Show:
General Hints
Fiction
Non-fiction
Language: Common errors
Guess a Grade
100
The correct way to pronounce the word "Analysis".
What is "Ana-ly-sis"?
100
The sub-genre of fiction that we have been focusing on (in the beginning of the year)
What is short stories?
100
Subgenres in non-fiction.
What is a speech, an article, an interview, a journalistic essay etc.
100
The most important rule to remember when you speak and write in English.
What is "kongruens" (overenstemmelse mellem grundled og udsagnsled. Dvs. Hvis der står He/She/It, så skal du skrive IS og sætte -S på alle udsagnsord (talks, runs, goes, does). Hvis der står WE/THEY/YOU eller andet flertal, så er det ARE og ALDRIG -s på udsagnsordet!)
100
A student gets the short story "Miss Brill". - She cannot say if it is fiction or non-fiction. - In her summary, she does not describe what happens in the ending of the story. - Her analysis is very short and she focuses mainly on point of view and only gives one quote from the text. - When she reads her quote out loud she does not tell us the page and line-number and she mis-pronounces many words even though she could have practised at home. - She makes a short interpretation and keeps saying "I think", "In my opinion", "I believe" etc. - She has more wrong sentences (kongruens-fejl) than correct sentences.
What is FAIL (00) Auch..
200
The number of hours you have to prepare for the English oral exam.
What is 24 hours?
200
The fancy latin name for the main character in a short story or novel.
What is "protagonist"?
200
The five points in the pentagon. ( if you can remember what is in the middle of the pentagon then: "Bravo!")
What is 1. Sender/writer 2. Reader/receiver 3. Circumstances 4. Language 5. Topic The middle of the pentagon: Intention
200
How to spell "story" when there are more than one (flertal)
What is "stories"?
200
A student gets a speech by Barack Obama - The summary is short but to the point. 1-2 language errors (kongruens) but this is because she is nervous and she corrects herself and shows that she knows about "kongruens". - The analysis includes the pentagon, rhetorical features, language functions and a focus on use of pathos. - she has 3 central quotes which she reads out loud with good pronounciation. She has practised the difficult words at home. - She explains why the quotes are central to her point. PEE - Her interpretation is short but she evaluates the speech well. - She puts the text into perspective by referring to The American Dream and Martin Luther King. - When we ask her about the historical background of the speech, she tells us about main events and knows the most important things. She elaborates her reference to the speech by Martin Luther King "I Have A Dream". - She talks fluently and has only a few problems with finding the words she needs to say what she wants. - Almost no kongruens-fejl after she becomes less nervous.
What is 12 BRAVO
300
The number of minutes your own presentation should last at the exam table?
What is 10-15 minutes?
300
The English word for "fortolkning". (Which you must always conclude your analysis with!!)
What is "interpretation"?
300
The three modes of persuasion
What are ethos, logos and pathos.
300
"The characters in the text feels alienated and does not know what to do"
What is kongruens-fejl! The characters in the text FEEL alienated and DO not know what to do.
300
A student gets an article about India and colonization. - His summary is a bit too long and too detailed but the language is generally good and he is not very nervous. - In his analysis, he focuses on figurative language and finds two metaphors in the text which he explains. - He does not read any quotes out loud. - Censor interrupts him and asks him to find a quote and use it as evidence to support his points. This confuses him but he looks at his text and takes two minutes. He succeeds in finding a fairly central quote but has trouble with some difficult words in the quote. - In his evaluation he starts out with: "I think that.." and bases his whole evaluation on his own opinion and reaction to the article's main points. - He does not put the text into perspective. - We ask the student about other texts (pensum) and he remembers a film about Australia and links it with the article's themes. - He has a few "kongruens"-fejl but masters the English language quite well. He is fluent to some degree, at home in the language and smiles confidently throughout the whole exam.
What is 7 (pil op).
400
The three words behind PEE
What is: Point, Evidence, Explanation
400
The latin word for "en alvidende fortæller"
What is an "omniscient narrator"?
400
The three language functions in non-fiction texts.
What are 1. the informative language function 2. the expressive language function 3. the directive language function
400
"In the text see you that...."
What is: Forkert ordstilling. Typisk dansker-fejl!
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.
What is 10
500
The three parts of your presentation at the exam that you must prepare at home.
What is 1) Short summary, 2) Analysis and interpretation, 3) Put the text into perspective.
500
The five important literary terms to use when analysing fiction.
What are 1. Characterization 2. Setting 3. Plot 4. Point of view 5. Theme(s)
500
The question you ask when you evaluate a non-fiction text. (NB: always conclude your rhetorical analysis of non-fiction with an evaluation)
What is "does the text fulfill its intention" + why/how ?
500
The English way of saying "at holde en tale"
What is "to give a speech".
500
A student gets a speech by a politician about multi-culturalism in London. - She gives a good summary of the speech but starts to read quotes aloud in her summary. She does not comment on the quotes at all. - Then she says that she wants to make an analysis. But her analysis is just a repetition of her summary. She more or less says the same things again and simply tells us what the speech is about. - She finds two additional quotes and reads them aloud with no problems. Still, she does not comment on the quotes and does not use them as evidence for any points. - After two minutes, she says "I think the speech fulfills its intentions and that is my evaluation". - We start asking her about the speech and try to get her starting on a proper analysis. But she repeats the summary of the speech. - We ask her about language functions in the text. She cannot remember what that is. - We ask her about ethos, logos, pathos. She says that there may be some logos and finds a mention of statistics in the text. She does not comment on the function of this. - We ask her if she has read other speeches or articles about multi-culturalism. She remembers a text but it has little to do with multi-culturalism. - We ask her if she can explain what multi-culturalism is. She does it in one sentence and that is it. - We want her to reflect more on the theme so we ask her if Denmark is a multi-cultural country. She answers using correct English and masters many words but does not seem to quite understand the question and what multi-culturalism is.
What is 4. (pil ned - tæt på 02)