislike about the speech?

5. Why do you think the speech has such a great impact on the audience(you may want to take a look at the speech on youtube and see the spectacular greeting he receives)

6. Compare the speech to the Creveceour text and consider the question: "What is an American?" (If you promise to stay on the narrow path of neutrality and objectivity, you may bring in your own opinion)

Creveceour: What is an American

1.What does Crèvecoeur's piece (1781) tell us about late 18th century America?

2.How does he describe Americans?
- Who are they?
- What values do they have?
- Put into perspective of the declaration of Independence and historical context

3.In contrast how does he describe the Europeans?

4.Discuss whether the meaning of being an American has changed

5.Put into perspective of the definition of the American Dream

6.Discuss whether this is a reliable source

Seminars - spring 2011

18/1 2011: Aspects of the American Dream

29/2 1011: Horror

5/4 2011: Catcher in the Rye

+ We will meet one more time before the exam.

Plan for Aspects of the American Dream

14/12 + 21/12 2010

The Declaration of Independence*

Martin Luther King: I have a Dream

4/1 2011

Crevecoeur: What is an American?

Arnold Schwarzenegger: Speech

Hand in written assignment to either Sara or Chanett

11/1 2011

Walt Whitman: I hear America Singing

Langston Hughes: I, too

18/1 2011 - Seminar

L. Jones: Our America

Michael Lee Cohen: Adam

*History of America

The Declaration of Independence

The Declaration of Independence

Work Points: Pick the work points that you find most interesting. In the end, all work points must be discussed, though!

1. Which view of human nature is expressed in the Declaration?

2. What are the most basic rights of an American citizen and where do they come from?

3. Analyse the oppositions in the text – what values would you say, are expressed through these oppositions?

4. Pick one of the following words and explain, in your own words, its meaning(s), connotations and use:

Despotism, democracy, unalienable right, duty, necessity, colony, declaration.

5. If you did not manage to get to one of the words in 4, please find synonyms for the following words:

Endowed, instituted, transient, accustomed, evinces, constrains.

Martin Luther King "I have a dream"

1. Characterize the effect of Martin Luther King's use of voice and body language.

2. Why does this speech work?

3. Find the most powerful examples of Martin Luther King's use of imagery.

For each example, make a note about the following analytical aspects:

- What is he concerned with in this example?

- Which form(s) of appeal do you find in this example? Provide evidence.

4. What makes this one of the most important speeches in the history of the USA?

5. Why did I make you read this speech together with the Declaration of Independence? ("guess what the teacher is thinking" - my fav game!)

Christmas traditions

Dear all
Christmas is coming the geese are getting FLAT...

I would love to share a little Christmas Spirit with you when we meet. As you know, we are a mixed group of people and I thought; why not make good use of that? So I would like you to prepare a short presentation of your favourite Christmas/New Years traditions - let us hear a little bit from all the wonderful cultures and experiences that you represent!

I am not unwilling to host a small competition: If you want, you may bring a taste of your favourite goodies, cookies, fruits or chocolates....

Delprøve 1

When we meet next time around, I would like for you to complete one more delprøve 1. In this case one from Maj 2007. You can find it here (venstre side ned finder I eksamenstekster- klik her, og gå ind under HF B, 2007 maj del 1), or you can email me if it does not work (st@randershfvuc.dk) - I will send you a copy then.

In the Shadow of War

When reading this story I would like for you to focus on Omovo and the relationship to his father.
I would also like for you to find places in the text which you find interesting or simply odd, basically I want you to come up with questions to the text. Why? Why? Why?

The Bonfire

Picture from Google

Questions to ponder about:

1) Describe the villagers - what do they believe in?
- What happens to Alee and how does the story end?
2) Characterise Nedam, why is he killed?
3) Characterise the narrator, and describe the role the narrator has been given.
4) Comment on the title.
5) What is the main conflict in the story?
6) Could you please google Ken Saro-Wiwa? Is there any information about him which we can use to understand the story in an altered way?

Organ Donation

The task A is not much different than B, however, we are dealing with non-fiction and thus there are some things you need to keep in mind.

Summary

Is basically the same, but always introduce with the title followed by the writer, and then what the focus is with the article. In this case organ donation. Again, this is an objective piece and you should therefore not include your own opinion.

Outline

Now this is the tricky part as you need to include all articles and take out the essence. You can do this in different ways, but what is important is that you only take out the most relevant pieces of information. Here you should be able to contrast them: one is for (Why is that?), another is against (why is that?). A good idea is to make an introduction in which you describe the topic (something general), however, you need to keep in mind that you should be objective - not include "I think...". Quotes are more than welcome, just remember that they should be accounted for.

Comment

Is subjective, what do you think?

Discussion

The same as in the B assignment.

N.B. Do I need say you should use your own words, unless we are talking about quotes, which you should put in quotation marks.

Labour Pains

1. What is the genre? Is this indeed a short story?
2. Why has the author chosen this particular setting for her story?
3. Describe the characters in the story?
4. Describe the composition of the story.
5. Discuss the point of view, who is the narrator? and what does the author wish to achieve with this?
6. Why is it called Labour Pains?

Who is Who?

Just to clear things here on the blog. It is actually me, Sara who is discussing with you here on the blog when debating the themes "Clash of Cultures" and "Stories from Africa". I can understand it is nice to know who you are actually discussing with, hence I have changed it and you can now see who is who;)

But you got some great discussions going on here, and a post will follow Tuesday on Labour pains. Furthermore on how to write the outline for the Organ Donation assignment.

Sara

Text 3: I'm donating my kidney to a stranger

Hi all
Here is the missing text 3 for your written assignment. I still cannot do all the fancy stuff - but hope you can use it anyway. Wish you all a lovely weekend :)
- Chanett

I’m donating my kidney to a stranger
Paula MacKinnon, thought to be Scotland’s first altruistic organ donor, insists her decision is no big deal
Richard Wilson

Paula MacKinnon is surrounded by scepticism. Her elderly parents oppose her and many of her friends insist she is being foolish. Yet she is unrepentant. “I just don’t see it as a big deal,” she says, shrugging her narrow shoulders. “Y’know, welcome to my kidney. I want to donate it.”
Sitting in the kitchen of her modest home in a Glasgow cul-de-sac, she appears perfectly conventional. But her decision to donate a kidney to a total stranger makes her a first in Scotland.
It began when her 68-year-old mother, Katherine, suffered kidney failure last year. MacKinnon put herself forward as a potential donor, only to find that their blood groups were not compatible. Instead of stopping there, however, she decided to donate one of her kidneys to whoever might need it.
It is called altruistic donation and it was made possible by the introduction of the Human Tissue Act in September 2006. Previously, living donors were only allowed to give their organs to those who were genetically or emotionally related, such as family or spouses. Now, under the control of the Human Tissue Authority, donors can provide organs to people they do not know. As far as MacKinnon is aware, only 11 people in the UK have donated kidneys in this way, none of them from Scotland.
“There’s this huge thing about organ donation, that it still seems unusual,” she says. “If it becomes more acceptable in society, what I’m doing won’t be so shocking. There’s still a terrible shortage of organs. That’s what got me riled. In some ways, it’s a simple thing to do, to donate an organ, but it can make a huge difference to people’s lives.”
She is puzzled that her mother, who still needs a kidney transplant, is opposed. Her father, Kenneth, a minister, has also tried to talk her out of her plans. “Determined” is the word MacKinnon reaches for when she considers her own response, but she understands their anxiety.
“It’s because my parents care. I’m their daughter and I’m going through an operation I don’t have to go through,” she says. “I think, ultimately they think what I’m doing is good, but like any parent they’re concerned. They’ve given up , because it’s something I really want to do.”
Sitting quietly in the living room next door, listening to music, is Paula’s husband, Colin. Perhaps more than anybody else, he knows how the grain of his wife’s character runs. “He’s supportive,” says MacKinnon. “You can ask him.”
He understands, because it is not the first selfless act that she has undertaken. Both are BBC journalists and when he worked on a programme about orphaned children in Ukraine two years ago, his wife was moved to take 12 months’ unpaid leave and self-fund a three-month trip to the country to help.
So when asked what her motivation is for undergoing invasive surgery that requires a general anaesthetic, the insertion of a urinary catheter and a drip, and is followed by at least three or four days in hospital, her reasoning is succinct.
“It’s completely simple. It’s just something that I can do to help somebody else,” she says. “I’d got into the mindset of doing it for my mother. When I realised I couldn’t do it for her, I started to think I could do it for somebody else. So I researched it. They call it altruistic, but I am quite selfish. I wouldn’t do it if there was any harm to myself. The risks involved seem minimal compared to what I can give to somebody.”
(…)

The Guilt

Questions to be answered and then discussed..

1. What themes does the story deal with?
2. Where does the story take place? What is the importance of the settings?
3. Characterise Lilian Thurgood.
4. Pick a quote from the text, which you describe and interpret in your comment.

The Mark of Vishnu

We were quite in a hurry when finishing the text, however, we did make it clear that the story deals with the conflicting values of the traditional India versus the modern India. Here we also talked about Gunga Ram being a symbol of belief, of acceptance, of the old traditional values existing in India. Whereas the teacher is a symbol of the modern westernised India, which is governed by science and questioning the traditional ways of living. One of the main points of the story is that Kala Nag (nature) cannot be controlled, not by religion, nor by science.

But now I am wondering what are the boys a symbol of?