Undervisningsbeskrivelse
Stamoplysninger til brug ved prøver til gymnasiale uddannelser
|
Termin(er)
|
2022/23 - 2025/26
|
|
Institution
|
Virum Gymnasium
|
|
Fag og niveau
|
Engelsk A
|
|
Lærer(e)
|
Ann-Sophie Klemp McLeod
|
|
Hold
|
2022 EN/k (1k EN, 2k EN, 3k EN)
|
Oversigt over gennemførte undervisningsforløb
Beskrivelse af de enkelte undervisningsforløb (1 skema for hvert forløb)
|
Titel
1
|
Flash fiction: Flicks of Fleeting Selves
The objective of the this course is two-pronged. The primary objective of the course is to explore flash fiction as a literary genre whose versatility invites a multiplicity of effects and expressions. The secondary objective is to introduce the pupils to basic analytical concepts as well as close reading as an essential skill when dealing with literary texts. Taking its point of departure in two short definitions of flash fiction (by Grant Faulkner and David Galef), the course has sought to emphasize the use of literary indeterminacies (textual blanks that invite the reader to keep several, sometimes conflicting, interpretations open), the use of other genre references in many flash fiction texts and the art of economy and the poetic aspect of the genre. Thematically the texts read have all dealt with personal identity in various, often fluid forms.
Key concepts:
- Type of narrator (first, second, third)
- Point of view
- Setting (social setting, physical setting, symbolical setting)
- Mood
- Theme (and how best to phrase a theme making use of at least two abstract nouns)
- Plot twist
- Peripeteia and anagnoresis
- Microcosm and macrocosm ("the universe in a grain of sand")
- Flash fiction as a genre, specifically "the art of economy", "the art of implication", "literary indeterminacies" ("left out absences"), "one part story, one part poem", "surprising juxtapositions"...
- primary and secondary socialization
- fluid and fixed perceptions of personal identity
- "clothes make the man", enclothed cognition
Primary texts:
- Bruce Holland Rogers. “Dinosaur” (2006). Source: The Sun Magazine, no. 367. July 2006. https://www.thesunmagazine.org/issues/367/dinosaur
- Margaret Atwood. “Clothing Dreams” (2006). Source: Margaret Atwood. The Tent. London: Bloomsbury, 2006: 7-9.
- Dreena Collins. “I Was Never There” (2019). Source: Dreena Collins. Bird Wing. A Flash Fiction Collection. Germany: Amazon distribution, 2019.
- Alice Walker. “The Flowers” (1973). Source: In Love & Trouble; Stories of Black Women. New York: Harcourt Brace Jovanovich, 1973. 119-120.
- Ernest Hemingway (supposedly). "Baby Shoes, never worn". Source: https://en.wikipedia.org/wiki/For_sale:_baby_shoes,_never_worn
- Dean Christianson. "There's no place like it". Source: ource: From "The World's Shortest Stories''. Red. Steve Moss. Running Press Book Publishers, 1998. https://extras.denverpost.com/books/short0614.htm
- Lydia Jane Orvis. "The Window". Source: https://booksreviewer.org/2018/04/01/the-best-worlds-shortest-stories-that-say-it-all/
- Tom Ford. "I want to report an accident". Source:https://valentinagurarie.files.wordpress.com/2013/07/i-want-to-report.jpg
- Patrick S. Tray. "Chameleon Schlemieleon". Source: http://mstruongsclass.weebly.com/55-word-poem.html
- Nancy Ruth Nerenberg. "Lost". Source: Moss, Steve, ed. The World's Shortest Stories. 1998, 1995. Repr. Here: https://extras.denverpost.com/books/short1018.htm
- Marilee Swircszek. "Solitaire". Source: http://200words.com/55.html
Secondary texts (theory):
- Grant Faulkner. “A Short Definition of Flash Fiction”
- David Galef. “A Short Introduction to Flash Fiction”
- A "Flash Fiction Dictionary" compiled and written by yours truly (Ann-Sophie McLeod)
- Overview of relevant sociological concepts (compiled from various sources)
- Personal Identity – fluid or fixed (compiled from various sources)
- On primary and secondary socialization (from wiki)
Estimated scope: 35 pages.
|
|
Indhold
|
|
|
Omfang
|
Estimeret:
Ikke angivet
Dækker over:
15 moduler
|
|
Særlige fokuspunkter
|
|
|
Væsentligste arbejdsformer
|
|
|
Titel
2
|
Flowers for Algernon
This course takes its point of departure in various definitions of intelligence in order to explore Daniel Keyes novella "Flowers for Algernon" as a literary work that illustrates the limitations of an intelligence based evaluation of human worth. The class has explored the uses and limitations of the IQ test as a measuring device for intelligence and has briefly delved into other possible conceptualizations of intelligence, such as Howard Gardner's theory of multiple intelligences before analyzing and interpreting Keyes' work. The analysis and interpretation of Keyes' work has concentrated on characterization, plot development and style.
Texts read:
- Daniel Keyes. "Flowers for Algernon". In Eds. Isaac Asimov et al. Space Mail. Robbinsdale, Minn.: Fawcett Crest, 1980: 231-261. (LITERARY WORK I)
Supplementary texts and material:
Articles:
- Eleesha Lockett, M.Sc. "8 Ways to Improve Your IQ". 19.11.19. https://www.healthline.com/health/how-to-increase-iq. Last accessed 28.05.23.
- Michele Marenus. "Howard Gardner's Theory of Multiple Intelligences". Simplypsychology.com. Updated on 18.05.23. https://www.simplypsychology.org/multiple-intelligences.html. Last accessed 18.05.25.
Videos:
- Hank Green et al. "Does IQ Really Measure How Smart We Are?" PsycShowSmart channel.
https://www.youtube.com/watch?v=7p2a9B35Xn0. Last accessed 28.05.23.
Key concepts:
Relavant to the topic:
- wisdom, intelligence.
- IQ-tests (measuring learning ability, the history of the IQ test, the factors that influence IQ, the possibilities of improving your IQ score).
- Howard Gardner's theory of multiple intelligences.
Relevant to the genre:
- Science fiction (hard science fiction versus soft science fiction; functions of science fiction (entertainment, suggest tech possibilities, warn of future scenarios, vent cultural fears).
Analytical concepts:
- Gustave Freytag's model of composition (the class has been introduced to the model and worked specifically with the concepts: "inciting incident", "climax" and "denouement").
- Dynamic, static, round and flat characters.
Related to style of writing:
- Sentence types (interrogative, declarative, imperative).
- Syntax (sentence fragments, periods, subordinate clauses, complex and simple syntax, paratactical and hypo- tactical sentence structures).
- Register (frozen, casual/informal, formal).
- Imagery: allegory, metaphor, analogy.
Estimated scope: 55 pages
|
|
Indhold
|
|
|
Omfang
|
Estimeret:
Ikke angivet
Dækker over:
9 moduler
|
|
Særlige fokuspunkter
|
|
|
Væsentligste arbejdsformer
|
|
|
Titel
3
|
Man-Machine (robots and beyond)
Man-Machine
Through engagement with speculative fiction and non-fiction, specifically science fiction in literature and film as well as non-fictive writing about robotics and A.I., specifically the advent of so-called "chatbots", this course is designed to help pupils reflect on the relationship between humans and humanoid machines. What does it mean to be human? What are the hopes and fears that near-human robots or creations inspire in us? Are we going to transcend the human - and is it desirable to do so - in a near future? We set out to explore allure and affront of technology in modern science fiction as well as in real and future inventions.
Special emphasis is put on the analysis of fiction and basic analytical concepts (characterization, setting, plot, theme, point of view, type of narrator, time aspect) are introduced and we rehearse how one might approach argumentative non-fictional texts by working with Aristotle's three types pf purpose and toulmin's model of argumentation.
Key concepts:
- Genre distinctions relevant to the literature we have read: Science fiction, dystopia vs utopia, argumentative vs informative articles
- Concepts that attempt to work with discrete categories within the man-machine continuum: automaton, robot, android, cyborg, humanoid, A.I..
- Isaac Asimov's three rules of robotics
- The Turing test (the imitation game)
- Analysis of fiction: characterization, setting, plot, theme, point of view, type of narrator, time aspect.
- Analysis of argumentation: Aristotle's three purposes: movere, delectare, docere, Toulmin's model of argumentation: main claim, ground(s), warrant, backing, rebuttal; modes of appeal: pathos, ethos (eunoia, phronesis, arete) and logos, the concept of "intention" has been worked with as central to the rhetorical situation.
Primary texts:
- Bryan Rhyness (dir.). "I Am Not a Robot" (2020). https://www.youtube.com/watch?v=AumpElMwUWo
- Alan Turing. "Computing Machinery and Intelligence" (1950, abbreviated). https://academic.oup.com/mind/article/LIX/236/433/986238
- Brian Aldiss. "Supertoys Last All Summer Long" (1968). Source: https://www.wired.com/1997/01/ffsupertoys/
- Alan Dean Forster. "Seasoning" (2014). Source: https://engelskportalen.gyldendal.dk/forloeb/artificial-intelligence-1/alan_dean_foster_v
- Isaac Asimov. "Introduction to The Robot Chronicles" (1990, excerpt).
- Kevin Roose. "A Conversation with Bing's Chatbot Left Me Deeply Unsettled". In New York Times. 16 February 2023. Source: https://www.nytimes.com/2023/02/16/technology/bing-chatbot-microsoft-chatgpt.html
Tool boxes:
- A Vocabulary of Relevant Terms (compendium by Ann-Sophie McLeod)
- Analysis of Fiction (compendium by Ann-Sophie McLeod)
Supplementary texts:
- Lærke Cramon. "Den største opfindelse siden steg sild eller menneskehedens endeligt." I "Information". Moderne Tider. 15 April 2023. Source: https://www.information.dk/moti/2023/04/stoerste-opfindelse-siden-ild-menneskehedens-endeligt.
- Sophie Buswick. "10 ways AI Was Used for Good This Year". ScientificAmerican.com. 15 December 2022. Source: https://www.scientificamerican.com/article/10-ways-ai-was-used-for-good-this-year/
Estimated Scope: 45 pages.
|
|
Indhold
|
|
|
Omfang
|
Estimeret:
Ikke angivet
Dækker over:
13 moduler
|
|
Særlige fokuspunkter
|
|
|
Væsentligste arbejdsformer
|
|
|
Titel
4
|
Once Upon a Time (incl. SRO)
In this course the pupils have been introduced to two different approaches to analysing and interpreting folk tales: a structuralist approach and a Freudian approach. Having familiarised themsleves with basic Freudian and structuralist concepts and models, the pupils have analysed and interpreted a number of folk tales, we have dealt with the theme of the girl and the wolf and explores how different writers in different times have revisited the tale of 'Little Red Cap'.
The course also constitutes an introduction to the SRO (written in English and either French, German or Spanish).
Key concepts:
Structuralist concepts: Algirdas Julien Greimas' models: the actantian model, home-away-home-model; Vladimir Propps typical folk tale motifs (we have worked with a list of eight motifs), the importance of contrasts in phrasing the theme.
- Freudian concepts: Freud's model of the mind (the egg model); id, ego, superego, primary and secondary processes, symbols - phallic symbols, suppression (and other defense mechanisms), latent and manifest dream content; dream work: condensation, displacement, seeming contradictions; the sex and the death drives, the childhood phases of development: the oral, the anal, the oedipal phase.
Primary texts:
- Anon. "Little Red Cap". Source: Jacob and Wilhelm Grimm. Childrens and Household Tales. Trans. D. L. Ashliman. Göttingen: Gebrüder Grimm, 1812. http://www.pitt.edu/~dash/grimm026.html.
- Anon. "The Rose Tree". Source: Jeremy Watts Once Upon a Time (2004), Systime
- Anon. "The Well of the World's End". Source: Joseph Jacobs. English Folk Tales (1890). New York: Putnam's Sons, 1890: 224-230. https://en.wikisource.org/wiki/English_Fairy_Tales/The_Well_of_the_World%27s_End.
- Carter, Angela, “The Company of Wolves”. Source: Angela Carter The Bloody Chamber, 1979.
- Carter, Angela. "The Werewolf" (1979). In Jeremy Watts, red. Once Upon a Time. Systime, 2004: 83-86.
- Oh Land. "White Nights" (2012). https://www.youtube.com/watch?v=3LcL7MaqwOc.
- Perry, Katy. "Wide Awake". https://www.youtube.com/watch?v=k0BWlvnBmIE. Sidst besøgt 29. november 2021.
Secondary literature:
- Christensen, Jørgen Riber. "Psychoanalysis and Literature". Psychoanalysis and Texts. København: Gyldendal, 1987: 15-17, 35, 46, 88-92. Reworked by Ann-Sophie McLeod.
- Clausen, Bo. "Freud's Model of the Mind". https://www.wildbilly.dk/engelsk/freudmodel.html
- Lütken, Gerd B. (red). ”Psyloanalytisk metode”. In Litteraturens huse, Systime, 2016. https://litteraturenshuse.systime.dk/index.php?id=1177 .
- Lütken, Gerd B. (red). ”Strukturalistisk metode”. In Litteraturens huse, Systime, 2016. https://litteraturenshuse.systime.dk/index.php?id=1174 .
- Watts, Jeremy. "On Folk Tales". In Once Upon a Time. Systime, 2004: 6-15.
Estimated scope: 58 pages.
|
|
Indhold
|
|
|
Omfang
|
Estimeret:
Ikke angivet
Dækker over:
16 moduler
|
|
Særlige fokuspunkter
|
|
|
Væsentligste arbejdsformer
|
|
|
Titel
5
|
Gothic Horror
The course explores the history, nature and fascination of horror literature. Pupils gain an understanding of the roots of contemporary horror literature in the dark romanticism of the late eighteenth and early nineteenth centuries (the gothic) as well as later Victorian and moden incarnations of the horror genre. We attempt to understand and label the scare effects as well as the fascination that horror literature holds for many readers.As part of the course the pupils have read and completed a short oral presentation on aspects of Robert Louis Stevensen's "The Strange Case of Dr. Jekyll and Mr. Hyde" (1886) as well as a written assignment on Stephen King's essay "Why We Crave Horror Movies" (1981) or W. W. Jacobs' short story "The Monkey's Paw" (1902).
Key concepts and theories:
- Sigmund Freud's model of the mind (ego, id, superego, unconscious and conscious parts of the mind, drives and instincts) as well as his theory of the uncanny
- catharsis
- unreliable narration, suspense and surprise
- three distinctions between different kinds of fear: the gross-out, horror and terror
Texts:
- Edgar Allan Poe. “The Raven” (1845, extract)
- Edgar Allan Poe. “The Tell Tale Heart” (1843)
- Stephen King. "Suffer the Little Children” (1972)
- Robert Louis Stevenson. "The Strange Case of Dr. Jekyll and Mr. Hyde" (1886) (LITERARY WORK II)
Supplementary texts:
- Stephen King. "Why We Crave Horror Movies" (1981)
- W. W. Jacobs. "The Monkey's Paw" (1902)
- Marianne Mortensen & Rolf Erbst. "Horror and the Gothic". I: "The Gothic Universe". København: Gyldendal, 2003: 140-16. This version has been copied from the online Systime edition: https://thegothicuniverse.systime.dk/?id=140
Estimated scope: 367 pages.
|
|
Indhold
|
|
|
Omfang
|
Estimeret:
Ikke angivet
Dækker over:
20,5 moduler
|
|
Særlige fokuspunkter
|
|
|
Væsentligste arbejdsformer
|
|
|
Titel
6
|
World War I Poetry and Propaganda
This course deals with poetry written during or in the years after World War I by tracing four different aspects of the war portrayed in the poems written during or soon after the war. The four aspects also work as motifs in the poems: the soldier going to war, the trenches and the enemy, the return and the remembrance of the dead (love lost).
Although the class has also briefly dealt with propagandistic poetry written during the war (Brooke, Pope), our focus has been on the examples of World War I poetry that can be viewed as a type of proto-modernist literature, critical of the dehumanization and alienation caused by the war (Sasson, Owen etc.)
Background Material:
- "WW1 - Historical Overview". www.sparknotes.com.
Source: http://www.sparknotes.com/history/european/ww1/context.html
- Academy of Ideas. "Introduction to propaganda". Kilde: https://www.youtube.com/watch?v=-WpFzTplp28
- Ann-Sophie Klemp Mcleod. "Modernism and the First World War". Based
on the following sources: Butler, Christopher. Modernism. A Very Short
Introduction. Oxford: Oxford University Press, 2010; Childs, Peter.
Modernism. London and New York: Routledge, 2000; Friedrich, Hugo.
Strukturen i moderne lyrik (1956). Gyldendal, 1987.
Primary Texts:
- Lord Alfred Tennyson. "The Charge og the Light Brigade" (1854) - read in
excerpts as an example of Victorian war propaganda.
- John McCrae. "In Flanders Fields" (1915).
- Rupert Brooke. "The Soldier" (1915)
- Jessie Pope. "Will You, My Laddie" (1915)
- Siegfried Saison. "They" (1918), "Counter-Attack" (1918),
- Wilfred Owen. "Disabled" (1917); "Dulce et Decorum Est" (1920)
- Robert Frost. "Not to Keep" (1924)
- Max Wedderburn Cannan. "Lamplight" (1916)
- Ivor Gurney. "To His Love" (1919)
Key concepts:
- alienation
- dehumanization vs idealization
- modernism, modernity
- propaganda
- the sonnet as a poetic form (two types: Italian and English)
- tropes (metaphors, symbols, personifications, metonymies) and figures
(epiphora, anaphora, isocolon)
- metre (primarily iambs and dactyls - we have distinguished between
regular and irregular rhythms and the students are aware of how to
perform a scansion of a poem)
Estimated scope: 24 pages.
|
|
Indhold
|
|
|
Omfang
|
Estimeret:
Ikke angivet
Dækker over:
13 moduler
|
|
Særlige fokuspunkter
|
|
|
Væsentligste arbejdsformer
|
|
|
Titel
7
|
Shakespeare and love
After an initial exploration of the Shakespearean sonnet form and its association in the English language with the representation of the human experience of love and romance, this course introduced the students to the Elizabethan world picture, the characteristics of tragedy as a dramatic genre, and the nature and conditions of English Renaissance writing and drama by analyzing and discussing William Shakespeare's "Romeo and Juliet".
In addition to performing sections of the play, the students were asked to pay specific attention to Shakespeare's use of language. The knowledge of the tripartite structure of metaphors gained from the initial analysis and interpretation of various sonnets proved invaluable in the analysis of Shakespeare's figurative language, and the students also explored the significance that variations of rhymed and blank verse and prose might have in the play.
We concluded the course by discussing the contemporary relevance of the play play as well as two different interpretational approaches that could add to the understanding of the play: a feminist approach and a Freudian/psychoanalytical approach.
Key concepts:
The sonnet form (including metre, rhyme scheme and volta)
Shakespearean verse (blank verse, iambic pentameter)
Figurative language (tropes and schemes): puns, metaphors (tenor - vehicle - ground - tension), similes, personification, paradox, oxymoron etc.
Genre: tragedy, tragic flaw, dramatic irony
The four humours, the chain of being, gender roles.
Texts:
From the play:
- The prologue
- Act 1, scene 3 (l. 15-50)
- Act 2, scene 1 & 2
- Act 3, scene 1 (ll. 75-108)
- Act 5, scene 1, 2 & 3
Sonnets:
- Billy Collins. "All we need is fourteen lines, well thirteen, now" (1991)
- W. B. Yeats. "Never give all the Heart" (1906)
- William Faulkner. "After Fifty Years" (1919)
- William Shakespeare. "Shall I compare thee to a summer's day?" (sonnet 18)
------------------------------. "My mistress' eyes are nothing like the sun" (sonnet 130)
------------------------------. "Let me not to the marriage of true minds" (sonnet 116)
------------------------------. "When my love swears that she is made of truth" (sonnet 138)
------------------------------. "Devouring Time, blunt thou the lion's paws" (sonnet 19)
Supplementary texts:
- "Romeo and Juliet" (1968). Dir. Francco Zeffirelli.
- PowerPoint presentation on the Elizabethan world picture and Renaissance theatre
- Ole Juul Lund. ”Elizabethan England - and Shakespeare". In ”Macbeth”, Gyldendal 1993: 1-32.
Key concepts in this course are:
The sonnet form (including metre, rhyme scheme and volta), puns, metaphors (tenor - vehicle - ground), similes, paradox, oxymoron etc.
Estimated scope: 45 pages + Zeffirelli's "Romeo and Juliet" in its enitirety.
|
|
Indhold
|
|
|
Omfang
|
Estimeret:
Ikke angivet
Dækker over:
25 moduler
|
|
Særlige fokuspunkter
|
|
|
Væsentligste arbejdsformer
|
|
|
Titel
8
|
The American Dream
This course deals with some of the many ways in which it is possible to define the American Dream. The objective of the course has been for students to get a rudimentary overview of American history and a relatively complex understanding of key tenets of American self-conception. We have aimed at complicating the simple understanding of the American dream as a journey from rags to riches by delving into various aspects of American national identity.
As an addendum to the course we dealt with key aspects of American politics and the 2024 presidential election by looking at speeches by Kamala Harris and Donald Trump that reflected not only their versions of the American dream but also their political visions for the nation.
Non-fiction analysis is at the core of this course.
Key cconcepts:
In the process of uncovering the concept of the American dream, we look into American history to gain an understanding of:
- the content and importance of the Declaration of Independence
- the concept of American exceptionalisme (in John Winthrop's sermon as well as in the newer speeches)
- Abraham Lincoln's idea of "a new birth of freedom" in "The Gettysburg Address"
- the civil rights movement and heritage of Martin Luther King
- The use of other common American patriotic topoi and ideas pertaining to American national identity (hard work, protestant ethic, liberalism, egalitarianism, self-reliance etc.)
Primary Texts:
- Excerpt from John Winthrop. "As a City Upon a Hill" (1630), www.historytools.org
- "The Declaration of Independence" (1776), (excerpt)
- Abraham Lincoln. "Gettysburg Address" (1863). www.americanrhetoric.com
- Martin Luther King. "I Have a Dream" (1963). www.americanrhetoric.com. We have also watched a filmed Recording of Martin Luther King's speech at the March on Washington for Jobs and Freedom (1963). Source: https://www.youtube.com/watch?v=I47Y6VHc3Ms
- Arnold Schwarzenegger. "Call me Arnold" (1980). In Søren Mathiasen and Svend-Aage Nielsen (eds), Born in the
USA, Forlaget Futurum, 1984.
- Donald Trump. "Speech accepting GOP nomination at the 2024 Republican National Convention, Milwaukee, 19 July 2024". Source: https://www.nytimes.com/2024/07/19/us/politics/trump-rnc-speech-transcript.html
- Kamala Harris. "Remarks by Vice President Harris at a Campaign Event Atlanta, GA". 20 July, 2024. Source: https://bidenwhitehouse.archives.gov/briefing-room/speeches-remarks/2024/07/30/remarks-by-vice-president-harris-at-a-campaign-event-atlanta-ga/
Background Material:
On American history:
- Freeschoolpublishing. "The American Revolutionary War for Kids" (introductory film). 27 June, 2019. Source: https://www.youtube.com/watch?v=BWtW0gmh3kg
- James McPherson. "A Brief Overview of the American Civil War". Source: https://www.battlefields.org/learn/articles/brief-overview-american-civil-war. First posted 20 Nov. 2008. Last edited 24 August 2021.
- various web articles on the history of the civil rights movement and the era of segregation (web quest - the links are available in the worksheet for this work).
On American politics:
-- Kamala Harris: www.whitehouse.gov/administration/vice-president-harris
https://www.nytimes.com/2024/07/21/us/politics/kamala-harris-abortion-immigration-economy-israel.html
- Tim Walz: mn.gov/governor
- J.D. Vance: www.vance.senate.gov
- Donald Trump: National Archives (www.archives.gov/presidential-libraries)
- Mette Holm. "Presidential Elections", "Political Parties", "The Democratic Party" & "The Republican Party". Systime, 2024. ISBN: ISBN: 9788762513303.
On Donald Trump's rhetorical style:
Tara Golshin. "Donald Trump’s unique speaking style, explained by linguists". In Vox.com, 11 Jan., 2017. Source: https://www.vox.com/2016/8/18/12423688/donald-trump-speech-style-explained-by-linguists
Key concepts:
- American ideas of egalitarianism and democracy
- The central idea of inalienable rights and the right and duty to overthrow oppressive government presented in the Declaration of Independence
- Positive and negative freedom ("freedom to" and "freedom from")
- Liberalism and individualism
- The manifest destiny, the frontier ideals of self-reliance and the rugged individual (presented briefly by the teacher in the PPT presentation)
- Max Weber's concept of "the protestant ethic" and the central notion of "hard work" (presented briefly by the teacher in a class discussion)
- John Wintrhop's idea of American Exceptionalism, the US as a "city upon a hill"
- Government for, by and of the people (Lincoln)
- Segregation, Jim Crow laws, separate but equal, non-violent resistance etc.
Estimated scope: 52 pages.
|
|
Indhold
|
|
|
Omfang
|
Estimeret:
Ikke angivet
Dækker over:
20 moduler
|
|
Særlige fokuspunkter
|
|
|
Væsentligste arbejdsformer
|
|
|
Titel
9
|
Grammar crash course (opg. ikke til mdtl. eks.)
In this period of time we the class focused on covering various grammatical areas, and on how best to solve the grammatical assignments in the written exam. In addition to this we worked on how best to write a discussion in an analytical essay on a non-fictional text.
This course is not a part of the syllabus relevant for the oral exam.
Areas covered:
- adjektiver vs. adverbier
- adjektivers gradbøjning
- passiv vs. aktiv form
- udvidet vs. simpel form
- verbernes tider og omsætning af tempus (fra præteritum til præsens)
- sammensatte verballed
- identifikation af subjekt og verballed.
- pronomener (identifikation af de forskellige typer, funktion, bestemmende og parentetiske relativsætninger)
- do-omskrivning, modalverber
|
|
Indhold
|
|
|
Omfang
|
Estimeret:
Ikke angivet
Dækker over:
7 moduler
|
|
Særlige fokuspunkter
|
|
|
Væsentligste arbejdsformer
|
|
|
Titel
10
|
British Imperialism in India
This course explores Britain's imperialistic past, particularly the British colonization of India and its ideological justification in the spurious theory of Social Darwinism. After exploring Benjamin Kidd's defense of British imperialist rule as well as Rudyard Kipling's encouragement to "Take Up the White Man's Burden", the class has read and dealt with more complex responses to the heritage of imperialism from the perspectives of George Orwell, Salman Rushdie and Adiga Aravind (in the film adaption of his novel "White Tiger"). The course has had a relatively narrow focus, dealing primarily with the effects of colonization as viewed by the British rulers, which means that the class does not necessarily have an in-depth understanding of the still present effects of British rule in contemporary India, for instance.
Primary texts:
- "India's Colonial History". Survey text comprised of passages from Christopher O'Reilly. Post-Colonial Literature. CUP, 2001: 16-20 and http://history.howstuffworks.com/history-vs-myth/salt-march1.htm
- Various British and American cartoons illustrating imperialist attitudes from the satirical magazines Puck and Punch.
- Benjamin Kidd. From The Control of the Tropics (1898). Source: http://www.wwnorton.com/college/english/nael/victorian/topic_4/kidd.htm
- Rudyard Kipling. "Take Up the White Man´s Burden" (1890). In Dahlmann et al., Facts & Fiction: Empire, Commonwealth, Little England, gad, 1979 E.M. Forster, ´The Undeveloped Heart´ in A Passage to India (1924). In Dahlmann et al., Facts & Fiction: Empire, Commonwealth, Little England?, gad, 1979
- George Orwell. "Shooting an Elephant" (1936). In Dahlmann et al., Facts & Fiction: Empire, Commonwealth, Little England, gad, 1979.
- Salman Rushdie. "The New Empire within Britain" (1982). Published in Imaginary Homelands (1991).Source: https://public.wsu.edu/~hegglund/courses/389/rushdie_new_empire.htm
- "The White Tiger" (2021). Script and dir. Ramin Bahrani. Prod. Netflix.com. Based on Aravind Adiga. "The White Tiger". HarperCollins, 2008.
Supplementary material:
Introductory videos:
- OpenLearn from Open University (UK). "English in the World: A Very Brief History of a Global Language". 4 Dec., 2020. Source: https://www.youtube.com/watch?v=mTOsxh4OcFU
- Allison Sodha. "The Caste System". 31 Jan,, 2021. Source: https://www.youtube.com/watch?v=Q8V-8CUJAMY
- Emily Abrash & Kimberly Kutz Elliottt. "Darwinism versus Social Darwinism" part 1 & 2. Sources: https://www.youtube.com/watch?v=VqKIDyLhYJ4; https://www.youtube.com/watch?v=1RoJcfnZYCQ.
- Dr. Masood Raja. "What is Othering?". YouTube introduction, 15 June 2015.
https://www.youtube.com/watch?v=6Er_fAMYs7Y
------. "What is Mimicry in Postcolonialism?". YouTube introduction, 12 January 2020.
Nigel Warburton (script). "Civil Disobedience". Narrated by Stephen Fry. BBC Radio 4. 08.04.2015. Source: https://www.youtube.com/watch?v=elrTpoY6AYQ.
- Raymond Malewitz. "What is Free Indirect Discourse? A Literary Guide for English Students and Teachers". Oregon State University School of Writing Literature and Film. 1 June, 2020. Source: https://www.youtube.com/watch?v=Vw5XclD9IlQ.
Key concepts:
- Imperialism
- Social Darwinism
- The White Man's Burden
- The dichotomy of the colonizer and the colonized
- The paradox of imperialism (Orwell)
- "The new imperialism within Britain" (Rushdie's point)
- Free indirect discourse
Estimeret omfang: 41 sider + filmintroer (ca. 21 sider)
|
|
Indhold
|
|
|
Omfang
|
Estimeret:
Ikke angivet
Dækker over:
18 moduler
|
|
Særlige fokuspunkter
|
|
|
Væsentligste arbejdsformer
|
|
|
Titel
11
|
The Nature of Evil
This course explores the nature of evil in an attempt to complicate the concept and maybe even understand the mechanisms that might be the causes of evil. The course sets out to provide a tentative generalised definition of the concept as well as of different types of evil (idealistic, instrumental and daemonic, for instance) and to place the concept in a cultural and religious context by looking at the narrative of the Fall of Man from the Bible, and by considering the role of evil in the world view of various philosophers.
In the last part of the course the concept of evil is connected to the exercise and corruption of power in a larger societal context in relation to the reading of George Orwell's "Animal Farm" (1945).
Key Concepts:
- Evil (the conditions of evil: transgression of norms, intent to commit evil)
- Types of evil: instrumental, idealistic, daemonic etc.
- Deontological ethics (the categorical imperative) vs utilitarianist ethics (calculus of ethical acts)
- The state of nature (Hobbes and Locke's opposing views on this and the nature of man)
- Psychopathy (and the "Psychopathy check list")
- Central concepts connected to the genre of horror fiction: three types of fear (horror, terror, the gross-out), gothic horror fiction, "the damsel in distress", claustrophobia as a central mood in horror fiction, the uncanny (we have distinguished between 'the uncanny', 'the fantastic' and 'the marvelous').
- Central anlaytical concepts: suspense, surprise, point of view, symbolical setting, unreliable narrator, intrusive narrator, foreshadowing, composition, identfication (through focal characters).
Kernestof:
- The Holy Bible, King James Version, Genesis 1-4 (extracts).
- William Golding, Lord of the Flies, 1954, extract from chapters 4 and 11. In Fields of Vision
- Ursula LeGuin. "The Ones Who Walk Away from Omelas" (1973). In Robert Silverberg, ed. New Dimensions 3. Doubleday, 1973.
- Charles Higson, "The Red Line". In René Bühlmann, Now and Zen - postmodern stories from London, Systime, 2004.
- -----. "Suffer the Little Children" (1972). In NIghtmares and Dreamscapes. Viking Press, 1993.
- George Orwell. "Animal Farm" (1945). Penguin Classics, 1987 (LITERARY WORK III)
Supplerende stof:
- R.W. Hartung, "Ondskabstyper" og "En definition på ondskab", www.hartungs.dk.
- Ann-Sophie McLeod. "Thomas Hobbes and John Locke on Evil and Human Nature" & "Kant and Bentham on being good" (compiled from various sources).
Estimated scope: 35 pages (short stories and background) + 140 pages ("Animal Farm") - in total 175 pages.
|
|
Indhold
|
|
|
Omfang
|
Estimeret:
Ikke angivet
Dækker over:
10 moduler
|
|
Særlige fokuspunkter
|
|
|
Væsentligste arbejdsformer
|
|
|
Titel
12
|
Grammatik (opg. ikke til mdtl. eks.)
Grammatikforløbet dækker hele det tre-årige forløb. Grammatikforløbet har haft flere aspekter:
1) Gennemgang af grammatiske områder og grammatiske øvelser, der ikke er tilknyttet tekstlæsningen eller en bestemt kommunikationssituation. Klassen har arbejdet ud fra følgende grundbog: Mette Hermann og Poul Torne: "Getting started: Engelsk grammatik". København: Gyldendal, 2017. Følgende emner er afdækket:
- identifikation og kendetegn v. verber (bøjningsformer, semantisk indhold)
- infinitte og finitte verber
- sammensatte og simple verballed - beskrivelse af konstruktionen af sammensatte verballed
- verbets tider: perfektum, præsens, pluskvamperfektum, præteritum, futurum - (verbalformerne placeres på en tidslinje)
- fokus på præsens m. kongruens ml. verballed og subjekt som særligt fokusområde
- omsætning af verballed fra præsens til præteritum og fra præteritum til præsens.
- regelmæssige og uregelmæssige verber
- verballed i udvidet og simpel form
- verballed m. passiv og aktiv form
- sammentrækninger
- adjektiver: komparation/gradbøjning (1., 2., 3. grad - eleverne er ikke introduceret til de latinske betegnelser endnu), typer af komparation/gradbøjning (-er, -est; more, most - eleverne er ikke introduceret til de latinske betegnelser endnu), funktion (prædikativ, attributiv), type (klassificerende, deskriptive)
- forskellen mellem adjektiver og adverbier (genkendelse)
- substantivernes bøjning, artikelbrug ved abstrakte substantiver + andre særtilfælde
- genitivens to former på engelsk (brug og identifikation, korrekt placering af apostrof)
- pronomener (identifikation af de forskellige typer, bestemmende og parentetiske relativsætninger samt "aldrig komma før "that"-reglen)
- præpositioner er behandlet ganske kort i forb. m. adverbialled.
2) Funktionel grammatik og stilistik introduceret i forbindelse med tekstlæsningen. Eleverne har i denne del af grammatikundervisningen arbejdet med både de danske og de engelske termer:
Sætningstyper og syntaks:
- deklarative, interrogative, imperative (= declarative, interrogative, imperative sentences)
- sætning og periode (sentence and period)
- simple og komplekse sætninger (simple and complex syntax)
- paratakse og hypotakse (parataxis and hypotaxis, or paratactical and hypo tactical sentences).
- hovedsætninger og underordnede ledsætninger (main clauses, subordinate clauses)
- sætningsfragmenter (sentence fragments)
Ordklasser:
Adjektiver:
- forskellen på klassificerende og beskrivende adjektiver (engelsk: categorial/classifying and descriptive adjectives)
- forskellen på attributiv og prædikativ brug (engelsk: attributive and predicative function)
Stilniveau:
- lav - middel - høj
- forskel på tale og skriftsprog (register, syntaktisk kompleksistet etc.)
Grammatisk bevidsthed og selvkorrektur i forbindelse med det skriftlige arbejde:
- Her er der arbejdet med kongruens, at kunne genkende ufuldstændige sætninger og tempuskonsekvens (at bibeholde samme grundtid i hele teksten).
- forsøg med produktion af foranstillede infinitte ledsætninger ("Tired of grammar, the boys left the class", "Walking out of the class, they felt immensely guilty and decided to return").
|
|
Indhold
|
|
|
Omfang
|
Estimeret:
Ikke angivet
Dækker over:
0 moduler
|
|
Særlige fokuspunkter
|
|
|
Væsentligste arbejdsformer
|
|
{
"S": "/lectio/33/stamdata/stamdata_edit_student.aspx?id=666\u0026prevurl=studieplan%2fuvb_hold_off.aspx%3fholdid%3d52714733018",
"T": "/lectio/33/stamdata/stamdata_edit_teacher.aspx?teacherid=666\u0026prevurl=studieplan%2fuvb_hold_off.aspx%3fholdid%3d52714733018",
"H": "/lectio/33/stamdata/stamdata_edit_hold.aspx?id=666\u0026prevurl=studieplan%2fuvb_hold_off.aspx%3fholdid%3d52714733018"
}