Holdet 2x En (2025/26) - Undervisningsbeskrivelse

Undervisningsbeskrivelse

Stamoplysninger til brug ved prøver til gymnasiale uddannelser
Termin(er) 2024/25 - 2025/26
Institution Odder Gymnasium
Fag og niveau Engelsk B
Lærer(e) Lars Vilhelm Sloth Eskesen
Hold 2024 En/x (1x En, 2x En)

Oversigt over gennemførte undervisningsforløb
Titel 1 Intelligence [EXAM]
Titel 2 Horror Fiction throughout the Ages [EXAM]
Titel 3 Crime Fiction  [EXAM]
Titel 4 Gangs and Gangbanging [EXAM]
Titel 5 Postcolonialism and the British Raj [EXAM]
Titel 6 The Roaring Twenties, Fitzgerald and Gatsby
Titel 7 Tilladte hjælpemidler til skriftlig eksamen

Beskrivelse af de enkelte undervisningsforløb (1 skema for hvert forløb)
Titel 1 Intelligence [EXAM]

A Course on Intelligence and its Influence
In the course "Intelligence, Individual and Collective" the students acquaint themselves with a number of views on intelligence as a general concept. They confront the concept through fictional literature, documentaries, non-fiction texts, films, and articles.
During the course they are introduced to certain core concepts such as I.Q., the Flynn-effect, psychometric trends and rather more learning-motivated theories of intelligence. At the same time the course aims to elucidate the effects of intelligence on the individual in multiple contexts: 1. at the labour market, 2. in the educational system, 3. in private, and 4. within many common human relations, including also basic political, ethical, social, and religious relations.
A number of different approaches to reading fictional texts from a structuralist view-point are introduced, particularly the actancy model, the semiotic square, and binary oppositions.

Texts read
Charles Causley, Healing a Lunatic Boy
Ian J. Deary, A Very Short Introduction to Intelligence (2001), 1-18
Daniel Keyes, Flowers for Algernon (1959)
Carol Sarler, ”My Child’s IQ Is Bigger than Yours”, The Observer, May 12 (2002)
Henry Slesar, Examination Day" (1958)

Also included in the course is focus on rhetoric and analysing non-fiction:
Nanna Flindt Kreiner, On Purpose - Rhetorical Analysis of Non-fiction, (2009) 6-19, 44-49

Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 19 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 2 Horror Fiction throughout the Ages [EXAM]

Horror Fiction throughout the Ages

Throughout the course on Horror Fiction throughout the Ages the students encounter a number of different types of horror fiction ranging from the Gothic tale, Gothic horror fiction, modern horror fiction, strands in the horror fiction of Stephen King and the transgressive fiction of Palahniuk.

Thus, the students have a basic grasp of Gothic Horror Fiction in terms of its general genre conventions and the basic main themes in it: "the meaning of Gothic: non-modern (ancient, Medieval), "non-enlightened (irrational, religious), non-English (barbaric, uncivilised), non-ordered (chaotic)", "the ghastly and the beautiful", "an aesthetic of decadence", "the excessive sublime", "the supernatural",  "the isolated, exotic setting", "the confounding of stable categories: death and life, light and darkness, present and past, reason and fancy, wakefulness and dream, knowledge and ignorance", "nature vs. culture, chaos vs. order, civilisation vs. barbarity", "delightful transgression and punishment", "terror vs. horror", "body (physicality) vs. psyche (psychology)", "subversive fiction vs. conservative fiction", "passion, belief, spirit, individual eccentricity, craft vs. mechanical, industrial and enlightened life", "monstrosity, breach of categories and the dobbelgänger-motif", "boundaries crossed and re-established", "the uncanny and repressed urges"; finally, mention has been made of the conflict between aristocracy (wealth/tradition/power) and populace (poverty/decrepit working-class), tyranny and democracy, in Gothic fiction, "the demonization of the (social) Other", "sexual deviance". Much of this has been seen in reading Poe.

Reading the ficition of H. P. Lovecraft then redoubled and standing on the shoulders of these (many) themes introduced a number of further interests of horror fiction; in particular the following stand out: "ancient lore, mythology and primitive religious belief", "criticism of modernity and the mechanical age in defence of primitive culture", "the cultured/scholarly main character and his destruction in encountering forbidden (Promethean) knowledge", "magic and the supernatural", "pwerless humanity in the face of mythical creatures"; "inherited guilt and fate", "deterministic fate (the protagonist cannot escape his own course of action)", "physical and mental degradation in confronting the supernatural", "the arcane Old World". All of this is then seen as reminiscences in the interests of Stephen King's modern horror fiction and his use of small-town, rural USA to elicit tension and terror while introducing the supernatural to his earthy settings. Finally, a sprout of all these tendencies is represented by the decidedly post-modern genre of transgressive fiction to show how horror fiction is transformed into a shattered mirror of modern life using transgression of every kind to elicit at least a flicker of what could earlier be the horrified response of the reader.

Texts and Materials
The students have sifted the internet to procure information on all texts and authors listed below.
The Raven, Poe, E. A. (1845)
The Tell-Tale Heart, Poe, E. A. (1843)
The Evil Clergyman, Lovecraft, H. P. (1933)
The Thing in the Moonlight, Lovecraft, H.P. (1929)
The Man in the Black Suit, King, S. (1994)
Swan Song, Palahniuk, C. (2005)

Series episode: "The Fall of the House of Usher" episode two "The Masque of the Red Death" (Netflix, S1:E2, dir. Mike Flanagan, Michael Fimognari, 2023)

"Gothic", from: Luckhurst, R., Late Victorian Gothic Tales, Oxford (2005): x-xvi
Excerpts about horror as a mirror of the human psyche, society, and religion" in: "Horror" by Drisdal, R. & Rikstrup Hansen, J. Systime (2017)
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 14 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 3 Crime Fiction [EXAM]

Crime Fiction

I forløbet "Crime Fiction" møder eleverne en række vinkler på kriminallitteraturen og dens forskellige funktioner; de stifter bekendtskab med flere forskellige analyseredskaber og lærer at bringe disse i anvendelse i mødet med kriminallitteraturen, ligesom de også bliver introduceret for forskellige traditionelle typer af kriminallitteratur og deres genrekonventioner (whodunit, howcatchem, the police procedural, the locked room-mystery, hard-boiled og topical crime fiction).

Forløbets forskellige vinkler på kriminallitteraturen rummer sådanne som narrativ (uni-/bidirectional, circular, linear narrative) som et udtryk for traditionalisme over for modernitet i kriminallitteraturen, narratortyper (first/third person, subjective/objective, omniscient, unreliable), karaktertyper (detectives; psychology and physicality) og plotstruktur, samt "topicality" (om tekstens sted og væsen som det interessante frem for den egentlige opklaring af forbrydelsen). Eleverne har arbejdet med karakteristik, miljøbeskrivelse og teksternes sociale, kulturelle og økonomiske kritikpunkter, ligesom de også har arbejdet med fortolkning af symbolik, billedsprog og kønskritik. Endelig har eleverne fået korte introduktioner til "the Golden Age" og Arthur Conan Doyle.

Sideløbende med tekstlæsningen har klassen arbejdet med grammatik: Vi har gennemlæst "Engelsk startgrammatik 1", Bergstein, H. et al. (Systime, 2010) som forberedelse til grammatikdelen af den skriftlige prøve. Ligeledes har klassen løbende arbejdet med essaydelen af den skriftlige prøve med udgangspunkt i Oshima, Alice & Ann Hogue, "Writing Academic English", Pearson/Longman, passim.


Tekster:
Don't You Hate Having Two Heads?, Christine Poulson, Crime in Fiction, Systime (2009)
Tell Me, Zoë Sharp, Crime in Fiction, Systime (2009)
Sherlock Holmes, A Case of Identity, Arthur Conan Doyle

Andre materialer:
Introduktioner om crime fiction i de nævnte værker og selvproducerede oversigter (The Golden Age of Crime Fiction og Van Dine, SS. Twenty Rules for Writing Detective Stories), arbejdsark.
Serieafsnit: "Sherlock" - "The Empty Hearse" (S3:E1, BBC, 2015, Steven Moffat & Mark Gatiss).

Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 18 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 4 Gangs and Gangbanging [EXAM]

Gangs and Gangbanging

Throughout the course on "Gangs and Gangbanging" the students encounter a variety of different types of what can be called a "gang," a phenomenon expressive of a culture of masculinity bound together by social, ethnic and religious persuasions within the sphere of multicultural and global English influence. The course takes a preliminary look at different types of conflicts involved in gang activity not only in contemporary British society, but also at other points in time and in different kinds of cultural products, mainly literature.
A further interest is taken in the description of the motives and reasons behind the affiliation of gang members with gang activities and the social/sociological dynamics that govern the members. Very basically, the course asks what it means to be part of a gang and why each individual lets himself become enrolled in these oftentimes violent, aggressive and suppressive communities.

In order to gain a theoretical grounding in these issues, the course has taken an introductory notice of the theory of "retraditionalisation of the neo-tribes" as described by French sociologist Michel Maffesoli; the course then takes up use of his concepts of "traditionalisation vs. retraditionalisation", "individual vs. collective", "conformism within youth groups", "standardisation of cultural appearance", "mask and persona", "the theory of fellow-feeling", "identification", "the loss of the individual", "reorientation towards goals near to hand", "local vs. global in late modern society", "the neo-tribal community", "emotional activity vs. rational thinking", ""initiation/rites of passage", "group-language and sociolect", "branding of gang members", "free choice in modern neo-tribes vs. restraint in primitive tribes."

The couse then emphasises the importance of debating the reactions of the surrounding society towards gang activity both in terms of its possibilities of sanctioning this and resigning when faced by it.


Materials
1. Graham Greene, The Destructors (1954)
2. Claudia Durst Johnson, Youth Gangs in Literature, Exploring Social Issues through Literature, Greenwood Press, Westport (2004): ss. XIII-XXV "Introduction" + ss. 173-184 (on barrio gangs)
3. Some Get Wasted, Paule Marshall (1964)
4. Michel Maffesoli, Retraditionalisering og stammekrig; uddrag af: Hooligan, Richard Bundgaard & Oliver Skov, Columbus, København (2007): 39-43.
5. William Golding, Lord of the Flies (1954), the entire novel
6. Luis Rodriguez, "Always Running" (poem) + Luis Rodriguez, Always Running: La Vida Loca: Gang Days in L.A. (1993, chapter five)

Film
The Lord of the Flies, dir. Harry Hook (1990)
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 22 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 5 Postcolonialism and the British Raj [EXAM]

Postcolonialism and the British Raj
I forløbet "Postcolonialism and the British Raj" møder eleverne både den engelske tilstedeværelse i Indien som kolonimagt,
denne kolonialiserings udvikling og afvikling samt de postkoloniale følger af denne (the subaltern, agency, internalisation, the
coloniser/colonised, writing back to the old centre, decolonisation, national identity, the double colonisation of women, power
structures of imperialism, culture/identity, assimilation/appropriation, race/ethnicity, minority/majority, the Other, centre and margin,
Orientalism/Eurocentrism). I forløbet erhverver eleverne sig et teoretisk afsæt for at forholde sig til postkoloniale problemer,
som de fremgår særligt af fiktionstekster, men også som de fremgår af forskellige ikke-fiktionelle gengivelser af den indiske
kulturs møde med den britiske.
Forløbet kaster et nærmere lys på forskellige aspekter ved den indiske kultur, såsom kastesystemets indretning og dynamik,
kvindernes rolle, problemer og udvikling, traditionens møde med og delvise afvikling i det moderne, individets forhold til
kollektivet både i det koloniale og det postkoloniale perspektiv.
Endvidere kaster forløbet et forbigående blik på  "the partition of India" og de politiske forhold op til (fra begyndelsen af det 20.
 århundrede) og omkring denne samt englændernes magtoverdragelse og videre forhold til Indien herefter.

Materiale:
Katrine Brøndsted, Narrating India, Alt i ord (2016): 17-35, 66-71, 312-320, 322-328, 334-346.
Susanne Fleischer & Vibeke Walleen, India - Land of Contrasts, Futurum (1990): 7-17.
Along Literary Lines – A Key to Text Analysis, Gyldendal, Kbh. (2009): 105-106: Postcolonial Criticism
Departures, Systime (1998), "Castes" (article taken from the Economist): 1-4.
Muhammad Ali Jinnah, "First Address to the Constituent Assembly of Pakistan" (1947).
Jawarhalal Nehru, "Tryst with Destiny" (1947).
Salman Rushdie, Good Advice is Rarer than Rubies (1987)
Salman Rushdie, The New Empire within Britain (excerpt, 1982)
Khushwant Singh, The Mark of Vishnu (1950)
Rudyard Kipling, The White Man's Burden (1899)
R.K. Narayan, Another Community (2001)
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 22 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 6 The Roaring Twenties, Fitzgerald and Gatsby

The Roaring Twenties, Fitzgerald and Gatsby

Throughout the course on "The Roaring Twenties" the students are introduced roughly to the decade following the First Wold War through reading the novel "The Great Gatsby" by F. Scott Fitzgerald (1925). In so doing, the students gain a general notion of the following ideas, concepts, and features of the period and the novel at hand:

- The odd combination of Modernism and Romanticism (and Christian imagery) at play in the novel involving such paradoxical or oppositional concepts as: tradition and innovation, conservatism and liberalism, reason and emotion, subjectivity and objectivity, art and science/technology, moderation and extremism, clarity and ambiguity, intellect and imagination, immanence and transcendence.
- A working knowledge of subcultural traits of the period: bobbed flappers, speakeasies, The Prohibition Era and the criminal underworld alongside the concepts of (industrialized) new money and (agrarian) old money.
- Examination of the 1920s in the USA - a decade following WW1 and preceding the great depression: Hope and the American Dream and American identities (West Egg, East Egg, and The Valley of Ashes)
- Examination of the society and mood of the historical context: The Jazz age, prosperity, progress, technology, urbanization, industrialization, optimism, consumerism, restlessness.
- Analysis and interpretation of F. Scott Fitzgerald's "The Great Gatsby" (1925), focusing on the characters and how they each illustrate the historical context: Nick Carraway, Jay Gatsby, Daisy Buchanan, Tom Buchanan, Jordan Baker, and the Wilsons.
- Analysis and interpretation of the structure, the plot and the development. (foreshadowing, suspense, narrator, metafiction)
- Analysis and interpretation of the novel's theme and message.
- Discussion of how "The Great Gatsby" illustrates and comments on the historical context.

Materials:
"The Great Gatsby" by F. Scott Fitzgerald (1925)
"The Great Gatsby" instructed by Baz Luhrman (2013)

Further materials about the period in hand-out papers in class.
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 4 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 7 Tilladte hjælpemidler til skriftlig eksamen

TILLADTE HJÆLPEMIDLER TIL SKRIFTLIG ENGELSK EKSAMEN 3iEN

Se det vedlagte dokument (8.5. i lectio) om tilladte hjælpemidler for at finde links til de anvendte materialer!

Ordbøger

Cambridge English Dictionary

Ordbogen.com

Oxford Learner's Dictionary

Ordklasser

substantiver

adjektiver

adverbier

verber

pronominer

præpositioner

hypotaktiske konjunktioner

Sætningstyper og ordstilling

sætninger og ledsætninger

ordstilling

konjunktioner og "linkers"

Diverse grammatiske emner og overblik

English Grammar

Grammarbook

Engelsk grammatik

Register and Formality Scale

English as a Lingua Franca (ELF)
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 11 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer