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The American Dream/American Values + VÆRK: Eksamen
ANALOGT FORLØB:
Forløbet har været centreret om begrebsafklaring vedr. the American Dream/American Values via Datesman-teksterne. Herudover har der været fokus på skønlitterær analyse af hhv. romanen LEAN ON PETE (inkl. skrivning af analytical essay) og digtanalyse, analytical essay om Anna Greens novelle ”Food Stamp” samt non-fiktionsanalyse af Martin Luther Kings tale, ”I Have a Dream, og der har været fokus på metodebevidsthed med fokus på:
- METODER/FICTION:
- Den nykritiske analysemetode (for LEAN ON PETE: Tema: tekstens bærende idé; Karakteristik, Symbolik, Setting (tid, sted, miljø); Relationships;
- og for digtene: Tema; Rim; stilfigurer (metaforer, retoriske spørgsmål, allitteration, anaforer); digtets struktur; stilleje: formelt; overordnet billedsprog/symbolsk betydning; genre; stilfigurer: (antitese; tricolon:/tretrinsraket; symbol): Free verse)
- Biographical analysis/Den biografiske analysemetode (metoden blev brugt i mindre grad i og fra 1920’erne)
- Socialhistorisk analysemetode. Hvordan er teksten udtryk for den tid, den blev skrevet i?
- METODER/NON-FIKTION:
- Kommunikationsanalyse
- Den retoriske analysemetode
- Den retoriske analysemetode: stilfigurer og appelformer
- Argumentationsanalyse: Toulmin’s T-model
- Argumentationsanalyse: Argumenttyper:
SKØNLITTERÆR ANALYSE:
Forløbet startede med læsning af LEAN ON PETE, idet klassen parvis skrev summaries af individuelle kapitler samt fandt relevante citater mhp. brug i essayskrivning. Som optakt til essayskrivning løste holdet opgaver i Minlæring/DO IT, WRITE! om, hvordan det analytiske essay skal bygges op. Klassen rundende romanen af med parvis og i grupper at skrive et analytical essay.
BEGREBSAFKLARING:
Vi har arbejdet med den amerikanske drøm som begreb ud fra James Truslow Adams definition fra The Epic of America (1931) og ud fra ordlyden i den amerikanske uafhængighedserklæring om at “certain truths are self-evident: ‘that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are life, Liberty and the Pursuit of Happiness.’"
Med udgangspunkt i Datesman et al.’s ”American Ways” har vi læst om ”Traditional American Values and Beliefs”, herunder Cultural Diversity, Individual Freedom/Self-Reliance; Equality of Opportunity/Competition; Material Wealth/Hard Work; – alle begreber og værdier, der er med til at definere den amerikanske drøm.
ANDEN SKØNLITTERÆR ANALYSE:
Den amerikanske drøm som ideal er belyst via kanonisk amerikansk poesi af Lazarus, Whitman og Emerson; mens en mere kritisk tilgang til den amerikanske drøm ses via Langston Hughes’ afroamerikanske perspektiv.
Forløbet blev afrundet med, at eleverne i grupper gav individuelle, mundtlige præsentationer af et digt af enten Lazarus, Whitman, Emerson eller Hughes. Eleverne skulle følge denne struktur i deres oplæg:
Give a presentation of 5 minutes:
0) Start by giving an outline of what you'll talk about (en disposition).
1) Read aloud your poem (30 seconds of your choice).
2) Present your author and historical period (45 seconds)
3) Present your conclusion (what is the poem about - what is most important in the poem?)
4) Dig into the text, look at details, e.g.: rhyme patterns (e.g. abab); imagery: metaphors, symbols, alliterations, anaphoras, rhetorical questions, etc.) Use the POETRY GUIDES to help you figure out what to focus on
5) Put the poem into the perspective of the American Dream.
Når grupperne ikke holdt oplæg, løste de grammatikopgaver i Minlæring om do-omskrivning.
Digtanalysen blev efterfulgt at endnu en essay-opgave om Anna Green’s novelle ”Food Stamp”. Fokus på at få helt styr på strukturen for et analytical essay.
NON-FIKTIONSANALYSE:
Klassen gav i grupper en analyse af Martin Luther Kings berømte tale, I HAVE A DREAM (1963), ikke mindst med fokus på talens brug af metaforer og andre stilfigurer. Herefter skulle de gruppevis præsentere deres analyser for læreren ud fra nedenstående punkter:
When analyzing non-fiction texts (speeches, newspaper articles, etc.), try to be systematic and analyze the following items:
1) The rhetorical situation (“kommunikationssituationen”) (use Cicero’s Pentagon). Remember to
conclude: what is the writer’s / speaker’s intention with the text?
2) Structure of the text: (Sometimes it may be difficult to understand the structure of the text until you
have worked with some of the other points on this page). Remember: A well-structured speech
support the logos of the text. Start out by establishing a basic outline of the text: are you able to
sum up: what is the text basically about? You may not be able to now (after having worked with
Cicero’s Pentagon), but you MUST be able to before you make your conclusion in assignment 6.
3) Linguistic features: rhetorical tools /figures of speech (tropes and schemes) – for example:
alliterations, allusions, antitheses, anaphoras, metaphors, lists (incl. tricolons), rhetorical questions,
etc. Please note: The writer may use tropes and schemes to enhance the pathos of the text: Tropes
(trope, tankemæssig stilfigur; for instance: metaphors, antitheses, polyptoton) appeal to the mind
and create images that may set off emotions of anger, joy, etc. Schemes (lydlig stilfigur; for
instance: anaphoras, alliterations; rhyme schemes in general) go on in your ears – just like music –
and may influence your emotions in ways like music. Remember to point out: What is the effect of
using the specific figures of speech?
4) Argumentative features: How does the speaker argue, and is his argumentation coherent? Use
Toulmin’s T-model when you analyze argumentation (does the speaker have evidence that
supports his claim? What is the speaker’s main claim? What are his secondary claims (that may
support the main claim)?
Explain – in your own words – how the speaker argues. You may want to – but you don’t have to use the terms and definitions that you find on the pages above (“Argumentationstyper”).
The text – especially speeches – may not be particularly argumentative, and it may be enough to
briefly outline what the main claim is.
5) Analyze the modes of persuasion (“appelformerne”): Logos, ethos, pathos (which mode of
persuasion dominates the speech?)
6) Your conclusion: Based on your findings in 1-5 above, always answer the question: Does the text
work rhetorically – and why/why not?
De grupper, der ikke holdt oplæg, brugte modultiden på at løse opgaver om genitiv på Minlæring.
I øvrigt var holdet i marts måned til et CPH:DOX-arrangement om det amerikanske fængselssystem, hvor vi så dokumentaren 'Tehachapi', efterfulgt af et uddybende oplæg fra forsker Nanna Dahler.
Forløbet blev afsluttet med grammatiske øvelser om uregelmæssige verber og adjektiver på Minlæring som optakt til at løse Eksamensopgave 10 på samme platform.
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Ift. novellen som genre, har der været fokus på nedenstående genretræk og relevante analysepunkter:
Genre features of the short story:
i. Short
ii. moment or scene in isolation; / episode, a specific event (“begivenheden”)/ one plotline; “the situation”
iii. characters in the novel develop through time as they are conditioned or determined by their milieu, whereas the short story presents characters who are already developed and are brought into a conflict that reveals them.
iv. Often concerned with writing technique
v. Limited number of characters
vi. Often limited period of time
vii. Often scenic rather than panoramic depiction (pay attention to shifts in depiction)
viii. Often – but not always - in medias res beginning (instead of “ab ovo”)
ix. Often open ending
x. Often a surprising twist in plot in story’s final lines – this may change the whole point of the story.
Relevant concepts of analysis: glossary:
1. Theme – ALWAYS!
2. Setting (time, place, environment)
3. Narrative point of view (first-person narrator, third-person narrator, limited point of view, omniscient narrator, focalizer/ledefigur, unreliable narrator, etc. “Narrative” is also a good word – “fortælling”)
4. Narrative structure/composition (in medias res, ab ovo, scenic/panoramic; open ending; foreshadowing; flashback vs. to flash forward; = prolepsis vs. analepsis)
5. Characterization
6. Word classes (semantic fields of, for instance, adjectives, may point to interpretation)
7. Imagery/figures of speech: Similes & metaphors; symbols, motifs, repetitions etc.
8. Intertextuality
9. Feminism (men as active, women as passive; the Cinderella complex; the male gaze, etc.)
10. Subgenre, for instance: Gothic genre/literary folk tale/love story, etc.
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