Holdet 2024 En/z - Undervisningsbeskrivelse
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Undervisningsbeskrivelse

Stamoplysninger til brug ved prøver til gymnasiale uddannelser
Termin(er) 2024/25 - 2025/26
Institution Egaa Gymnasium
Fag og niveau Engelsk B
Lærer(e) Andreas Halskov
Hold 2024 En/z (1z En, 2z En)

Oversigt over gennemførte undervisningsforløb
Titel 1 The Question of Race in American Culture
Titel 2 The Art of Evil: Horror & Sci-Fi
Titel 3 Understanding (Post)modernism
Titel 4 Værklæsning (One Flew Over the Cuckoo's Nest)
Titel 5 The Madwoman in the Attic: Gender & Sexuality
Titel 6 The Empire Strikes Back: Postcolonial Voices
Titel 7 Never-Ending Stories: Transmedia Storytelling
Titel 8 Man and Nature: From Walden to Captain Fantastic
Titel 9 (Audio)book Presentation
Titel 10 Repetition & tilladte hjælpemidler

Beskrivelse af de enkelte undervisningsforløb (1 skema for hvert forløb)
Titel 1 The Question of Race in American Culture

EXAM COURSE

In this course, "The Question of Race in American Culture," we revisit American culture, history and values, focusing on race as a central issue, question and debate in America. The course is seen as "Part II" of the 1-year course "Americana: American History, Culture and Values", but focusing specifically on 'the question of race'. Our main area of interest is the Civil Rights struggle, going back to W.E.B. Du Bois and the early years of the NAACP, through the Harlem Renaissance of the 1930s and 1940s, the Civil Rights Movement of the 1950s, 1960s and 1970s and the current issues concerning re-segregation and structural or systemic racism.

Central Terms, Groups etc.:
- Segregation (The Jim Crow Laws; cf. "Plessy v. Ferguson" [1896] and the "separate but equal"-slogan)
- De-segregation
- Re-segregation (The New Jim Crow)
- White Fragility (Robin DiAngelo)
- NAACP
- The Harlem Renaissance
- The Civil Rights Movement
- Black Lives Matter
- Affirmative Action
- Structural/Systemic/Institutional Racism
- The US as a "melting pot" or "salad bowl"
- Antebellum vs. Postbellum history (cf. "The Question of Slavery" as a central question during The Civil War, and "The Emancipation Proclamation" [1863] as a pivotal speech; in this context we also briefly discussed the different pro-slavery arguments put forth by politicians like Calhoun and Fitzhugh, e.l. "slavery as a necessary evil" and "slavery as a positive good"). In this course, we have not focused particularly on slavery/indentured servitude; rather, we have focused on segregation and issues concerning race and inequality in modern modern American society, from the 1920s and onwards.

****

CORE TEXTS (KERNESTOF):
- Kimberlé Crenshaw, "The Urgency of Intersectionality" (Ted Talk, 2016)
- Langston Hughes, “Theme for English B" (1951)
. Martin Luther King, Jr., "Beyond Vietnam: A Time to Break Silence" (1967)
- Barack Obama, "2004 Democratic National Convention Keynote Address" ("The Audacity of Hope"; abridged) (2004)
- Malcolm X, "You can't hate the roots of the tree and not hate the tree," February 14 (1965)

SECONDARY TEXTS (SUPPLERENDE STOF):
- James Baldwin, "Pin Drop Speech", February 18 (1965)
- W.E.B. Du Bois, "Agitation" (1910). Online: https://teachingamericanhistory.org/library/document/agitation/
- Robin DiAngelo, "White Fragility", YouTube (2018)
- Ava DuVernay, "13th" (Netflix, 2016)
- Francis Fukuyama, "National Identity vs. Identity Politics", YouTube, 2018
- Childish Gambino (Donald Glover), "The Is America," music video (2018)
- John C. Macionis, "Robin William's Core American Values" (fra 1970), uddrag fra "Sociology" (10th Ed., 2005)

****

Derudover diskuterede vi kort to uddrag fra John C. Calhouns "Slavery - a Positive Good" (1837) & George Fitzhughs "The Universal Law of Slavery" (1857) mhp. at forstå forskellige "pro-slavery arguments" og få et indblik i, hvordan nogle politikere i 1800-tallet kunne se slaveri som enten et "necessary evil" eller sågar et "positive good". Og vi så to nyhedsindslag om The Tulsa Race Massacre, og disse blev brugt ifm. nogle sprogøvelser om hhv. "vocabulary" og "summary".
Indhold
Omfang Estimeret: Ikke angivet
Dækker over: 12 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 2 The Art of Evil: Horror & Sci-Fi

EXAM COURSE

In this course, we explore different theoretical and conceptual approaches to horror, and we try to understand the allure or appeal of horror. The course also focuses on the history of horror fiction, from the Gothic horror of Edgar Allan Poe to the New American Gothic of Stephen King and the horrific postmodern fiction of Bret Easton Ellis. We will also, briefly, discuss sci-fi and dystopian fiction and the close connections between dystopian sci-fi and Gothic horror, focusing on Mary Shelley's "Frankenstein" (1818).

Udvidet forløbsbeskrivelse (på dansk):
Vi ser på horrorgenrens rødder i folkloren samt ældre engelsk litteratur, og vi arbejder særskilt med horrorens fremvækst som egentlig, fasttømret genre (begyndende i 1764 med Horace Walpoles "Castle of Otranto").

Med udgangspunkt i en klassisk horrortypologi (fremført af Noël Carroll i USA og Rikke Schubart i DK) skelnes der imellem følgende former for horror:

- Supernatural horror
- Scientific horror
- Physical horror
- Psychological horror
- Teen(age) horror

Som en alternativ kategorisering arbejdes der også med Stephen Kings begreber "terror," "horror" og "gross-out," og vi beskæftiger os med både psykologiske/psykoanalytiske, sociologiske/ideologikritiske og biokulturelle teoridannelser.

Vi arbejder med horrorgenrens romantiske rødder, og beskæftiger os særligt med "Gothic horror". Læsningerne af de enkelte værker opkvalificeres ved brug af en teoretisk ramme, der trækker på bl.a. John G. Caweltis teori om "literary formulas", Mathias Clasens' biokulturelle tilgange til horrorgenren, Sigmund Freuds psykoanalytiske teorier og Tzetan Todorovs teori vedrørende "fantastic fiction" og den såkaldte "fantastic uncertainty".

Afslutningsvis runder vi også forholdet mellem horror og den dystopiske science fiction, hvor vi bl.a. trækker på Darko Suvin (zero world, novum, cognitive estrangement), David Brin (self-preventing prophecies), Philip K. Dick (conceptual dislocation, shock of dysrecognition) og Vernor Vinge ("singularity"), og hvor vi diskuterer uddrag fra romanen "Frankenstein" (Shelley, 1818; i uddrag).

OMRÅDER OG KOMPETENCER:
- Genregenkendelse og stilleje
- Stemningsopbygning og struktur (med fokus på "suspense vs. terror" samt brugen af metrik, adjektiver og metaforik)
- Orddannelse, ordforråd og udtaletræning (leksis samt "produktiv sprogforståelse")

MATERIALE
Kernestof:
- Bret Easton Ellis, "Killing Child at Zoo" (udsnit fra "American Psycho", 1991); også en del af kernestoffet i postmodernismeforløbet
- Stephen King, "There There Be Tygers" (1968; novelle)
- Stephen King, "The Man Who Loved Flowers" (1977; novelle)
- Stanley Kubrick, "The Shining" (1980; film)
- Edgar Allan Poe, "The Black Cat" (1843; novelle)

Supplerende stof:
- Tim Burton, "Vincent" (1982; kortfilm)
- Mathias Clasen, "Lessons from a Terrified Horror Researcher" (Ted Talk, 2017)
- Edgar Allan Poe, "The Raven" (1845; novelle). Vi så også Simpsons-versionen af "The Raven" fra et Halloween-afsnit (Matt Groening, "Treehouse of Horror", The Simpsons, sæson 3)
- Mary Shelley, "Frankenstein; or, the Modern Prometheus" (1818; kapitel 2-4)
- Michael Stevens (vsauce), "Why are Things Creepy" (2013; YouTube)

Teoretisk framework baseret på bl.a.:
- Nete Schmidt, "Introduction: A Taste of Horror!" (1993)
- H.P. Lovecraft, kort uddrag fra essayet "Supernatural Horror in Literature" (1927, 1933-35)
- Eric Norden, "King on King" (1993, fra Playboy Magazine)
- Præsentation vedrørende forskellige tilgange til horror: (den psykoanalytiske tilgange: Freud og Kristeva), den ideologikritiske (Wood), den biokulturelle (Clasen).
- Præsentation vedrørende science fiction-teori (bl.a. Suvin, Brin, Malmgren og Vinge)
Indhold
Omfang Estimeret: Ikke angivet
Dækker over: 17 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 3 Understanding (Post)modernism

EXAM COURSE

The full title of this course is "Shattered Stories, Shattered Selves: Understanding (Post)modernism". In the title box, the course is simply called "Understanding (Post)modernism" for short.  

In this course, the students are introduced to recent developments within social, cultural and literary history.

The students are introduced to prominent theories regarding post- or late modernity (from sociological theories by authors such as Zygmunt Bauman to critical theories by literary scholars such as Fredric Jameson).

Focusing on significant aspects and features of modernist and postmodernist literature (e.g. the use of intertextuality, stream of consciousness, metafiction, hybridity and de-hierarchisation and themes like meaninglessness, narcissism, solipsism and 'the death of the grand narratives'), the students delve into different modern and postmodern stories. Analytically speaking, Chuck Palahniuk's "Fight Club" and Paul Auster's "City of Glass" are central to the course.


FORLØBSBESKRIVELSE:
(Litteraturhistorisk periodelæsning: modernisme og postmodernisme)

I forløbet "Shattered Stories, Shattered Selves: Understanding (Post)modernism" arbejder vi med modernismen og postmodernismen som afgørende brydningspunkter i litteraturhistorien.

TEKSTER:

Kernestof:
- Paul Auster, "City of Glass" (1985), værklæsning af hele kortromanen med særlig vægt på de første tre kapitler
- Chuck Palahniuk, uddrag af "Fight Club" (kap. 2,3,6), Vintage, 1996.
- Bret Easton Ellis, uddrag af "American Psycho" ("Killing Child at Zoo"), Picador, 1991.

Supplerende stof:
- Todd Alcott, "Television Is a Drug" (2010)
- Paul Auster, "Auggie Wren's Christmas Story" (1991); i denne sammenhæng så vi også et udsnit fra Wayne Wangs "Smoke" (1995)
- Yorgos Lanthimos, "Bugonia" (2025)
- Eve Merrriam, "How to Eat a Poem" (1964)
- Josh Safdie, "Marty Supreme" (2025)
- Scene fra Mary Harrons adaptation af "American Psycho" (2000; 'Huey Lewis-scenen').
- Understanding (Post)modernism (lærerkonstrueret introduktion til brydningspunkter i moderne kultur og litteratur)
Indhold
Omfang Estimeret: Ikke angivet
Dækker over: 12 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 4 Værklæsning (One Flew Over the Cuckoo's Nest)

During this course, we read and discussed Ken Kesey's novel "One Flew Over the Cuckoo's Nest" (1963). We also watched Milos Forman's cinematic adaptation from 1975, and we debated narration, Gérard Genette's typology of different narrators, Edward Branigan's thoughts on "focalization", Murray Smith's concepts of "recognition", "alignment" and "allegiance", and William Riggan's typology of unreliable narrators. We also talked about adaptation theory and the concept of media specificity, and we debated the novel and the film in light of race, gender, core American values, and American culture and society in the 1960s and 1970s.
Indhold
Omfang Estimeret: Ikke angivet
Dækker over: 5 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 5 The Madwoman in the Attic: Gender & Sexuality

EXAM COURSE

In this course, "The Madwoman in the Attic: Gender & Sexuality", we explore different questions, theories and depictions of gender and sexuality in society, literature and popular culture, from the fight for suffrage to modern discussion concerning abuse, inequality and poststructural disavowals of traditional binaries and biological determinism.

Central terms include:
- the second sex (Beauvoir)
- four waves of feminism (Rampton)
- social constructivism, performative gender (Butler)
- the male gaze (Mulvey)
- the madwoman in the attic (Gilbert & Gubar)
- the unruly woman (Rowe)
- queer theory (Benshoff)
- suffrage
- domestication
- abuse
- inequality
- marginalization
- representation
- empowerment and reclamation of language
- male fragility and toxic masculinity
- biological determinism
- queerness
- otherness

In Danish:
I dette forløb diskuterer vi spørgsmål og springende punkter vedrørende køn og seksualitet i et kultur-, samfunds- og litteraturhistorisk perspektiv. Vi arbejder med følgende tekster:

Kernestof [K]:
- Kate Chopin, "The Story of an Hour" (1894), from "The Awakeing and Other Stories", Oxford's World's Classics (2008)
- Emma Watson, "Gender equality is your issue too," UNWomen, September 20 (2014). Online: https://www.unwomen.org/en/news/stories/2014/9/emma-watson-gender-equality-is-your-issue-too
- Cynthia Nixon, "Be a Lady, They Said", adapted from Camille Rainville, Girls. Girls. Girls. Magazine, Vimeo (2020): https://vimeo.com/393253445.
- Rampton, Martha, "Four Waves of Feminism", Facific University Oregon (2008/2015). Online: https://www.pacificu.edu/magazine/four-waves-feminism.

Supplerende stof [S]
- Julia Gillard, "Misogyny Speech" (2012)
- Charlotte Perkins Gilman, "The Yellow Wallpaper" (1892), Online: http://socrates.acadiau.ca/courses/engl/rcunningham/1413-F09/YellowWallpaper.pdf.
- Small videos/sketches: Funny appropriation of the Pot Noodle Ad called "The Ring" (2015),  "A Sketch for Women" (SNL, 2017), "GE Big Boy Appliances" (SNL, 2018)

We also debated issues concerning gender and sexuality in Ken Kesey's "One Flew Over the Cuckoo's Nest" (1963) and Milos Forman's cinematic adaptation (1975).
Indhold
Omfang Estimeret: Ikke angivet
Dækker over: 10 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 6 The Empire Strikes Back: Postcolonial Voices

EXAM COURSE

In this short course, "The Empire Writes Back: (Post)colonial Voices", we look at postcolonialism as a reaction to many years of oppression, marginalization and (cultural) imperialism. Also, we look at postcolonialism as a strategy regarding the formation of a specific cultural (or national) identity.
Specifically, we analyze poems by Mutabaruka and John Agard (seen as 'postcolonial voices'). These are analyzed in their own right, but also comparatively with the ‘colonial (?) voice’ in Rudyard Kipling’s poem “The White Man’s Burden”.

FORLØBSBESKRIVELSE:

I forløbet "The Empire Writes Back: Postcolonial Voices" arbejder vi med postkolonialismen med særligt fokus på det caribiske øhav.

Vi læser litteratur af to centrale 'postcolonial voices', hhv. John Agard og Mutabaruka, og arbejder med forskellige sociolingvistiske emner, herunder:
- regionale varianter og standardisering
- sproghistorie og sprogforandring
- dialekter og sociolekter
- code-switching (som differentierings- eller akkommodations-strategi)
- forholdet imellem sprog, kultur og politik.

De 'postkoloniale stemmer' (Agard, Campbell og Mutabaruka) læses desuden i relation til Rudyard Kiplings "The White Man's Burden". Endelig taler vi i forløbet om engelsk som "lingua franca".

Centrale temaer og begreber knyttet til forløbet er:
- oppression, marginalization and alienation
- cultural and national identities + enpowerment
- the colonial gaze (Fanon, Smith)
- identity formation through cultural differentiation
- establishment vs. anti-establishment
- imperialism vs. anti-imperialism
- standardization vs. regional variation
- diaspora
- polyphony
- us/them-antagonism
- orientalism (Said)
- mimicry and cultural appropriation (Babha)
- ventriloquism and subaltern people (i.e. the people whose voices are never heard; cf. Spivak)
- describing the colonized people in "infantilizing", "animalistic" and/or "barbaristic" terms (cf. Fanon)
- accommodation, code-switching (sociolinguistics)


TEKSTER:

Kernestof:
- John Agard, "Listen Mr Oxford don", 1985 (fra "Worlds of English", iBog, red. Anne Mette Finderup & Agnete Fog, 2010)
- John Agard, "Half-Caste" (fra "Half-Caste and Other Poems", Hodder's Children's Books, 2005)
- Rudyard Kipling, "The White Man's Burden", 1899 (fra "Worlds of English", iBog, red. Anne Mette Finderup & Agnete Fog, 2010)
- Rudyard Kipling, "We & They" (1926)
- Benjamin Zephaniah, "Us & Dem" (1990)
- Chimamanda Adichie, "The Danger of a Single Story", TED Talk (2009)
- Aziz Ansari & Alan Yang, "Master of None" (Ep. 1:4: "Indians on TV", Netflix, 2015)

Supplerende stof:
- Anzaldúa, Gloria (1987), Excerpt from "Borderlands/La Frontera: The New Mestiza" (Chapter 1).
- Winston Churchill, "Our Duty in India" (1931). Online: https://www.churchillarchiveforschools.com/themes/the-themes/key-developments-in-british-and-empire-history/was-britain-divided-about-indian-independence-1930-47/the-sources/source-2.
- Michael Curtiz, Åbningssekvensen fra "Casablanca" (1942)
- Edward Said, "On Orientalism", YouTube-foredrag. Online: https://www.youtube.com/watch?v=fVC8EYd_Z_g
- Fatoumata Waggeh, "Africa Post-Colonial Development", TEDx Talk, September 23, 2013. Online: https://www.youtube.com/watch?v=s7lmz4UL4wE
- Mutabaruka, "Dis poem" (fra "The Oxford Book of Caribbean Verse," red. Stewart Brown & Mark McWatt, 2005: 278-280).
- George Campbell: "Negro Aroused", 1935 (fra "The Oxford Book of Caribbean Verse," red. Stewart Brown & Mark McWatt, 2005)
Indhold
Omfang Estimeret: Ikke angivet
Dækker over: 12 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 7 Never-Ending Stories: Transmedia Storytelling

In this course, called "Never-Ending Stories: Transmedia Storytelling", we will explore the concepts of world-building and transmedia storytelling, i.e. stories and storyworlds that expand across different texts, media, and platforms.

The course includes three aspects:
(1) A theoretical part where we explore the most essential theories and concepts concerning transmedia storytelling
(2) A case study of "Twin Peaks" as an early example of transmedia storytelling
(3) A project-oriented part during which the students will explore and introduce different examples of transmedia storytelling of their own choosing.

****
Forløbsintroduktion på dansk:

Man har arbejdet med et udvidet tekstbegrebet siden 1970'erne, og dette er også blevet en integreret del af engelskfaget. I dette forløb fokuserer vi direkte på det udvidede tekstbegreb, idet vi arbejder med fiktive universer, der spreder sig på tværs af forskellige tekster og teksttyper, på tværs af forskellige medier og platforme, og som både inkludere kanoniske tekster og forskellige fanskabte tekster og produkter.

Vi arbejder med et teoretisk framework, der bygger på en række af de mest centrale forskere indenfor Transmedia Studies og Fan Studies.
De vigtigste begreber er:

- "Produsage" (Axel Bruns) og "Participatory Culture" (Henry Jenkins)
- "Fangagement" og "gatekeeping" (Matt Hills)
- "Transmedia storytelling" (her tager vi særligt afsæt i Henry Jenkins' teori om transmedialitet, hvor han bl.a. taler om følgende elementer: "spreadability", "drillability", "performance", "world building", "immersion")
- "Forensic fandom" (Jason Mittell)
- "Snowball transmedia" vs. "transmedia franchise" (Marie-Laure Ryan)
- "Screen/media tourism" (Sue Beeton)

Samt mere generelle begreber såsom:
- "Sequel", "prequel", "spin-off"
- "Tie-in book", "ancillary product", "memorabilia"
- "Cosplay", "fan theory" og "fanfiction"

Endelig har vi også talt om Jensen og Vistisens såkaldte "Tent-Pole Model" (der bruges til at analysere transmedielle universer), John G. Caweltis "literary formulas" (bl.a. "Mystery", "Adventure", "Romance" og "Alien Beings and States"), Joseph Campbells teori om "The Hero's Journey" og Umberto Ecos tanker om kultfænomener

Kernestof [K]
- David Lynch & Mark Frost (ABC, 1990-1991): tre afsnit fra "Twin Peaks", hhv. "Pilot", "Ep. 1" og "Ep. 2", dvs. de tre første afsnit fra tv-serien
- Jennifer Lynch (1991): Uddrag fra "The Secret Diary of Laura Palmer", s. 9-17
- Scott Frost (1991): "The Autobiography of F.B.I. Special Agent Dale Cooper: My Life, My Tapes", s. 12-18

- Samt to bogkapitler og en film eller et tv-serie-afsnit knyttet til et selvvalgt eksempel på transmedia storytelling. De enkelte studiegrupper har valgt at beskæftige sig med forskellige transmedielle universer:

Supplerende stof [S]
- Andrew Howe (2013): "The Owls Are Not What They Seem: Cultural Artifacts of Twin Peaks", in Marisa C. Hayes & Franck Boulègue (red.): "Fan Phenomena: Twin Peaks", s. 40-48 [S]
- Henry Jenkins (2007): "Transmedia Storytelling 101", Pop Junctions, 21. marts. Online: https://henryjenkins.org/blog/2007/03/transmedia_storytelling_101.html
- Umberto Eco (1985): "Casablanca": Cult Movies and Intertextual Collage" (gennemgået), Substance 14:2, 47, s. 3-12.
Indhold
Omfang Estimeret: Ikke angivet
Dækker over: 11 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 8 Man and Nature: From Walden to Captain Fantastic

In the short course, "Man and Nature: From Walden to Captain Fantastic," we discuss the relation between man and nature in different texts from British Romanticism, through American Transcendentalism and modern-day fiction across different media. The short course ties into an AT-course.

[Forløbsbeskrivelse på dansk]:
I dette korte forløb ser vi på relationen mellem 'menneske' og 'natur' i litteratur- og kulturhistorien, fra de britiske romantikere til de amerikanske transcendentalister og moderne fiktioner på tværs af forskellige medier.

Tekster:
- Uddrag af William Wordsworths "Preface to Lyrical Ballads" (1800)
- Percy Bysshe Shelley, "Ode to the West Wind" (1820)
- Kort uddrag fra Henry David Thoreau, "Walden" (1854)
- Uddrag from "Song of Myself" i Walt Whitmans "Leaves of Grass" (1855)
- Kapitel 8 fra B.F. Skinners "Walden Two" (1948)
- Matt Ross, "Captain Fantastic" (2006; film)

Herudover skulle eleverne bruge forskellige film til at illustrere træk fra den britiske romantik og amerikanske transcendentalisme i nyere tekster og moderne kultur.
Indhold
Omfang Estimeret: Ikke angivet
Dækker over: 11 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 9 (Audio)book Presentation

(Audio)book Presentation

Select a work of fiction that you want to read/listen to. The work of fiction should be either a novel, an audiobook, a collection of poems, a collection of short stories (by the same author), or a record that is formed around a central idea and a rich lyrical world, and it should be relevant to one of the courses with which we have worked with in English. It also goes without saying that it should be in authentic English, i.e. made by an English speaking author (NOT a translated work of fiction or an English book by a non-native speaker).

Read/listen to the entire (audio)book, take notes and quote central passages (noting the specific pages or time stamps). Now, make a small podcast in which you present the audiobook, following the steps below:

(1) TEASER: A short teaser/appetizer
(2) OUTLINE: A general outline of your presentation
(3) INTRO: An introduction to the audiobook where you describe and analyze the themes. the plot, the composition, the setting, the characters, the narration, the genre and the general style
(4) ZOOM IN: A close-reading or in-depth analysis of two central passages from the book, in which you zoom in on some pivotal scenes from the book, quote the passages and delve into the style of the respective quotes (commenting on antitheses/contrasts, semantic clusters, imagery, cognitive/conceptual metaphors, central themes, motifs and conventions or elements from different genres and literary formulas [cf. John G. Cawelti]. In this context, you should also comment on aural/sonic aspects, inasmuch as you are analyzing an audiobook). Apply relevant terms and theories when analyzing the chosen passages.
(5) ZOOM OUT: Round off your general presentation of the audiobook and explain and motivate why this particular audiobook is relevant to one of the courses that we have explored in English. In this context, you should also relate the book to the respective course, including relevant terms and theoretical frameworks, and at least one text from the given course.

Hand in your manuscript and a link to the podcast (10-20 min.)


****
Eleverne valgte forskellige værker. Disse værker blev valgt:
- Chimamanda Adichie, "Purple Hibiscus" (2003)
- Rebecca F. Kuang, “Yellowface” (2023)
- Nelson Mandela, “No Easy Walk to Freedom” (1990)
- Matthew Stover, "Star Wars: Revenge of The Sith" (Novelization, 2005)
- Jane Austen, "Pride & Prejudice" (1813)
- Kurt Vonnegut, "Slaughterhouse-Five" (1969)
- Suzanne Collins, The Hunger Games (2008)
Indhold
Omfang Estimeret: Ikke angivet
Dækker over: 7 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 10 Repetition & tilladte hjælpemidler

Følgende hjælpemidler er tilladt til eksamen

www.ordbogen.com
www.thesaurus.com
www.oxfordlearnersdictionaries.com
www.merriam-webster.com
www.minlaering.dk (bl.a. Engram & Do It, Write!)
Engelsk grammatik med synonymer (bog og PDF-version af afsnit)
Handouts, arbejdsark og slides udarbejdet til grammatikundervisningen
Cambridge B-bog

Sådan dokumenterer du brugen af EGMS eller MinLæring i assignments 1-4, hvis nødvendigt
Lav en fodnote eller skriv det nederst i din besvarelse

Engelsk grammatik med synonymer
• STANDARDTEKST: "Overskrift på paragraf." Aase Herskind & Uffe Gravers Pedersen, Engelsk grammatik med synonymer. 2002: s. ?
• EKSEMPEL: "126b – must." Aase Herskind & Uffe Gravers Pedersen, Engelsk grammatik med synonymer. 2002: s. 68.

MinLæring
• STANDARDTEKST: "Titel på afsnit" (forkortelse med tal, der viser hvilken sektion, du har brugt). ENGRAM, MinLæring. URL: hjememside.
• EKSEMPEL: "Omvendt (V S O) ordstilling på dansk – ligefrem (S V O) på engelsk" (O.1.1). ENGRAM, MinLæring. URL: https://app.minlaering.dk/bog/1/kapitel/27537/sektion/27541

Gyldendals Røde Ordbøger
• STANDARDTEKST: ”Overskrift på opslaget.” Gyldendals Røde Ordbøger. Link
• EKSEMPEL ”Violence.” Gyldendals Røde Ordbøger. https://ordbog.gyldendal.dk/#/pages/result/daen/violence/expert?cache=1543311934537
Indhold
Omfang Estimeret: Ikke angivet
Dækker over: 10 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer