400
A student gets an article + a poem about Global Language - Global Anguish in the Caribbean.
- She gives a good summary of both texts but shows some uncertainty about the poem.
- She speaks very slow and is visibly nervous. Still, she has practised at home and uses a few notes when she forgets what to say next.
- She divides her analysis up in two and makes a non-fiction analysis of the article and a fiction-analysis of the poem. She says that her focus is on the article and spends the most time on that.
- she goes though the pentagon, rhetorical features, language functions, modes of appeal and in her evaluation she states that the text fulfills its intention and finds a central quote to suppert her point.
- We ask her to read her quote and she does this without problems. She has looked the hard words up in a dicitionary.
- She puts the text into perspective by talking about colonization and the British Empire.
- Because she has not talked enough about the poem, we ask her about what the message in the poem is.
- She is confused and does not know what to say. But then she starts talking about the title of the poem and makes a guess about what the message might be. She does this in a slow but good language.
- When she makes mistakes (kongruens), she often corrects herself and shows knowledge about this rule.
- She is nervous throughout the exam but takes it slow and shows that she knows many English words.
- In the last minute, the censor asks her about what "Alienation" means and if she can relate it to the poem. She thinks about it and seems uncertain but she tries anyway. She knows what the word means and though she cannot relate it too much to the poem, she remembers other texts that have dealt with alienation and we have to stop her because time is up.
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