Camden Town Oberstufe [Sekundarstufe II in Bundesländern BE, BB, MV ed.] 9783425736433

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Qualifikationsphase Berlin, Brandenburg, Mecklenburg-Yorpommern

P

Operatoren

Standardized language for tasks (Operatoren) In Camden Town Oberstufe, the same standardized language for tasks (Operatoren) is used as in the Abitur and in tests. Always make sure you understand what is expected of you before you start working on a task.

analyse, examine

describe and explain in detail

Analyse the way(s) in which atmosphere is created. Examine the opposing views on social class held by the two protagonists.

assess, evaluate

express a well-founded opinion on the nature or quality of sb/sth

Assess the importance of learning languages for somebody’s future. Evaluate the success of the steps taken so far to reduce pollution.

give/write a characterization of

provide a thorough analysis of a character

Give a characterization of the protagonist in the excerpt.

comment (on)

state one’s opinion clearly and support

| Comment on the writer’s view on gender

one’s view with evidence or reasons

roles.

compare

show similarities and differences

Compare the opinions on education held by the experts presented in the text.

describe

give a detailed account of what sb/sth is like

Describe the soldier’s outward appearance.

discuss

give arguments or reasons for and against, especially to come to a well-

Discuss whether social status determines somebody’s future options.

founded conclusion

explain

make sth clear

Explain the protagonist’'s obsession with money.

illustrate

use examples to explain or make clear

Illustrate the way in which school life in

Britain differs from that in Germany. interpret

explain the meaning or purpose of sth

Interpret the message of the cartoon.

outline

give the main features, structure or

Outline the writer’s views on love,

general principles of sth

marriage and divorce.

point out, state

present the main aspects of sth briefly

Point out the author’s ideas on...

and clearly

State your reasons for applying for a high school year.

summarize, sum up

give a concise account of the main points or ideas of a text, issue or topic

Summarize the text. Sum up the information given about green energy.

write (+ text type)

produce a text with specific features

Write the ending of the story / a letter to the editor / a dialogue, etc.

Operatoren

Special task words for listening tasks Operator

Example

complete, fill in

Complete the sentences below using 1 to 5 words. Fill in the missing information using about 1 to 5 words.

list, name

List the most important aspects mentioned in the discussion.

match

Match each person with one of the pictures. There is one more picture than you need.

state

State the ideas supported by speaker A.

tick

Tick the correct answer.

Special task words for speaking tasks

agree on, come

agreement

to an

come to one opinion or an understanding; arrive at a settlement

Comment on the photos. Together with your partner discuss the effects such challenges might have on the individual and others. Agree on some challenges that everybody should meet in their lifetime.

argue

make a case based on appropriate In a discussion about the replacement evidence for and/or against some given | of textbooks by portable computers at point of view school argue for or against this proposal.

discuss

examine the different sides of an issue and come to a conclusion — or give the partner(s) the opportunity to come to a conclusion.

Discuss the concept of digital freedom and its limits. Together with your partner discuss what you consider to be your personal responsibility in society. Talk about what you would be prepared to do and how that would influence your life.

present

put forward sth for consideration

Study the diagrams on demographic development in Europe and present possible conclusions for your country.

.

Symbole und Abkiirzungen: @CD °DVD

Materialien fiir Lehrkrafte:

Verweis auf die Audio-CD

*

Teacher’'s Manual mit DVD (978-3-425-73670-9)

hinten im Buch

*

Klausurvorschlage (978-3-425-73671-6)

Verweis auf die DVD, enthalten

*

Materialien für Sprechprüfungen (978-3-425-73641-9)

im Teacher’s Manual AE

American English

BE

British English

eg.

exempli gratia (Latin) = for example

ie.

id est (Latin) =thatis

infml

informal

pl.

plural

sb

somebody

sth

something

VS.

versus

Vorbereiten. Organisieren. Durchführen. BiBox ist das umfassende Digitalpaket zu diesem Lehrwerk mit zahlreichen Materialien und dem digitalen Schulbuch. Fur Lehrkrafte und fur Schilerinnen und Schiiler sind verschiedene Lizenzen verfugbar. Nahere Informationen unter

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www.westermann.de Das Werk und seine Teile sind urheberrechtlich geschiitzt. Jede Nutzung in anderen als den gesetzlich zugelassenen bzw. vertraglich zugestandenen Fallen bedarf der vorherigen schriftlichen Einwilligung des Verlages. Nahere Informationen zur vertraglich gestatteten Anzahl von Kopien finden Sie auf www.schulbuchkopie.de. Fur Verweise (Links) auf Internet-Adressen gilt folgender Haftungshinweis: Trotz sorgfaltiger inhaltlicher Kontrolle wird die Haftung fur die Inhalte der externen Seiten ausgeschlossen. Für den Inhalt dieser externen Seiten sind ausschlieBlich deren Betreiber verantwortlich. Sollten Sie daher auf kostenpflichtige, illegale oder anstoBige Inhalte treffen, so bedauern wir dies ausdrtcklich und bitten Sie, uns umgehend per E-Mail davon in Kenntnis zu setzen, damit beim Nachdruck der Verweis geloscht wird. Druck A* / Jahr 2023 Alle Drucke der Serie A sind im Unterricht parallel verwendbar. Redaktion: Thorsten Schimming, Dr. Philippa Soldenwagner-Koch (www.lektoratbilingual.de) Illustrationen: Ulf Marckwort, Kassel

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westermann

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CAMDEN TOWN Oberstufe Qualifikationsphase Erarbeitet von Nanda Adelt Juliane Brunner Stephanie Claussen Christiane Dietz

Pamela Hanus Luzie Kage

Christoph Reuter Mirja Schnoor Christian Seydel Sylvia Wauer

Fachliche Beratung Wiebke Schmidt Heike Voet

Introduction to Camden Town Oberstufe

m

Der WordPool führt

Science and technology BUILD-A-BABY = =

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inhaltlich in das Kapitelthema ein. AuBerdem kannst du dich hier schon einmal mit dem Wortschatz vertraut machen.

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Preview ces and risks part of this Theme is about

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a word list for the Intro and the WordPool here:

kennzeichnet Aufgaben zur Medienbildung.

Mit der Intro-Doppelseite steigst du in das Themalein. Was dich erwartet, erfahrst du in der Preview-Box®

Part B: Literary visions of the future.

@ Analysing atmosphere PRE-READING

Auf manchen Seiten findest du Webcodes, die dich zu zusatzlichen Materialien führen.

-

Gib dazu einfach den Code auf

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www.westermann.de ins Suchfeld ein. scene again and d

Im Workshop trainierst du wichtige Kompetenzen. Mal steht dabei die Analyse einer zentralen Textsorte im Vordergrund,

3 — SUPPORT

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mal eine der kommunikativen

Teilkompetenzen Schreiben, Horverstehen, Hörsehverstehen, Sprechen und Sprachmittlung.Zunachst erarbeitest

du dir im Step by step-Abschnitt notwendiges Handwerkszeug. Im

Practice-Teil kannst du dann zeigen, dass

Language awareness n the extract from t,

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du das Gelernte auch anwenden kannst.

© I e From Empireto Commonwealth

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- PN

Auf den FactsSeiten findest du Daten, Fakten und historische Hintergründe, die für das Verständnis der

folgenden Materialien wichtig sind.

pa actne amarkandrenm The Amerfcan Dream in a political speech

=

Introduction to Camden Town Oberstufe

Science and technology

Going places: Life after schoal

X

English as alingua franca

©

©

The global language of the future PRELISTENING o

Die Texts-

Seiten enthalten unterschiedliche Materialien und abwechslungsreiche Aufgaben aus allen Kompetenzbereichen.

Diff section ®

Part B: Literary visions of the future IPPORT FOR TASK 7 {P. 203)

atenerty

Grüne Unterlegungen weisen dich auf Differenzierungsangebote hin. So gekennzeichnet sind etwas

|

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anspruchsvollere FE -Aufgaben, zusatzliche E-Aufgaben und o S Aufgaben, bei denen du aus

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eary it the uture

shop: Step by step oy

mehreren Optionen auswahlen kannst.

AuBerdem macht dich der Hinweis

auf Unterstltzungsangebote

in der Diff section aufmerksam.

i

Die vielfältigen Aufgaben zur Sprachbewusstheit sind als Language awareness gekennzeichnet. Auch

Am Ende des Buches erwarten dich verschiedene Übungsund Nachschlageanhänge zu wichtigen skills, zu common

deine interkulturelle Kompetenz

mistakes und zur Facharbeit, sowie ein Glossar.

kannst du trainieren. Dazu dient das

e

Sonderelement Across cultures.

S orpor

© |

_ Die Advanced

texts-Seiten enthalten anspruchsvollere Materialien, die

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Grra Punctuation Punetustion s aneeher re which causes Germe

commas el regareing when 10 use corimas in English are lss st h In German. Resding ®

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.

Contents

I. The individual and society Theme

Adolescence: Finding your path

1

Speaking Creating a poster Z

WordPool

Part

A

Informative text

Working on vocabulary

Aims and ambitions

Workshop:

Working on comprehension tasks

Advanced texts

Statistics On the Come Up by Angie Thomas (novel extract) Dear Martin by Nic Stone (novel extract)

Analysing statistics Intercultural learning Working on comprehension tasks Discussing a quotation Writing a comment

Working on song lyrics 8 Mile by Eminem (song lyrics) Go Off by M.I.A. (song lyrics) Dreams and Nightmares by Meek Mill (song lyrics)

Listening to songs Presenting a song

TIME’s most influential teens Informative texts

Conducting a class survey Giving a presentation Giving feedback

Independence Day Independence Day by Bruce Springsteen (song lyrics)

Writing a comment Presenting a song

Greetings from Bury Park by Sarfraz Manzoor

(novel extract)

Part

B

Seeking meaning in life

Workshop:

Rewriting a scene from

a different perspective

Advanced texts

Decision tree, quotation

Tell the Wolves I'm Home by Carol Rifka Brunt (novel extracts) Photos

The Idiot by Elif Batuman (novel extract)

Speaking Analysing characters Analysing narrative perspective Rewriting a scene from a different perspective Peer-editing Writing a comment Analysing atmosphere

Creative writing The Idiot by Elif Batuman (novel extract)

Analysing language and narrative techniques Writing a letter

Doing it your way: Mediation Unternehmerin Aya Jaff: ,Mathe hatte mich fast das Abi gekostet” (interview in German)

Speaking Mediation Writing a portrait

Contents

Theme 2

The changing roles of men and women

44

Photos, headlines, video commercials

Speaking Viewing Doing research

Informative text

Working on vocabulary Language awareness: Using phrasal verbs to write informally

I3

WordPool

LI

Workshop:

Online article, commercial, tweets, comedy show

Writing a

The real problem with toxic masculinity is that it assumes there is only one way of being a man by Ashley Morgan (online article) Timeline Publicly, we say #MeToo. Privately, we have misgivings by Daphne Merkin (newspaper article)

Language awareness: Talking about an idiom Viewing Finding headlines Analysing a line of argument Writing a comment Doing research

Mediation Philosophin Svenja FlaBpohler - Ein Gesprach

Mediation Writing a short article

comment

55

unter Eltern: ,Ich lasse mich von meinen Kindern

erziehen“ (interview in German) 57

Advanced texts

59

Gender identity For Today I Am a Boy by Kim Fu (two novel extracts)

Writing a summary Intercultural learning Writing an email

Masculinity

Outlining the content of a newspaper article

A trial: Working on a short story Talaq by Meera Khanna (short story)

Analysing a short story Researching and presenting

Today’s masculinity is stifling by Sarah Rich (newspaper article)

61

Theme 3

Public and private morality

64

Pictures, video

Speaking Viewing

(s

WordPool

Informative text

Working on vocabulary

E

Workshop: Writing an

Video, book cover, blurb

Viewing Speaking Language awareness: Analysing means of persuasion Writing an informal email Giving feedback Writing a formal email

email

I Do Not Come to You by Chance by Adaobi Tricia Nwaubani (novel extracts)

.

.

Contents

-

Section

74

Texts

Standing up for your beliefs Video Schüler in mehr als 100 Staaten demonstrieren für mehr Klimaschutz (German newspaper article)

Viewing Speaking Writing a comment Mediation Doing research Creating a poster

77

BVL

Investigative journalism and whistle-blowing

Outlining the content of a newspaper article Doing research Giving a presentation Viewing

Two quotations, map, informative text, two film

trailers, four short newspaper extracts

80

Working on a play Bodies by Vivienne Franzmann (drama extract)

Writing a discussion

II. National identity and cultural diversity Theme4 82

173

Britishness

_ WordPool

Part

A

Facts

Speaking Listening

Informative text

Working on vocabulary

The many faces of Britain

NX NTl - T HVE

PartB

Photos, comments on Britishness (audio, text)

Scottishness Statistic The business of being Scottish: Are you one of 50 million? by Lennox Morrison (online article)

Creative writing Intercultural learning Writing a discussion

Listening: Being British Statements about Britishness (audio)

Listening

Viewing: Britishness Video

Viewing Speaking Producing a video

Englishness What it means to be English in 2017 by Angus Harrison (online article)

Writing a comment

“Hybrid identities”: Listening Radio programme

Listening Intercultural learning

The monarchy and the political system Introduction to the political system of the United Kingdom Informative text

Intercultural learning

Contents

Section

94

Workshop:

Writing an opinion piece

99

101

Advanced texts

Theme 5

Statistics, informative video

Viewing Language awareness Writing an opinion piece

The Queen: Analysing a feature film Diagram The Queen (two film extracts)

Viewing Writing a discussion

Britain’s constitution Britain’s unwritten constitution by Robert Blackburn (online article)

Writing a summary Writing a discussion Writing a comment

The American experience

102

104

Should Britain abolish the monarchy? (online article)

WordPool

Part

A

Photos, quotation by Bono

Speaking Writing a comment

Informative text

Working on vocabulary Language awareness

The American

Dream

106

Facts

The American Dream Informative video, informative text

Viewing Creating a timeline Intercultural learning

107

Texts

Analysing a cartoon Cartoons

Giving a presentation

108

Advanced texts

The American Dream in a political speech Speech by Michelle Obama

Language awareness Intercultural learning

Part 110

B

Culture wars

Facts

Contested issues in a diverse country Photos, informative text, four maps

114

Workshop:

Two radio programmes, photos

Listening Speaking Intercultural learning

Gun culture: Mediation

Intercultural learning Mediation

Listening 117

Intercultural learning Creating a map

Statistic Ex-Schiitzenfunktionar: Waffenrecht in Deutschland und den USA

vergleichbar (German-language interview) 118

Advanced texts

US society today: Culture wars or class war? How America’s culture wars have evolved into a class war by James Davison Hunter (newspaper article)

Intercultural learning Writing a discussion

.

.

Contents

Part 120

C

African American experiences African Americans and the struggle for equality

A

Informative text, three quotations

America by James M. Whitfield (poem) 123

S

124

Theme 6 126

Writing a discussion Preparing a presentation

Brothers: Working on a short story Sonny’s Blues by James Baldwin (short story extract)

Language awareness Writing a discussion

Being black in Germany: Mediation Das deutsche Krokodil by Ijoma Mangold (German non-fiction text)

Mediation Intercultural learning Writing an article

English as a lingua franca

'

Infographics, map, advertising posters

Designing a poster Doing research Giving a presentation

128

WordPool

Informative text

Working on vocabulary

E

Workshop: Mediation

Lustig? (German Warum (German

Mediation Intercultural learning: Writing a speech for an

Nicht auf Deutsch! by Klaus Ungerer newspaper article) Englisch nicht als Weltsprache taugt online article)

international

audience Writing the beginning of a presentation 133

S

134

The global language of the future Statistics Talk by David Crystal (audio)

Working on statistics Listening Writing a discussion

Varieties of English: Analysing modern poetry

Speculating Analysing a poem Writing a thesis statement Language awareness: Commenting on varieties of English

Listen Mr Oxford Don by John Agard (poem: video, text)

ıK

Advanced texts

The future of English Have we reached peak English in the word? by Nicholas Ostler (newspaper article) What will the English language be like in 100 years? by Simon Horobin (online article)

Having a discussion Creating a timeline Summarizing Language awareness: Identifying different kinds of English

Contents

Theme 7

Migration and the multicultural society

138

Photos, questions from a citizenship test, video

Speaking Intercultural learning Viewing

ıE

WordPool

Informative text

Working on vocabulary Giving a presentation

142

ME

Immigration to Britain

Intercultural learning

Informative text, statistic 143

Workshop:

Working on a screenplay

My Son the Fanatic (film extracts) My Son the Fanatic by Hanif Kureishi (extracts from a screenplay) Two film stills, film trailers

150

Multicultural Britain: Working on cartoons

Viewing Writing a summary Language awareness Writing a discussion Writing a comment Speaking

Two cartoons

150

Multicultural Britain: Working on a blog post Blog post by Jermain Jackman

Writing a comment

Migration between India and the US: Listening Radio programme

Listening

152

Globalization and migration in an age of accelerations Thank you for being late by Thomas L. Friedman (non-fiction text)

Writing a comment

154

Canada - a post-national country? Speech by Justin Trudeau (video) Canada 150: What does it mean to be Canadian today? by Gavin Hewitt (online article)

Viewing Writing a comment Writing a discussion

152

BENeNETITC E

Theme 8

Postcolonial experiences

156

Two cartoons, map, quotations, informative video, definition

Viewing Speaking

158

WordPool

Informative text

Working on vocabulary

160

BTA

From Empire to Commonwealth Map, informative text, video

Viewing Writing a discussion

Nigeria past and present Two maps, photos, informative text

Intercultural learning Creating a timeline

Part A 162

LT

Nigeria

.

.

Contents

164

Section Workshop:

Analysing characters 169

170

Americanah by Chimamanda Ngozi Adichie (novel extracts)

Intercultural learning Writing a discussion Writing a summary Writing an article

Nigerian poetry

Let Our Voices Ring by Efe Paul Azino (poem: audio, text) Becoming by Titilope Sonuga (poem: audio, text)

Listening Language awareness Intercultural learning Creative writing

The danger of a single story: Viewing

Viewing

Talk by Chimamanda Ngozi Adichie (video)

PartB 171

India

E

India - past and present Informative text, map

173

BEK

175

Completing a timeline Doing research

India’s caste system today India’s caste system is alive and kicking - and maiming and killing by Mari Marcel Thekaekara (newspaper article)

Language awareness Writing a discussion

Colonial India: Working on a feature film A Passage to India (three film extracts)

Viewing Writing a discussion

III. Global challenges Theme9

Challenges and chances of globalization Photos, informative video

Viewing Working on vocabulary Writing an entry for a young people’s encyclopedia

WordPool

Informative text, photos

Working on vocabulary

Workshop: Speaking

Video, three audios, photos

Viewing Giving a three-minute talk Listening Language awareness Speaking: Interview, Monologue, Dialogue

Globalization and the fashion industry

Conducting a class survey Viewing Writing a discussion Language awareness Mediation Writing a speech

. 6

180

186

Two infographics, film trailer

The Zara workers’ protest shows why fast fashion should worry all of us by Daisy Buchanan (newspaper article) Wozu Mode kaufen, wenn man sie mieten kann?

by Anne Kohlick (German online article)

Contents

Globalization defined - and re-defined Quotation by Thomas L. Friedman Thank You for Being Late by Thomas L. Friedman (non-fiction text)

Writing a discussion

191

Backlash - globalization and its discontents Column: Why there’s a backlash against globalization and what needs to change by John Rennie Short (online article)

Writing a discussion Writing a comment

194

Globalization - the state of affairs

Language awareness Writing a speech

Speech by Barack Obama

.

Two cartoons

Theme 10

Saving the planet Cartoon, different other visuals, quotation

:

July 29: Earth Overshoot Day 2019 is the earliest ever (informative text by WWF)

'

Speaking Writing a comment

198

WordPool

Informative text, photos

Working on vocabulary

200

Workshop: Analysing a speech

Infographic, film trailer Before the Flood (extract from a documentary) Speech by Leonardo DiCaprio (audio and transcript) Speech by Barack Obama

Viewing Listening Language awareness Writing a comment

The future of energy Energy by Hannah Ritchie and Max Roser (online article) Video To decarbonize we must decomputerize: why we need a Luddite revolution by Ben Tarnoff (newspaper article)

Writing a mini saga Making a mind map Viewing Writing a comment Having a panel discussion

Preparing to leave planet Earth? The Terranauts by T.C. Boyle (two novel extracts)

Language awareness Creative writing Viewing Writing a comment

210

BED

Informative video

Theme 212 214

1

m WordPool

Science and technology Ethical questions

Speaking

Informative text

Working on vocabulary Viewing Language awareness

11

.

Contents

Part

A

216

S

218

NN

Chances and risks

OC

Driverless cars - debating an ethical dilemma Why self-driving cars must be programmed to kill (online article) Diagram

Speaking Having a debate

Artificial intelligence - friend or foe?

Speaking

Quotation by I.J. Good, diagram Life 3.0 by Max Tegmark (non-fiction text)

220

Cyborgs - merging humans and machines Four photos The age of cyborgs has arrived by Vanessa Bates Ramirez (online article)

Part B 222

Literary visions of the future

Workshop: Analysing atmosphere

228

230

EGIERILCGREVGEIN

233

Theme

12

WordPool

Part 238

12

S

Life in the future - just a virtual reality? Ready Player One by Ernest Cline (novel extract)

Speaking Writing an article Writing a short speech Language awareness Creative writing

What is the true meaning of equality? Harrison Bergeron by Kurt Vonnegut, Jr. (short story)

Language awareness Speaking

AI - the end of humanity? Informative video Ex Machina (three film extracts)

Viewing Working on vocabulary

The arts

234

236

Working on vocabulary Writing a letter to the editor

A

Photos, quotations

Speaking Giving a presentation

Informative text

Working on vocabulary

Between individual expression and social impact Street art - a form of art?

Photos Street art: Crime, grime or sublime? by Bethan Bell (online article)

Writing a discussion Speaking

Contents

-

Section

241

243

Advanced texts

Banksy - one of the world’s most famous street artists Crowds, vandals, chaos: what happens when Banksy sprays your wall? by Dave Simpson (newspaper article) Video

Writing an open letter Acting out a talk show Viewing Writing a comment

Mediation: Barbara. Photos Pfiffige Kommentare zur Rettung der Welt by Eva Hepper (German online article)

Mediation Writing an email Writing a comment

Choosing art as a career

Speaking Analysing language

Photos

Choosing art as a career by Marion Boddy-Evans (online article) Can you separate the art from the artist? ‘Too big to cancel’: can we still listen to Michael Jackson? by Lyndsey Winship, Chuck Klosterman, Laura Snapes and Simran Hans (newspaper article) Video

245

Part 248

.

B

Speaking Viewing Writing a discussion

Shakespeare

Facts

Shakespeare and the world that made him Informative text The theatre in Shakespeare’s time Informative text

249

256

258

Workshop: Working on Shakespearean drama

Romeo and Juliet (drama extracts) Romeo and Juliet (video: film extract) Romeo and Juliet (video: theatre performance)

Advanced texts

Shakespeare retold: The The Taming of the Shrew Vinegar Girl by Anne Tyler Plot summary Shakespeare Retold: The (film extract)

Photo

Taming of the Shrew (drama extract) (novel extract) Taming of the Shrew

Henry V: Shakespeare for managers

Henry V (drama extract) Inspirational Leadership by Richard Olivier (nonfiction text)

Viewing Reading Dramatic reading Writing a letter Writing a discussion Language awareness Writing a comment Speaking Writing a discussion Writing a comment Writing a speech Viewing Writing a comment Language awareness Writing a speech

13

.

Contents

IV. Contemporary issues in society Theme 13

The media in the digital age

260

Photos, dictionary definition, diagram

Writing a definition Working on vocabulary

262

WordPool

Informative text, photos

Working on vocabulary

264

Workshop: Analysing a

Nerve (film extracts) Four film stills, extract from a review

Viewing Writing a summary

feature film

268

Writing a discussion Creative writing Writing a comment Media literacy Factors influencing public opinion (from the Encyclopedia Britannica) Information on media literacy

Speaking Writing a summary

Filter bubbles and echo chambers The myth of the online echo chamber by David Robson (online article)

Mediation Viewing Writing an article Writing a comment

272

Fake news Informative video Why the invention of the fridge could be responsible for our love of fake news by Ian Leslie (online article)

Viewing Writing a discussion

274

Advertising

Speaking

270

B

Quotation, brand logos, video

276

14

Language awareness

One year later, what did we learn from Nike’s blockbuster Colin Kaepernick ad? by Jeff Beer (online article)

Viewing Writing a statement for a pitch Writing a discussion

Influencer marketing What is an influencer? (online article) German informative poster/statistics The fatigue hitting influencers as Instagram evolves by Sam Blum (online article)

Working on vocabulary Writing a dictionary entry Mediation Staging a debate Writing an email Doing research Writing a comment

Contents

Theme 282

14

The world of work

m

Photos, infographics,

quotations

Speaking

284

WordPool

Informative text, photos, other visuals

Working on vocabulary

286

Workshop: Analysing an article

Cartoons

Speaking Language awareness: Analysing rhetorical devices and strategies Writing a comment Working on cartoons Analysing language Writing a discussion Writing a letter to the editor

‘Following your passion’ is dead - here’s what to replace it with by Michal Bohanes (online article) How social media can help and hurt your career by Liz Seasholtz (online article)

Coworking - the workplace of the future?

291

Photos, radio report

Why I hate coworking spaces by Jake Peters (online article)

292

The future of work Video

Homo Deus by Yuval Noah Harari (non-fiction text) 294

296

298

.

Advanced texts

Speaking Listening Writing a definition Analysing the argumentative structure of an article Writing an opinion piece Viewing Writing a comment Language awareness Designing a leaflet

Employability Cartoon Herausforderungen in der neuen Arbeitswelt (German informative text) Skills profile

Working on cartoons Writing a discussion Mediation Writing a blog post Speaking

A job in a shop: Working on a short story Print Shop by Nina LaCour (short story extracts)

Speaking Conducting a class survey Writing a discussion Writing an email

Making ends meet: Working on a play

Speaking Speculating Writing an interior monologue Dramatic reading Writing an email Writing a comment

Statistics The Flick by Annie Baker (drama extracts) Production notes, cartoon

15

.

Contents

Theme

15

Urban, suburban and rural life

302

Cartoons, two videos

Speaking Analysing a cartoon Viewing

{088

WordPool

Informative text

Working on vocabulary

306

Workshop: Analysing narrative perspective

Photos

The Glass Castle by Jeanette Walls (memoir) Unauthorized Bread by Cory Doctorow (novella)

Analysing narrative perspective Language awareness Writing a comment Writing a dialogue Writing a discussion Rewriting from a different perspective

Working on poetry A Country Boy At Heart by Andrew Blakemore

313

New York by Edward Field (poem)

Speaking Analysing poetry Language awareness Writing a poem

From big city to small town: A novel extract The Casual Vacancy by J.K. Rowling (novel extract)

Speaking Writing a

(poem)

315

characterization

Gentrification: Working on a podcast

317

Photos, podcast

sa

Advanced texts

Smart cities - the future of urban life? The 100 million city: is 21st century urbanisation out of control? by John Vidal (newspaper article) Infographic, video, podcast

320

Reading two poems about the underground The Spirit of 34th Street by Peggy L. Shriver (poem) In the Tube by Richard Aldington (poem)

Speculating Listening Intercultural learning Doing research Giving a presentation Doing research Giving a presentation Viewing Listening Language awareness Staging a debate Writing a diary entry Writing a discussion Language awareness Analysing form and language of poems

Contents

‘

Diff section

359

Common mistakes

Skills section Writing skills 364

S1: Checklist: Summary

372

S6: How to write a discussion/comment

365

S2:Checklist: Creative writing

374

ST: Checklist: Writing a blog post

368

S3:Checklist: Formal letter

375

S8: How to improve your text

370

SA4: Checklist: Letter to the editor

378

S9: How to structure a text

371

S5: Checklist: Writing a speech

S15: How to describe pictures

Analysis skills 381

S10: How to work on poetry

392

384

S11: How to work on a play

393

S16: Checklist: Analysis of a film scene

386

S12: Checklist: Analysis - prose

395

S17: How to work on cartoons

388

S13: Checklist: Analysis - non-fictional texts

396

~ S18: How to analyse statistics

389

S14: How to analyse a speech Study skills

398

S19: How to improve your mediation skills

405

S23: How to quote

400

S20: How to listen/watch effectively

406

S24: How to give feedback/peer-edit

408

S25: How to work with a dictionary

401

S21: How to succeed in oral exams

404

S22: How to stage a debate

410

Practising scientific writing: The Facharbeit

414

Glossary: Literary terms

422

Acknowledgements, solutions 17

Adolescence:

Finding your path | KITHTWS § | SOKT NG

\WILL NOT = CPROTECT ®

LANIRO %I%@HNHR?E@B{I SANDY KHOOK

32 27

Webcode You can download

@) Think about your future and the issues that might become important for you.

a word listfor

p) Talk to a partner about your ideas and note them down on cards.

the Intro and the

.

WordPoolhere:

.

.

.

.

©C) Rankyour ideas according to their importance for both of you and discuss your different

WES-73643-001

rankings in class.

Think-pair-share | Across cultures a) Recently, young people have been actively expressing their opinions on a range of issues because they are afraid of the negative effect these may have on their future. Have a look at the pictures of young people protesting. On your own, write down * which issues the teenagers are criticizing, * which changes or reactions they are demanding and * who you think they are trying to hold responsible for current problems. b) Compare your results with a partner and talk about to what extent the issues concern you and your future. c) Inclass, compare the issues portrayed in the photos to the issues you consider important in task 1. Discuss differences and similarities and which of the different issues you think are more

important than others.

&

Group work

Divide the class into groups. Each group chooses one issue presented in the photos. Make sure different groups deal with different topics.

a) Research your topic on the internet and collect information on it, e.g. background, recent developments, opportunities to get involved. b) Use your results to create an informative poster. Consider using pictures in order to illustrate important aspects. c) In a gallery walk, present your posters to the class. 18

Adolescence: Finding your path

Checklist

Creating an informational poster

v/ Plan your poster » Decide which elements you will need for the poster. + Make a rough sketch of your poster; decide which elements will go where.

v Create your poster » Choose a title that reflects the topic of the poster. + Make sure your poster has a good balance of text and graphics; only use graphics that support what you want to tell the audience. * Arrange the information in an order; use subheadings.

v Check your poster * Proofread your texts. » Check if your poster has a conclusion.

o

Preview

Aims and ambitions

The first part of this Theme is about the aims and ambitions of young people. In the Workshop, you will practise working on different comprehension tasks.

Seeking meaning in life

The second part of the Theme deals with the question of what to strive for in life. In the Workshop, you will rewrite a scene in a novel from a different perspective.

"4 [ croose |

Choose one of the following tasks: Silent discussion Put up a blank sheet of paper next to every poster. Without talking to your classmates, walk around the room again and note down possible solutions for as many of the issues as

you can. Read other students’ ideas and draw inspiration from them, comment on them, etc.

With a partner, discuss whether there are issues which seem easier to solve than others. Consider why there might be differences. OR In class, decide on the most interesting topic and discuss possible solutions to the challenges posed by the issue you have chosen. 19

Adolescence: Finding your path

A SPECIAL PHASE According to the WHO Health

Organization)

teenagers were catapulted into

(World

adult roles out of economic necessity. And in some

adolescents

n

are individuals between the ages 10

societies this is still the case.

In more affluent societies it is now recognized that

and 19. With 1.2 billion worldwide,

this is a big group of people with

o

special attributes, abilities and needs.

Adolescence is a period in life in which children become adults and experience profound physical, neurodevelopmental and psychological changes. The body matures, certain parts of the brain develop (most notably those that are responsible for pleasure-

seeking,

reward-processing,

decision-making

ı5 and impulse control), and adolescents develop

stronger skills for reasoning and abstract thinking. The WHO calls adolescence “one of the most rapid phases of human development”.

This means that teenagers (a term commonly [}

2

used synonymously for adolescents) are real powerhouses of speed, strength, endurance

@

teenagers

S

ADOLESCENCE

All

societies

this

transition

@

from

IN SOCIETY

account

childhood

for

to

is viewed,

this

games - the teenage market is a multi-billion-

dollar industry. And, as parents worry about their children’s future in a globalized world, success in school has become an expectation that teenagers increasingly feel pressured to meet.

70

To

adulthood.

accompanied

How

and

celebrated differs between cultures and has changed over time. Traditionally, many societies introduced some form of coming-ofage rite, in which the youths are guided by older

S

then formally enter the adult world with a ceremony. Examples of such rites of passage are in Christian denominations,

the Quinceanera for fifteen-year-old girls in Latino cultures or the Bar Mitzvah/Bat Mitzvah

&a

20

for Jewish

boys and girls at the age of 13 and 12 respectively. This goes along with the adolescents taking on more and more meaningful tasks in society.

put

it

bluntly:

answer

is

5

deviant

behaviour. As the psychologist

Mihalyi Csikszentmihalyi writes: “When deprived of meaningful activities and responsible guidance, many teens find that the only opportunities for ‘feeling alive’ are stealing a car, breaking a school window, or ingesting a mind-altering drug” Others are asking themselves What do I really want in life? What kind of society do I want to live in? as they are looking for meaning beyond passing exams and buying stuff. Young people explore their dreams and aspirations; by doing so they are often doubting or even resenting what their parents

want

and

what

society

85

90

expects

of them. They find themselves in a process of emancipation as they are trying to find their own path in

life.

In the past, this transition has

often been quite speedy and

Their

match the opportunities they are given. For some

the

transitional

60

as consumers. From social media, to clothes, to

extraordinary abilities don’t

the Confirmation

so

this position also

hand, adolescents can be extremely vulnerable

have so many young supporters. On the other

individuals in finding their place in society and

4

to

competitive athletes often peak in their teenage and young adult years or that social movements

phase

4

time

comes with drawbacks. There is often a lack of meaningful responsibilities for teenagers. Instead, they are being increasingly targeted

— to (self-)destructive behaviour but also to the

3

more

develop and should not be treated as adults. However,

potentially harmful influences of adults. 3

need

SEARCHING FOR MEANING It is no wonder then that adolescents often feel marginalized and not taken seriously by the adult world.

and enthusiasm. It comes as no surprise that

2!

5

a

\l 201018

~

0

A Bar Mitzvah celebration

95

Adolescence: Finding your path

ATl

o

Fill in the correct prepositions. If you are not sure, have a look at the text. 1. to bevulnerable _ sth

4. toworry

2. toaccount

5. todeprive sb | sth

sth

3. totake | sth

sb/sth

7. toexpect sth

sb

6. tolook | sth

Scan the text again. a) Find synonyms for the words on the left and antonyms (opposites) for the words on the right. Find synonyms: Find antonyms: 1. rapid 1. rarely

b)

2. wealthy 3. directly

2. resistant, strong 3. irrelevant, trivial

4. exceptional

4. normal or acceptable

Find terms that fit the definitions.

1. the ability to continue doing something painful or difficult for a long period of time without giving up

5. the process of changing from one state or condition to another 6. to happen or appear with something else

2. trying very hard to be better than others 3. to reach the highest point or value 4. causing damage or injury to sb/sth

7. tofeel as if you are not important and cannot influence decisions or events 8. the wish to achieve something 9. to feel bitter or angry about something

Match the verbs (1-9) with the nouns (A-I) to form collocations.

1 topass 2 to meet

A path B surprise

3 to target 4 toenter

C exams D skills

5 to seek 6 tocomeas a(n)

E age F expectations

7 tofind one’s own

G teenagers

8 todevelop 9 to come of

H pleasure I adulthood

J

4

a) Create a timeline from when someone is born up to the age of 18. Add the words below. Look up any words in a dictionary that you do not know.

b) Growing up is not just a matter of age, but also one of biological and behavioral development. Distinguish between the meanings of the words below and, where possible, group those words that are similar in meaning.

Replace the underlined relative clauses with adjectives. Some examples can be found in the text. 1. girls that are fifteen years old 2. anindustry worth many billions of dollars

4. atrip around the world that lasts six months 5. a statue that is 10 meters tall

3. afilm that is four hours long

6. a book that consists of 400 pages 21

Workshop: Step by step

5E — S18: How to F z“äg’äe statistics, ; Webcode You can download

awordlistfor Part A here: WES-73643-002

Part A: Aims and ambitions

Working on comprehension tasks

PRE-READING EB Group work [Across cultures a) Form small groups and concentrate on one of the statistics below. Study the diagram on your own first. In your groups, describe it and explain what it reveals about * the young Americans’ aims (A), * the expectations young Americans are confronted with (B).

p) Form mixed groups and present your statistics to each other. . . C€) In your mixed groups, discuss to what extent you can relate to the findings.

d) Compare the results of your discussions in class. o

% of teens saying each would be extremely or very important to them, personally, as an adult Boys Having a job or

,

L

Helping other people who are ;in need

‚

L

Having a lot of money

|

o

Getting married

|

- O

Having children

|

career they enjoy

Becoming famous

Source:

'

'

[

78L & 844

41

61

Survey of U.S. teens ages 13 to 17 conducted

u

95 %

|

|

81

|

51

{47

4550

—0© 0 914

All teens

93% 97 %

}

C 39 41

Girls

—

|

39

}

| 100

1

Sept. 17 —Nov. 25. 2018.

“Most U.S. Teens See Anxiety and Depression as a Major Problem Among Their Peers” Pew Research Center

o

% of teens saying they personally feel pressure to ... Get good grades

Look good Fit in socially Be involved in extracurriculars Be good at sports Help your family financially Participate in religious activities

MM Alot

I

40619EX

Some

E

Not too much

L

None at all

Note: Share of respondents who didn't offer an answer not shown. Source: Survey of U.S. teens ages 13 to 17 conducted Sept. 17— Nov. 25, 2018. “Most U.S. Teens See Anxiety and Depression as a Major Problem Among Their Peers” Pew Research Center

22

40618EX

Part A: Aims and ambitions

Workshop: Step by step

0

COMPREHENSION Read an extract from Angie Thomas’s novel On the Come Up (2019) on p. 24. It is about Brianna Jackson, a 16-year-old African American girl whose father was an aspiring rapper when he was murdered several years before. She is attending an extra ACT Prep class', and her teacher Mrs

Annotations ' aclass in which

Murray has taken Bri’s phone away, which Bri would like to have back now that the school day is over.

Relate the protagonist’s situation to what is said about American teenagers in the statistics from task 1.

students are being

prepared to take the ACT, a standardized test for college

admission in the US

Preview

In this Workshop, you will learn to work on comprehension tasks asking you to briefly present the main information of a text. You may have to sum up a complete text or be asked to focus on certain aspects of it. In any case, you are not supposed to analyse or comment on the original text.

a)

Pair work Read tasks A and B and talk about how these tasks differ. A: Outline Mrs Murray’s view on Bri’s performance at school and plans for the future.

B: Summarize the extract from On the Come Up. b) Compare your results in class. c) Read tasks A and B again. Look at the tips for comprehension tasks below. Decide which of them apply to either A or B or are true for both of them or neither.

1 2 3 4 5

Don'tretell the story. Use quotes from the original. Keep the tense of the original. Decide what the main characters and events are. Describe how the situation presented in the extract develops.

9

6

Concentrate on Mrs Murray’s thoughts and opinions.

12 13

Leave out (minor) details. Change direct into indirect speech.

7 8

Keep in mind how Bri does at ACT Prep. Identify Bri’s plans for her future career.

14

Use the simple present (unless you need to use the past/present perfect for flashbacks, for example, or the future for references to future events).

10 11

Focus on what Mrs Murray thinks of Bri's aspirations as a rapper. Point out how both Mrs Murray’s and Bri's behaviour develops during this encounter. State which main topics are addressed in the course of the conversation.

d) When working on a comprehension task, you should start your answer with an introductory sentence that identifies the key point(s) for the task at hand. Choose the best endings to complete the introductory sentences below. Explain your choices. task

Outline Mrs Murray’s view on Bri’s performance at school and plans for the future.

Summarize the extract from On the Come Up.

introductory sentence

In the extract from Angie Thomas’s 2019 novel “On the Come Up", Mrs Murray, a high school teacher talking to 16-year-old protagonist Bri, ...

The extract from Angie Thomas's 2019 novel “On the Come Up" ...

1

.. presents rapping as a way out of the miserable living conditions Bri’s family is in.

2

... focuses on Bri's wish to follow in her late father’s footsteps.

3

.. deals with the conflict between Bri's aspirations as a rapper and her teacher’s hopes for Bri's academic success. ... highlights Bri’s annoyance at being constantly compared to her older brother as a role model. ... worries over Bri's focus on her rapping at the cost of her academic achievement.

4 5

23

o

Workshop: Step by step

Part A: Aims and ambitions

On the Come Up

n

by Angie Thomas

Mrs. Murray smirks. “I’m just trying to figure out what’s up with you. So what’s got you so distracted today that you wasted my time and your momma’s hard-earned money?” I sigh. She’s not giving me that phone until

I talk. So fine. I'll talk. “I'm waiting on DJ Hype to tell me I can battle in the Ring tonight”

“The Ring?”

o

2

25

S

3

@

3

Annotations mostly black neighbourhood where Bri lives 2 the church Bri and her family attend 3 junior year is the third year in high school. Itis the year before the final year in high school * Howard University is an elite, historically black university in Washington, D.C.

24

IS S

' the fictional,

Mrs. Murray’s “Following your dad’s It’s weird. Whenever him, it’s like they’re

“Yeah, Jimmy’s Boxing Ring. He has freestyle battles every Thursday. I submitted my name for a chance to battle tonight” “Oh, I know what the Ring is. I'm just surprised you’re going in it The way she says “you’re” makes my stomach drop, as if it makes more sense that anyone else in the world would go in the Ring except for me. “Why are you surprised?” She puts her hands up. “I don’t mean anything by it. I know you’ve got skills. I've read your poetry. I just didn’t know you wanted to be a rapper” “A lot of people don’t know” And that’s

not some imaginary person I only remember

bits and pieces of. And when they call him my dad and not Lawless, the underground

rap legend, it’s like they’re reminding me that I'm his and he’s mine. “I guess. I've been preparing for the Ring for a minute now. I mean, it’s hard to prepare for a battle, but a win could jump-start my career, you know?”

“Let me get this straight,” she says, sitting up. Imaginary alarms go off in my head. Warning: Your teacher is about to gather

the problem. I've been rapping since I was

ten, but I've never really put myself out there with it. I mean yeah, Sonny and Malik know, my family knows. But let’s be real: Your mom saying you’re a good rapper is like your mom saying you’re cute when you look a hot mess. Compliments like that are part of the parental responsibilities she took on when she evicted me from her womb. Maybe I'm good, I don’t know. I've been waiting for the right moment. Tonight may be the perfect time, and the Ring is the perfect place. It’s one of the most sacred spots in Garden Heights!, second only to Christ Temple?. You can’t call yourself a rapper until you’ve battled in the Ring. That’s why I gotta kill it. I win tonight, I'll

you, boo.

“You’ve been so focused on rapping that your grades have dropped drastically this semester. Forget that junior-year® grades are

vital for college admissions. Forget that you once told me you want to get into Markham or Howard*” “Mrs. Murray —“ “No, you think about this for a second. College is your goal, right?” “I guess” “You guess?” I shrug. “College isn’t for everyone, you know?” “Maybe not. But a high school education? Critical. It’s

battles,

and if I do more battles, I'll make a name

45

a D now, but that D will turn

to an F if you keep this up. I had a similar conversation with your brother once” I try not to roll my eyes. It’s nothing against

get a spot in the Ring’s lineup, and if I get

a spot in the lineup, I can do more

expression softens. footsteps, huh?” other people mention confirming that he’s

for myself. Who knows what could happen then?

Trey or Mrs. Murray, but when 85

you have

an older brother who did great before you, if you don’t at least match his greatness,

people have something to say.

Part A: Aims and ambitions I've never been able to match Trey here at Midtown. They still have the programs and newspaper

clippings

on

display when

he

o0 starred in A Raisin in the Sun®. I’m surprised they haven’t renamed Midtown “The Trey Jackson School of the Arts Because We Love

His Ass That Much.” Anyway.

Workshop: Step by step

0

“He once went from As to Cs,” Mrs. Murray says, “but he turned it around. Now look

Annotations * @famous play about

honors” He also moved back home this summer. He

Lorraine Hansberry in 1959

at

him.

Graduated

from

Markham

with

couldn’t find a decent job, and as of three

an African American

family, written by

weeks ago, he makes pizzas for minimum wage. It doesn’t give me much to look forward to.

4|

a) Relevant passages for task A have already been highlighted for you. Use them to note down in your own words what they reveal about Mrs Murray’s view.

b) Compare your notes to a partner’s and add to/change them if necessary.

(5 |

Now go through the text and decide which points could be relevant for task B. Note them down in your own words.

Tips

Focus on

- the essence of the extract (the overall message, the key conflict, etc.), - the relevant characters, - the development of the plot (it may help to divide the text into sections, often marked by a change in topic or the characters involved), - the main points and leave out unnecessary details.

[6|

Choose one of the tasks:

A: Outline Mrs Murray’s view on Bri’s performance at school and plans for the future.

B: Summarize the extract from On the Come Up. Tips + Keep in mind the tips you sorted in task 3c). - Use your notes from tasks 4 and 5.

Exchange your text with a partner. Give feedback and make suggestions for improving your

partner’s text.

— S24: How to give feedback/peeredit, p. 406

ANALYSIS

Eı

Analyse what the extract reveals about Bri’s character.

DISCUSSION

[9|

— S12: Checklist:

Analysis —- prose,

P-3%

“If you have a great ambition, take as big a step as possible in the direction of fulfilling it. The step may only be a tiny one, but trust that it may be the largest one possible for now.” Mildred McAfee (1900-1994, American women’s rights pioneer) Discuss the quotation with reference to Bri's ambitions.

— $6: How to write a discussion, p. 372 — S9: How to structure a text,

p. 378

25

o

Workshop: Practice

FE

Part A: Aims and ambitions

Working on comprehension tasks

COMPREHENSION (1]

At the beginning of Nic Stone’s novel Dear Martin (2017), Justyce McAllister, a young African

American attending a predominantly white high school, is called to help his drunk ex-girlfriend Melo get home. When trying to stop her from getting into her car, she makes a scene, which results in Justyce being arrested by the police. Read the extract from the novel and choose one of the tasks: A: Outline his experiences with the police and what conclusions he draws from them.

B: Summarize Justyce’s letter. — S24: How to give feedback/peeredit, p. 406

Exchange your text with a partner. Give feedback, considering the following points: ®° meeting the general requirements of a comprehension task, e.g. no analysis, no direct speech, no quotations * matching the main focus of the task

Dear Martin by Nic Stone

DEAR MARTIN (AKA! DR. KING),

Annotations " aka = also known as

2 SAT and ACT are both standardized tests for college admission in the US. On the SAT, you can score a total of 1600

s

points, on the ACT, a

10

/'menasiy/ =

ı5

total of 36 points 3 stomping ground = familiar place * wee = very small 5 menacing threatening, dangerous 5 Melo’s father 7 hoo-ha (infml) = here: excited talk

20

August 25

First and foremost, please know I mean you no disrespect with the whole “Martin” thing. I studied you and your teachings for a project in tenth grade, so it feels most natural to interact with you as a homie. Hope you don’t mind that. Quick intro: My name is Justyce McAllister. I’m a 17-year-old high school senior and full-scholarship student at Braselton Preparatory Academy in Atlanta, Georgia. I’m ranked fourth in my graduating class of 83, I'm the captain of the debate team, I scored a 1560 and a 34 on my SATs and ACTs? respectively, and despite growing up in a “bad” area (not too far from your old stomping grounds®), I have a future ahead of me that will likely include an Ivy League education, and eventual law degree, and a career in public policy. Sadly, during the wee* hours of this morning, literally none of that mattered. Long story short, I tried to do a good deed and wound up on the ground in handcuffs. And despite the fact that my ex-girl was visibly drunk off her ass, excuse my language, I apparently looked so menacing® in my prep school hoodie, the cop who cuffed me called for backup. The craziest part is while I thought everything would be cool as soon as her parents got there, no matter what they told the cops, these dudes would not release me. Mr Taylor® offered to call my mom, but the cops made it clear that since I'm 17, I’m considered an adult when placed under arrest — aka there was nothing Mama could do. Mr. Taylor wound up calling my friend SJ’s mom, Mrs. Friedman — an attorney - and she had to come bark a bunch of legal hoo-ha’ in the cops’ faces before they’d undo the cuffs. By the time they finally let me go, the sun was coming up.

It’d been hours, Martin. 25 [...] Frankly, I’m not real sure what to feel. Never thought I’d be in this kind of situation.

There was this kid, Shemar Carson ... black dude, my age, shot and killed in Nevada by this white cop back in June. The details are hazy since there weren’t any witnesses, but

what’s clear is this cop shot an unarmed kid. Four times. [...] Before the incident last

night, hadn’t really thought much about it. There’s a lot of conflicting information, so 50 it’s hard to know what to believe. Shemar’s family and friends say he was a good dude, 26

Part A: Aims and ambitions

Workshop: Practice

headed to college, active in his youth group ... but the cop claims he caught Shemar trying to steal a car. A scuffle® ensued (allegedly), and according to the police report, Shemar tried to grab the cop’s gun, so the cop shot Shemar in self-defense. I dunno. I've seen some pictures of Shemar Carson, and he did have kind of a thuggish’ 35 appearance. In a way, I guess I thought I didn’t really need to concern myself with this type of thing because compared to him, I don’t come across as “threatening,” you know? I don’t sag my pants or wear my clothes super big. I go to a good school, and have goals and vision and “a great head on my shoulders,” as Mama likes to say. [...] I thought if I made sure to be an upstanding member of society, I’d be exempt from ıo the stuff THOSE black guys deal with, you know? Really hard to swallow that I was wrong. AIl I can think now is “How different would things have gone had I not been a black guy?” I know initially the cop could only go by what he saw (which prolly* did seem a little sketchy'!), but I've never had my character challenged like that before. ı5 Last night changed me. I don’t wanna walk around all pissed off and looking for problems, but I know I can’t continue to pretend nothing’s wrong. Yeah, there are no

o

Annotations 8 scuffle = a short and not too serious fight ¢ thuggish = looking like you are up to no good ' prolly (slang) = probably ""sketchy = unclear 2 referring to the time of racial segregation in the Southern states of the US that continued into the late 1960s

more “colored” water fountains'?, [...] but if I can be forced to sit on the concrete in too-

tight cuffs when I've done nothing wrong, it’s clear there is as equal as folks say they are. so I need to pay more attention, Martin. Start really seeing Figure out what to do with it. That’s why I'm writing to shi— I mean stuff than sitting in handcuffs for a few hours, ... Well, your lack thereof, actually.

an issue. That things aren’t

stuff and writing it down. you. You faced way worse but you stuck to your guns

I wanna try to live like you. Do what you would do. See where it gets me. ss My wrist is killing me, so I have to stop writing now, but thanks for hearing me out. Sincerely, Justyce McAllister

ANALYSIS

— S9: How to structure a text,

Analyse how Justyce deals with what happened to him. Consider the type of text and the language

p. 378

he uses.

— S12: Checklist: Analysis —- prose, p. 386

COMMENT

"4 | croost |

“[...] I know I can’t continue to pretend nothing’s wrong.” (L. 46)

Comment

on

h

the

.

ith

quotatlon

with

ref

reference

h

to the

two

-

statistics

on

A

.

American

.

SOClety

— S6: How to write a discussion, p. 372 — S9: How to

bel

elow.

structure a text,

OR

p.378

Comment ;

on the

Median net worth of U.S. households in 2016 by race

A

impact the incident

450

.

has on Justyce’s aims and

ambitions.

s

®

3

400

[

350

L7

52 3O

300

< g

200

&° ©

o

and educational attainment of household head

39%

No bachelor's degree Bachelor's degree

or higher

S E

g= 5E
June’s dad is hurt because he is afraid that his wife regrets having married him instead of becoming an artist and living an unconventional life (. 95-104)

CREATIVE

a) — S2: Creative writing, p. 365

WRITING:

REWRITING

A SCENE

FROM

A DIFFERENT

PERSPECTIVE

Rewrite the scene from the perspective of June’s dad, using a first-person narration. Consider your findings regarding plot, narrative perspective and characters before you start. Make sure that you follow the criteria on the checklist.

Checklist

Rewriting a scene from a different perspective v Read the task carefully and identify the point of view and the narrative technique you are supposed to use. v Do not change the original plot (of this section or the whole story) or the traits of any of the characters. v You may need to elaborate on certain emotions and thoughts that can only be told from this new point of view.

v Only use information, range of emotions, language/register, etc. that are consistent with your narrator’s knowledge and behaviour. v Do not simply change personal pronouns, but rather give insight into the newly adopted perspective.

36

Part B: Seeking meaning in life

Workshop: Step by step

b) Peer-editing In groups of four, exchange your texts and give feedback. Then decide which one you consider to be the best. Further improve this version. Use * your feedback,

— $24: How to give feedback/peeredit, p. 406 — S8: How to improve

° good elements from the other texts.

R 04 p. 323 c)

0

your text, p. 375

Read out the improved versions in class and discuss to what extent changing the point of view has helped you understand June’s dad better.

COMMENT

HE

Read extract 2 from the novel. In it, June ponders what she has learned about her mother’s unfulfilled dreams and calls life “a sort of narrowing tunnel”.

a)

Explain what she means by this image. Give evidence from the text.

b) Commenton June’s view. Consider * what you have learned about the reasons for and the consequences of our decisions (see tasks 1-3), * whether her thoughts, views and fears are typical for a teenager.

o

after you were born, the tunnel narrowed

ı5 down to about half that size. You were a boy, and already it was certain you wouldn’t be a mother and it was likely you wouldn’t become a manicurist or a kindergarten teacher. Then you started to grow up and 20 everything you did closed the tunnel in

some more. You broke your arm climbing a tree and you ruled out being a baseball pitcher. You failed every math test you ever took and you canceled any hope of being a 25 scientist. Like that. On and on through the years until you were stuck. You’d become a baker or a librarian or a bartender. Or an accountant. And there you were. I figured that on the day you died, the tunnel would s0 be so narrow, you’d have squeezed yourself in with so many choices, that you just got squashed?. “Why do I do it?” my dad said. “That’s a no-brainer®. For you. For you and Greta and 3s your mother” “Oh} I said, suddenly feeling immensely sad that somebody would throw their whole life away just to make sure other people were

Annotations time period in early spring, when tax payers in the US submit their tax returns (Steuererkldrungen) to squash =

N

“What will?” I flipped a piece right side up. “Tax season'. Done for another year. Thank God” “It’s not so bad, is it?” My dad gave me an “are you kidding?” look. “Well, why do you do it, then?” I meant it seriously. I really wondered why people were always doing what they didn’t like doing. It seemed like life was a sort of narrowing tunnel. Right when you were born, the tunnel was huge. You could be anything. Then, like, the absolute second

zerdriicken, w

5}

Extract 2 “It’ll be over soon, eh, Junie?”

zerquetschen no-brainer = sth that is easily answered

happy.

w0 “Well, thanks.”

37

0

Workshop: Practice

FE

Part B: Seeking meaning in life

Rewriting a scene from a different

perspective

PRE-READING

Pair work

Look at the pictures taken at Harvard University. Take turns describing the atmosphere they convey.

3 COMPREHENSION Annotations freshman =

first-year student at American high schools and universities

You are going to read an extract from Elif Batuman’s novel The Idiot (2017). The novel tells the story of Selin Karadag, a freshman' studying linguistics at Harvard University in the 1990s. Her

mother works very hard for her to be able to attend this prestigious university. She wants her daughter to have the best opportunities. Read the extract and outline why Selin decides to volunteer at the housing project and how that works out for her. ANALYSIS:

— S12: Checklist: Analysis - prose,

p.386

— S9: How to structure a text,

p.378

— S2: Checklist: Creative writing, p. 365

38

ATMOSPHERE

AND

NARRATIVE

PERSPECTIVE

a) Read the extract from The Idiot again. Focus on ll. 24-46. Analyse the atmosphere that is created there. b) After that, compare the atmosphere created here to what you said about the atmosphere at Harvard University from looking at the pictures. c) Analyse how language and the narrative perspective are used to convey Selin’s perception of

the situation.

D5, p. 323

CREATIVE WRITING: REWRITING A SCENE FROM A DIFFERENT PERSPECTIVE [ 4 ] suppoRT 06, p. 323 Rewrite the scene from Linda’s point of view with her as the first-person narrator, including both

her understanding of the situation as well as her feelings and attitude.

Part B: Seeking meaning in life

I signed

up

to

teach

ESL?

at

an adult education program in a housing project®. It turned out that they already had enough ESL teachers and what they needed

0 director, a senior who had been working with

underprivileged adults since he was in high

but

nobody

money,

ever

design and construction, and would continue

them down.

[...]

Every surface was covered with graffiti. There was nothing colorful or playful about the graffiti — it was the same illegible® scrawl® repeated over and over and over, like nasty thought you can’t shake. The classrooms were in a residential building with an abandoned stove in the front yard. I went upstairs to the rooms set aside for the adult education program. There was a “lobby” with a children’s miniature table and chairs, even though there were no children in the

My student, Linda, came ten minutes late. She about

my

age,

thin,

with

lilac-colored

metallic lipstick and matching nail polish. She

because

always

good

it showed

N

to talk about

that

math

was

scrawl /skro:l/ =

Gekritzel fractions (pl.) = die Bruchrechnung GED tests can be taken by people who have dropped out of high school. When passed, they are equivalent to a high school diploma dumpster (AmE) =a large rubbish container

so something into parts and talk about the parts. “You probably already think about fractions all the time,” I said. “It’s just a matter of learning the words” Linda sighs again. “Maybe this is important es to you,” she said. “But to me it’s just not important. I got way more important stuff to think about” I nodded, while I thought about what to say. “The thing is,” I said, “it’s important to pass x the GED? test. You have to learn fractions to

pass the test”

“Nuh-uh,” she said. She was still looking out

the window. I looked out the window, too. I saw a dumpster’ and some pigeons. It had o started to rain. “How do you mean, ‘nuh-uh’?” I said.

program. On the table were a sign-in-sheet, a dead spider plant, and a dead spider. [...] was

it was

was just like a quarter, and four of them made a dollar, so it was useful to be able to divide

10

S

(

I had never been to a housing project and had somehow expected it to look makeshift* or something

w

school, had said that, if you were teaching

A

acquisition,

Annotations ' furious = very angry ESL = English as a second language housing project (AmE) = Siedlung mit Sozialwohnungen, meist schon etwas heruntergekommen makeshift = temporarily put together illegible = unreadable

IS

“I just don’t see the point of this,” she said.

ss That was a feeling I felt really sympathetic to. I pushed aside the chart and tried to explain the point of fractions. I started by drawing a circle and telling her it was a pie. She looked annoyed. I remembered that the program

important in daily life. I turned a new page in the composition book and explained that the one-numerator and four-denominator

math

to be depressing, perhaps for hundreds of years, until something powerful knocked

S

chart, because when I wrote in some more numerators and denominators, like 2 and 3, she was able to sit them on top of each other,

said we were put on this earth for our own

terrible in its institutional solidity. You saw that the buildings had always been depressing, they were depressing in their

45

two

math,

cobbled together, and there was

4

the

like 2/3. “That’s exactly right,” I said. Linda sighed, and looked out the window.

entertainment. [...]

35

of

math. I wasn’t particularly interested in high school

30

smaller

@

6

was people to teach high school equivalency

2

the

)

about it, the phone went quiet for a long time, and even before she started talking, I could tell she was furious'. The reason she worked so hard was so that I could devote myself to my studies and not worry about money; if I needed more money she would borrow more from her retirement and mail me a check, and if I really wanted to feel useful to society, there was nothing like community service. [...] Out of guilt, the habit of listening to my mother, and an interest in second-language

into

~

n

o

n

a job at the library. When I told my mother

S

I was running low on money so I applied for

went

classrooms, and sat at a folding picnic table. She showed me the page in the book she ss was supposed to learn. It was a chart, for generating fractions’. [...] But it seemed like she had already learned the

©

We

©

by Elif Batuman

20

0

so handed me a folded piece of paper. I unfolded it. It read: Linda needs help with fractions.

The Idiot

acquisition,

Workshop: Practice

“Nuh-uh,” she repeated. “There’s no pies on the test. The test is on what’s in the book. The regular teacher doesn’t talk about pie.” I thought it over. I thought about the test. I said I wouldn’t talk about pie anymore, and we would just learn what the book said. 39

Part B: Seeking meaning in life

o

Creative writing COMPREHENSION Annotations ' freshman =

The following extract from the novel The Idiot (2017) by Elif Batuman is set at the American “Ivy League” university Harvard in the 1990s. Selin Karadag, a freshman' studying linguistics there, is overwhelmed with the range of choices and decisions she is faced with. In this extract, she is trying to get into classes, which involves an application process for each

first-year student at American high schools and universities

class, mostly in the form of interviews by the teacher. Outline Selin’s experiences during her first days at Harvard.

The Idiot

by Elif Batuman

Annotations ' to stumble =to walk insecurely, tripping often

In the long days that stretched between even longer nights, I stumbled' from room to room taking placement tests. You had to sit

? to urge /3:(r)dz/ =

in a basement writing essays about whether

n

40

wondering if I was in the right place. There

it was better to be a Renaissance person or a

were some strange newspapers on the coffee

specialist. There was a quantitative reasoning

test full of melancholy word problems “The graph models the hypothetical mass in grams of a broiler chicken up to eighty

happy

* Old Norse = language spoken across Scandinavia in the Middle Ages 5 senior faculty = university teachers of high rank, usually the professors $ to shiver =zittern

weeks

table. That was the first time I saw the Times

Literary Supplement. I couldn’t understand 4

&n

to advise sb very strongly about what to do 3 exhilarating /1g'zilarettin/ = making you very

of age” —- and every evening was

some big meeting where you sat on the floor

in a big sea, and were urged? to view this circumstance as an exhilarating® challenge

further dwarfed by a gigantic overcoat. [...] “Well, let’s get down to business. From your

hand

rather than a source of anxiety. I tried not the fish, but after a while it started to get me down anyway. It was hard to feel cheerful

when someone kept telling you you were a little fish in a big sea. My academic adviser, Carol, had a British

accent

and

worked

at

the

Office

of

Information Technology. Twenty years ago, in the 1970s, she had received a master’s a

degree from Harvard in Old Norse*. I knew that the Office of Information Technology

was where you mailed your telephone bill

30

[...] “Do you think,” the professor was saying, “that you could spend two hours reading the same

passage,

the same

sentence,

even the

same word? Do you think you might find it

tedious, or boring?” Because my ability to spend hours staring at

a single word had rarely been encouraged in the past, I pretended to have to think it over. The professor nodded, frowning thoughtfully and narrowing his eyes. I understood

said it was of utmost importance to apply

to keep talking. “I like words,” I elaborated. “They don’t bore me at all” Then I sneezed

to freshman seminars, because

40

55

each month. Other than that, its sphere of activity was mysterious. How was Old Norse involved? On the subject of her work, Carol said, “I wear many hats” [...] When it came to choose classes, everyone

35

on an incredibly skinny, pale wrist,

application, you seem to be very creative. I enjoyed your creative application essay. My only concern is that you realize this seminar is an academic class, not a creative class.”

to give too much weight to the thing about

2

anything in the Times Literary Supplement.

A door opened and the professor called me in. He extended his hand - an enormous

and learned that you were now a little fish

20

literature seminars and got called in for one interview. I reported to the top floor of a cold white building, where I shivered® for twenty minutes on a leather sofa under a skylight

otherwise it

could be years before you had a chance to work with senior faculty®. I applied to three

“No,” I said finally.

with a sinking feeling that I was supposed

five times.

I didn’t get in. I got called to only one other

interview, for Form in the Nonfiction Film: a

Part B: Seeking meaning in life

A

7

seminar I had applied to because my mother, who had always wanted to be an actress, had lately joined a screenwriting class and now wanted to make a documentary about the lives of foreign medical graduates in America — about people who hadn’t passed

o

the medical board exams and ended up o driving taxis or working in drugstores, and about people like my mother who passed the boards and became research faculty at Johns Hopkins and Harvard.

ANALYSIS

H

Being accepted into Harvard is a dream for many young people in the US. However, Selin paints a different picture when she talks about her first days there. Analyse how she perceives being a student at Harvard. For that, examine the stylistic devices and the narrative techniques the author

— S12: Checklist: Analysis — prose,

p. 386

employs to convey Selin’s impression.

CREATIVE

WRITING

Selin made an important decision when she decided to enroll in classes at Harvard University after earning her high school diploma. Now it seems she is dissatisfied with the beginnings of her

academic education there. Considering the high college dropout rate in the US (see infobox below), write a letter to Selin with personal advice for her on how she should continue her path. Info

——

As reported by CollegeAtlas.org, 70% of Americans will study at a four-year college, but less than two-thirds will graduate with a degree. 30% of first-year students drop out after their first year of school.

Doing it your way: Mediation

E

a) Think of a person who, in their life or work, has done things differently to the mainstream. Note down what they have done differently and - as far as you can tell - what kind of person they are or seem to be. b) Pair work Exchange your ideas with a partner. Agree on three attributes you have to have if you want to do things

c)

(A 2

“your way”. Discuss the advantages and disadvantages of being such a person.

You are an exchange student at an your social studies class you have have shaken up their field of work to give an example from Germany

American high school. In been talking about young “game changers”, i.e. people who or study by doing things differently to the norm. You are asked and have come across this interview with Aya Jaff, a young

— S19: How to ir;“ep(;i(;‘;‘l?oäoäkrms p. 398 '

woman in the tech space. On the basis of the interview, write a portrait of Aya Jaff, focusing on her

personality and the way she has gone about her pursuits.

41

o

Part B: Seeking meaning in life

Unternehmerin Aya Jaff:

»Mathe hitte mich fast das Abi gekostet® Mit 15 begann Aya Jaff zu programmieren, mit 22 war sie Mitgriinderin

einer Innovationsberatung. Heute ist die 23-Jährige eine der bekanntesten

Programmiererinnen Deutschlands. Ein Gesprich mit Aya Jaff [...].

Interview von Ann-Kathrin Eckardt, Siiddeutsche Zeitung, 28. Januar 2019 [(00]]

haupten? Ich weiß noch, wie ich zu mei-

Warum haben Sie Programmieren

ı5 nem Mathelehrer gesagt hab: Ich würd’

n

gelernt?

gern

Das Coden selbst hat mich nicht gereizt, es war eher Mittel zum Zweck. Ich hab’ ge gesehen. Da stand: Hast du eine Idee? Wir geben dir 400 Euro. Ich war 15 und

o

dachte: Krass, 400 Euro!

Ich wurde

=}

in meiner Facebook-Timeline eine Anzei-

grammieren,

ge-

fragt, was ich damit machen wolle und meinte, eine Stundenplan-App wäre cool. Warum das? Ich wollte ausschlafen. Fiel morgens

Nichts,

im Coden,

=}

,Think Big“ gemeldet, der Organisation mit den 400 Euro. Weil ich selbst keine krasse Idee für was Neues hatte, habe ich mein Tech-Wissen angeboten. So bin ich zum Borsen-Planspiel „Tradity“ gekom-

Street” mit Michael Douglas, bei dem ich mir dachte: Sind alle Finanzleute solche Arschl6cher? Die rannten nur im Anzug rum, wurden als gemein und unmoralisch dargestellt. Das hat mich total aufgeregt. Dann kam auch noch ,The Wolf

haben sich zum Ziel gemacht, mit kleinen Spielen den Menschen Programmieren beizubringen. Ganz ohne Downloads, einfach im Browser. Man bringt zum Beispiel Figuren zum Tanzen, sogar Kinder

of Wall Street“ raus, da war es #hnlich.

Auflerdem hat es mich gewundert, dass S

n

wurde

hab’ ich mich noch mal bei

Nein, das war schon vorher da. Ich hatte einen Film gesehen, ich glaube ,Wall

Es gibt da eine tolle Seite, code.org. Die

nickig, man miisse gut in Mathe sein, um programmieren zu kénnen? Vielleicht, weil Lehrer das einfach be-

als ich besser

Da-

anderen entwickelt. Hat das Ihr Interesse fiir Finanzen geweckt? Sie schreiben gerade ein Buch iiber Finanzen fiir Jugendliche.

Wo haben Sie Programmieren gelernt?

Warum hilt sich das Vorurteil so hart-

Aber

mit dem

men. Uber fiinf Jahre habe ich das mit

und Ah400 ich

nachgebaut. [...]

zu viel Probleme

tenschutz.

gefunden, dass man eher 10000 Euro für

können das schon. Und man kann bekannte Websites nachbauen. Ich hab’ da mal die Airbnb-Website in einer Stunde

reicht es, plus, minus, mal

Was wurde eigentlich aus Ihrem Plan, die Stundenplan-App zu programmieren?

es kann doch nicht so schwer sein, eine

beschlossen, es selbst zu versuchen.

Seine

Taschenrechner. [...]

Schwarzen Brett gesehen. Ich dachte mir,

die Entwicklung einer App braucht einen Businessplan. Ich hatte keine nung, was das ist. Ich wusste nur: Mit Euro komm ich nicht weit. Dann habe

werden.

und geteilt zu können. Und dafür gibt’s

eine Stunde aus, haben wir das erst am

App zu programmieren, in der man das am Abend vorher sehen kann. Eigentlich eine easy Idee. Aber? Der Direktor war nicht begeistert. Datenschutz. Außerdem hab’ ich bald raus-

Programmiererin

Antwort: Da musst du aber erst mal an deiner Mathenote arbeiten. Mathe hätte mich fast das Abi gekostet. Zum Glick hatte ich da schon angefangen und wusste: Um Apps und Webseiten zu pro-

so wenige

Leute

wussten,

wie

man

Ak-

tien kauft, wo das doch angeblich so ein

wichtiges Thema war. Ich habe meine Schwester gefragt, die sechs Jahre alter ist, und meine

Eltern. Niemand

konnte

85 mir was dazu sagen. Dann bin ich in die Stadtbibliothek gegangen.

Part B: Seeking meaning in life

90

Sind Sie dort schlauer geworden? Da gab es ein einziges Buch, das hieß „Aktien für Jugendliche“ oder so. Da stand drin: Gehen Sie zu Ihrem Bankbe-

Aya 140

a

Vom

S

10

Zeitungsaustragen,

das

war

Eltern mit ihr und der

hart

verdientes Geld. Meine Eltern gaben mir dann noch 20 Euro im Monat dazu. Über drei Jahre habe ich jeden Monat 90 Euro

vationsberatung

diert

160

o a S

rerin, wenn sie ihre eigene Website nicht selbst baut? Oder: Die ist Programmiere-

[...]

eine Programmiererin?

Ihre Eltern haben beide im Irak studiert, aber ihr Studium wurde hier nicht anerkannt. Sie fahren Taxi und

ergreifen? Auf jeden Fall habe ich einen anderen Bezug zu Taxifahrern und Kassierern als andere. Für mich macht einen Mensch nicht sein Abschluss oder sein Beruf aus, sondern wie lange er an einem Problem sitzt, dranbleibt, rumwerkelt. [...]

Wer sehr jung erfolgreich ist, erntet mitunter auch Hohn und Spott. Sie auch? Mir hat noch niemand was Böses ins Gesicht gesagt, aber klar, so Titel wie „Miss Code“ sind schwierig. Ich habe immer gesagt, dass ich den nicht verdiene. Mein

Informatikstudium habe ich nach vier Se-

135

und

rin? Also ich kenn sie nicht. Meine Ge-

genfrage ist dann: Kennst du überhaupt

mestern abgebrochen. In den Kommentaren zerreißen einen die Leute trotzdem. Meine eigene Website hab ich mit einem Baukastensystem gebaut, da hieß es dann gleich: Ja, ist sie überhaupt Programmie-

[...]

Deutschland gilt ja nicht gerade als

s digitaler Vorreiter. Die Bundesländer

haben kürzlich eine Grundgesetz-

änderung gestoppt, die eine bessere digitale Ausstattung der Schulen

Hause gelernt, Chancen schneller zu

13

Sinologie

hab’ ich jedem erzählt: Ihr müsst in einen

arbeiten an der Kasse. Haben Sie zu

12

sie in Erlangen

Wirtschaftsökonomie und engagiert sich bei der Non-Profit-Organisation Start-up-Teens, die Jugendliche zu Unternehmern ausbildet. [...]

Fonds investieren, Sparbücher sind doof!

12

CoDesign-Factory,

die unter anderem Digitalstrategien für Firmen entwickelt. Außerdem stu-

einem Sparbuch. Und ich habe gemerkt: Ich bin nicht unmoralisch und gierig wie diese Börsentypen aus den Filmen. Das

115

——

Valley, mit 22 Mitgründerin der Inno-

ich den Führerschein davon bezahlen und hatte mehr Gewinn gemacht als mit

hat mein Interesse an Finanzen geweckt. Obwohl ich echt wenig Ahnung hatte,

Jahre

Mit 15 begann sie zu programmieren. Mit 19 war sie Stipendiatin im Silicon

weg sind. Aber nach drei Jahren konnte

110

sechs

älteren Schwester nach Deutschland.

eingezahlt, was sehr, sehr viel war. Als Jugendliche merkt man das, wenn 90 Euro

105

1995 in Sulaimani-

Als sie ein Jahr alt war, flohen die

haben Sie denn? Ich: 70 Euro. Er: Das reicht für eine Aktie. Investieren Sie lie-

ber in einen Fonds. Woher hatten Sie die 70 Euro?

wurde

ya in Irak geboren.

rater und fragen nach Aktien. Das hab’ ich gemacht. Er fragte mich, ja wie viel

9

Jaff

0

170

ermöglicht hätte. Kommt Informatik in der Schule zu kurz? Das Hauptproblem ist, wie das Fach unterrichtet wird. Bei uns wurde HTML mit Kreide an die Tafel geschrieben! Ich habe inzwischen selbst ein bisschen unterrich-

s tet und gemerkt: Die Leute sind Feuer und Flamme,

wenn

sie selbst was

zum

Blinken bringen. Bei Adidas hab ich mal einen Kurs gegeben, da haben wir Schuhe mit LED-Lichtern ausgestattet. Die haben

180

wir dann mit Google

Maps

verbunden,

und die Leute konnten an ihren Schu-

hen ablesen, ob sie nach links oder rechts

gehen mussten. Alle waren total begeis-

tert: Wow, wie cool! Die Leute lieben das, s was sie selbst kreieren. Wenn an Schulen

so unterrichtet würde, gäbe es bald viel mehr Programmiererinnen.

43

The changing roles of men and women

a 2 -

g,

2

Webcode

You can download

awordlistforthe Theme here: WES-73643-006

@) Look at the photos on this page and choose the two that you find most striking.

p) Pair work Describe the photos and explain the reasons for your choice to a partner. . . . ©C) In class, discuss which topics these photos address and to what extent each of them can be seen in the context of “the changing roles of men and women”.

— S15: How to describe prictures,

p. 392

Look at the headlines and explain what they reveal about gender roles and gender stereotypes in today’s society.

G

ender Stereotypes deStrOy girls and klll

ran

Gender equality

men’s and women's satisfaction in lif

We need more women ,

One father s story reveals hidden prejudice against male parenting 44

boys

8m‘:prove S

in the tech space

The changing roles of men and women

\ d

e

\%mwm\._„

.

Gender pay gap-s earn more than male 9influe ncer their female counterparts

Preview

New gender-neutral pronoun

in Sweden is already changing

the way people think

Z a) Watch two commercials by Volkswagen and Philadelphia Cream Cheese. Webcode

— AD

You can find a link to the videos here:

In the UK, these two commercials were banned because they violate

the rules of the Advertising Standards Authority (ASA), which state that advertisements “must not include gender stereotypes that are likely to cause harm or serious or widespread offence”. b) In class, discuss which parts of the commercials might be responsible for the ban and whether you agree with the ASA’s decision. c) Do a short internet research on gender stereotyping in commercials and

——

This Theme deals with the changing

roles of men and women in society

and the discussions accompanying and shaping these changes. In the Workshop of this Theme, you will improve your comment-

writing skills: v drawing the reader in with an

interesting introduction v laying out your arguments in the main body of your comment v ending the comment with a

convincing conclusion

present your results in class.

45

The changing roles of men and women

GENDER VS. SEX The terms sex and gender are often confused. Sex refers to the biological differences between men and women, genetically and physiologically. Gender, however,

legal status to men and freedom so from many restrictive societal norms

staying

children.

to and expected of men and women

non-Western)

hopelessly

a

o

in society. It is how you are supposed

to act, based on your sex. Therefore gender roles differ from society to society and even within societies and have been evolving over the course of time. What is seen as manly

behaviour in one country might not be seen as such in another country.

Gender identity is about how a person feels:

o

2

a

2

S

3

or neither. People whose

gender identity doesn’t align with their sex might refer to themselves as transgender, nonbinary or gender-nonconforming. GENDER STEREOTYPES Gender stereotypes have developed alongside the expectations of how men and women should behave in society. Historically they have been more negative with regard to women and supposedly feminine behaviour and positive with regard to men and masculine behaviour. That way, gender stereotypes helped to justify and uphold the historical dominance of men over women and to keep women “in their place”. Gender stereotypes could and can still

be found everywhere, from depictions of men

@

3

on dangerous adventures in advertisements to (disrespectful) terms for girls who behave in a way traditionally considered boyish and vice versa, e.g. tomboy for a girl or sissy for a boy. Since gender stereotypes can curb the self-

S

confidence,

aspirations

and

abilities

of both

boys and girls, there is an increasing sensitivity to them in the media. Many media outlets now seek to avoid them, instead using more gender neutral language.

G

4

GENDER EQUALITY Especially the Western world prides itself on the progress that has been made with regard to gender equality. On the one hand the record is impressive: Since the beginnings of feminism

in the

19th

century,

women

have

successfully fought for the right to vote, equal

46

at home This

chaste

after

or

having

success

story

has often led to an attitude of s superiority towards other (often

is about the roles that are assigned

as a man, a woman

such as being

countries

backward

in

that

seem

comparison.

On the other hand, there is still much work to

do towards gender quality in Western societies. s In the European

Union,

for example,

women

earn 16 per cent less than men. Sexism in the

workplace is only one factor explaining the socalled gender pay gap. Women also earn less

because they disproportionally work part-time 65 and in low-income industries such as the health

and care sector — and this might just lead back to the persistent gender stereotype of women as natural caregivers.

GENDER-BASED VIOLENCE 70 According to the European Institute for Gender Equality, gender-based violence “is a phenomenon deeply rooted in gender inequality, and continues to be one of the most notable human rights violations within all societies.” 5 Gender-based violence affects both men and women. One example of gender-based violence against men are the assaults on homosexuals that occur in many countries across the world.

Yet the vast majority of victims are women and girls. With regard to violence against women, India has featured prominently in the past years, with frequent reports of gang rapes, massive domestic violence and abortions of female foetuses. However, in the United States and elsewhere, attention has also been drawn

to acts

of sexual

harassment

and

0

©

]l

violence

perpetrated by men in power, e.g. in the film

industry. The #MeToo movement that brought

various prominent cases into the limelight has «

triggered new discussions on patriarchy and appropriate male behaviour today.

5

o

WhIGIZ

&l

e

The changing roles of men and women

JRUYelfellele]l

e

O

NO

UL, WN

Find the highlighted words in the text that match these definitions. More words are highlighted than you need. 1 social order based on the dominance of men over women and children discrimination based on sb’s sex to change slowly another word for suitable, right

not interested in sex a representation of sb or sth through words or images an awareness of the needs and feelings of others the movement towards equality for women

9 hostile behaviour towards sb in order to annoy or threaten them 10

notidentifying with the binary model of gender as either masculine or feminine

11 12

going on and on another word for manly

13

aviolent attack

14 15

violent behaviour that happens in people’s homes a set of preconceptions about the way men and women should behave

o

Ul

WN

Fill in the missing prepositions. 1 In many societies it is expected _ the man to be the breadwinner. People who refer _ themselves as transgender still face a lot of prejudices. The equal pay day is dedicated = raising awareness of the gender pay gap. The difference in income between men and women is rooted traditional gender stereotypes. Boys whose behaviour doesn’t align _ society’s expectations are often bullied. As a consequence of the #MeToo movement, some prominent men in Hollywood have been accused sexually abusive behaviour towards women. Language awareness

The use of phrasal verbs can make a text sound more informal and accessible. Depending on the context, it can be appropriate to use less formal vocabulary. a)

—

b

Match the verbs (A-I) to the phrasal verbs (1-9) with the same or similar meaning.

A to align

F to continue

1 totakeplace

6 tostayaway from

B to advocate

G to occur

2 tolineup

7

C to confuse D to avoid E to generate

H to perpetrate I tocurb

3 to cut off 4 togoon 5 tocarry out

8 toleadto 9 tomixup

to fight for

Complete the sentences using the phrasal verbs (1-9) from a). 1 The way the Irish government legalized same-sex marriages these marriages in Irish society. 2 In India there are

a surprising acceptance of

a number of non-governmental organizations which = women'’s rights.

3 Many parents don't care if their children’s behaviour | with 4 In some countries, friendly contact between boys and girls puberty. 5 Lastyear, a large demonstration against domestic violence 6 It's a shame that some people still _ the fight for women'’s 7 Forthe past 25 years, Denmark

what society expects of them. is _ as soon as they reach _ in Paris. rights with hostility towards men.

_ far-reaching gender equality reforms.

8 Although it is widely accepted in the Western world that men and women are equally good at their jobs, discrimination in the work place 9 Everybody should _ men who talk badly about women.

47

9

Workshop: Step by step

SE

Writing

The changing roles of men and women

a comment

PRE-READING/VIEWING Language awareness

Annotations ' idiom = Rede-

wendung ? a game in which a message is passed on from person to person by only whispering it

a) Pair work An English idiom' says that “boys will be boys”. With your partner, talk about situations in which this idiom could be used.

b) Describe the use of the idiom “boys will be boys” according to the online article below. c) Compare the usage described in the text to your own assumptions in a). d) Explain why this idiom can be perceived as problematic.

O0

Q

YA

Why we say “boys will be boys” but not “girls will be girls” Boys will be boys. It's an idiom we hear tossed around far too often. But, what does it actually mean, and why did we ever start saying it? And what about girls - who or what will they be? [...] s The phrase boys will be boys was first recorded in English in 1589. It originated from a Latin proverb: “Children (boys) are children (boys) and do childish things.” [...] Like a bad game of Telephone?, however, the phrase has morphed over the years 10 into a flippant way to excuse the actions and attitudes of boys and men of all ages. It’s typically used to explain rowdy or naughty behaviour [...] It's also, unfortunately, used to explain away things like sexual assault allegations and other serious ı5 crimes. It doesn’t hold individuals responsible for their behavior and choices but rather infers all

males are preprogrammed to act in such ways.

Beyond

that

[..],

the

phrase

promotes

gender

stereotypes. Not all boys like to get dirty, some 20 prefer roses to roughhousing and, thankfully, most men aren’t violent. Like the phrase, boys don't cry, it sets a standard for what male behavior should be.[..] [I]t is time we stop saying it and more importantly, stop believing it. 2 What exactly will girls be? Oh yeah, what about the girls? There isn’t

a well-known

equivalent phrase

to describe females; girls will be girls is seldom heard. The phrase girly girl, espouses the same type of stereotypical thinking about what it means z to be a girl, and big girls don’t cry is used almost as frequently as the saying about boys. These phrases don’t, however, offer the same

blanket excuse for

female behavior as boys will be boys. [...]

Pair work

With a partner (preferably of the opposite gender), talk about what you consider typical male behaviour. Webcode You can find a link to the video here:

Watch the commercial “The Best Men Can Be” and sum up its message.

WES-73643-008

— S20: How to listen/ watch effectively,

Watch the video again and note down all attributes men are associated with in the video.

p. 400

With your partner from task 2, compare your results and discuss whether you agree with this representation of men.

(6]

Gillette is an American brand of razors that used the slogan “The Best a Man Can Get” from 1989 until 2019. To mark the 30th anniversary of this, they started a new marketing campaign in January

2019 with the new slogan “The Best Men Can Be”, which you saw in the video. Explain the differences between these slogans and why the company might have decided to change it. 48

The changing roles of men and women

Workshop: Step by step

Preview

e

—

In this Workshop, you will work on your comment-writing skills. You will have to state your opinion on a certain topic by using well-founded arguments. COMPREHENSION a)

Read the following article by Ashley Morgan and describe the term “toxic masculinity” according

to the text. b) Identify the differences between masculinity and toxic masculinity.

E3 c) Find headlines for the different paragraphs (1-9).

D1, p. 324

Q

The real problem with toxic masculinity is that it assumes there is only one way of being a man Ashley Morgan, The Conversation, 7 February 2019 For centuries, male

violence

and

acts

of aggression were often the way that power was understood and patriarchy upheld. In contemporary times, in more s moderate

societies,

this

has

become

somewhat tempered, yet it still exists in different forms and has now been given the name “toxic masculinity”.

10 Thisphrasehaslongbeenusedbyacademics to define regular acts of aggression used in positions of power to dominate

intolerance of others. Now, in the wake'

story” in a “strikingly direct” manner,

the

Gillette advert has faced criticism. Gillette's

=}

@®

Purl and how

The Pixar film comes just weeks after an advertisement for Gillette razors. But while Pixar has been praised for telling a “powerful

has started to gain more currency? in wider society.

on a pink ball of wool named

You can find a link to the video here: WES-73643-009

aggressive.”

recent movements supported by celebrities and public figures, and the alleged sexually 25 abusive behaviours of some prominent men

advert appears to suggest that behaviours that some men regularly engage in, either in public or the workplace - including bullying, unwanted touching and catcalling - is inappropriate. What is more, the message seems to be that these behaviours should be explained as being inappropriate to boys in childhood.

Annotations ' in the wake of sth = happening as a consequence of sth ? to gain currency = to become more popular

@®

Gillette’s apparent criticism ofa domineering

a

20 One of latest talking points has been the release of a short film by Pixar which addresses the issue. The animation focuses

being

Webcode

®

of

coming to light, the idea of toxic masculinity

Purl struggles to fit in - even

told: “You're being too soft. We gotta be

S

people around them. In the late 1980s, Australian sociologist Raewyn Connell ıs described the ways that white middle-class men used their power and positions to suppress traditionally socially marginalised groups such as women, gay men and working-class men. This idea has since 20 been extended to include other behaviours, such as aggressive competitiveness and

“she” tries to fit in as a new employee at B.R.O Capital. Surrounded by suited white men,

&n

by men

@

@

and

aggressive

form

of masculinity

has

angered some, who consider it “anti-men”. Journalist Piers Morgan, forexample, fumed:

49

Workshop: Step by step

The changing roles of men and women

“What Gillette is now saying, everything we told you to be, men, for the last 30 years is e evil. I think it’s repulsive ... the implication we all have something to apologise for? Shut up, Gillette” Others have also suggested that this is just another example of “traditional” forms of masculinity being 65 threatened in general.

®

Butwhatis

this “traditional” masculinity that

i

3 derogatory /di'rogat(a)ri/ =

, ;“na:xf%askk;ffs‘ü:;?: here: a disrespectful

term for sb who

reacts sensitively to

certain issues

Warnings

that

a

backlash

against

male

might be under threat? Acts of aggression and a need to dominate others might often 70 be considered as natural behaviour for men — especially for, but not limited to, those in power — and might even be considered a desirable attribute in some situations. But this idea [..] has been widely refuted 75 scientifically.

behaviours that are considered to be “toxic” 105 will result in a society where “boys will not be able to be boys” misses the point and suggests that to be a man necessarily means to be aggressive and domineering. Just as not all men perpetrate acts of toxic 110 masculinity, not all fit a standard mould of manhood. [...]

The recent increase in concern about toxic masculinity has come from several quarters. [...] [I]ncidents of violence and so aggression from high school shootings to road rage have been characterised as examples of toxic masculinity - but there are more common acts of male aggression that might better illustrate the extent of the

There needs to be far greater recognition that the way that some men - especially 115 powerful and privileged men - express their masculinity is not the only way. As well as greater recognition that the term “masculinity” itself is dynamic, not fixed. Arguably, there is no “right” way to be a 120 man.

®

Annotations

just as deeply by these acts. Even if men 5 are not directly targeted by an act of toxic masculinity, the culture of it can force them to suppress their own feelings, in orderto fit in with narrow expectations of masculinity that suggest emotions are weak. Under this 100 idea, men are naturally physically strong and those who are “weak” are “snowflakes™.

85 problem. These include women .

.

©

being made

Rather

to feel unsafe in public, due to unwanted attention from men. It can also be more

.

in

toxic -

practices,

for change, to the benefit of all. This is a 125 message

9 sexual and derogatory?®.

@

engaging

.

men who are in privileged positions should be able to recognise that they can be agents

subtle than that, presenting as men making public comments to women which are often

than

“war”

..

But women are not the sole victims of toxic masculinity, men can be affected

for everyone

on men,

- there

is no

new

and there is no need

for

anyone to “prove” their masculinity through .

e

aggression, and it is time to put an end to toxic masculinity.

ANALYSIS a) Analyse the line of argument the author uses. To do this, use the headlines from 7c) to describe what the author does. Then explain, in one sentence each, why she does it. You can use arrows

or other symbols to visualize the line of argument.

D2, p. 324

b) To support her line of argument, the author uses a number of examples of toxic masculine behaviour. Make a list of these examples with the respective lines from the text and explain their function in the text.

COMMENT You will be asked to write a comment on than engaging in toxic practices, men recognise that they can be agents for write the comment, go through the tasks boxes to improve your comment-writing 50

one of the author’s statements in her article: “Rather who are in privileged positions should be able to change, to the benefit of all.” (ll. 121-124) Before you below. You can also draw on the information in the info skills.

The changing roles of men and women

Workshop: Step by step

fl

a) Read the example introduction and identify the elements used

—

b

Info

Introduction

in this introduction marked in different colours.

e

The first sentences should be an

Men cannot listen, they never share their emotions and they never cry in public. Instead, they are loud, overly aggressive and dominant. Even though this stereotype of typical masculinity is outdated, it still exists in the heads of many and has now gained attention as “toxic masculinity”, which is also dealt with by Ashley Morgan in her article. There, she is absolutely right when she states that “Rather than engaging in toxic practices, men who are in privileged positions should be able to recognise that they can be agents for change, to the benefit of all” (L. 121-124).

interesting introduction that presents the issue of your comment. To catch the reader’s attention, you can use facts or an anecdote that is related to the topic. The last sentence of this paragraph should clearly state the thesis or question of the task and whether you agree or disagree with it.

Pair work With a partner, collect further ideas on how to write

Main body

ingi introduction. ion. STA — SUPPORT D3, p. . 324 an iinteresting

e

Info

maln. bediy you use weil-Faunder

arguments that you have prepared mB

f

.

ke 3 list

of

f

a) Before writing your comment, make a list of arguments for an e ZäZInSt the statement using l;hehart_läzle. e er )

your own arguments to Lhe w;)rkgonehl_n;la_zs.

both il

sides of the

d

list considering

for

c) Now decide which side you will argue for in your comment_. d) Choose at least three arguments from your list that you will use in the comment by highlighting them.

before writing the actual

comment.

Each argument should have its own paragraph, starting with a topic sentence. This must be explained in detail and supported with examples,

statistics or relevant quotes.

(11|

Language support

You can use the language support for your main body. However, not every useful phrase is suitable everywhere. Sort the phrases into the categories: e line of argument * opposing line of argument introducing examples

A striking example is ... | Considering the fact that... | Critics might argue that... | Another important point/fact/argumentis ... | You also have to take into consideration that ... | Looking

In a comment, it is not necessary to include the opposing line of argument. However, sometimes you can make a stronger point by

... | For this reason, it is important to add that R ... | Above all, itis important to note ... | One

acknowledging an opposing argument and immediately weaken it

with your actual argument.

at the problem from a different perspective, you have to admit that ... | I am convinced (that)

Cannot ignore the fact (that) ... | Forinstance, ... Info

Read the following conclusions (A, B and C) and choose the best

o

o

Conclusion

one. Explain your choice to a partner.

Conclude your comment with a

Finally, | would like to conclude that | completely agree with Ashley Morgan's statement that men can be agents for change because they can show that masculinity does not equal aggression and domination.

task. You may, at this point, also add

Allin all, | am utterly convinced that men must be agents for change to help end toxic masculinity. There is no such thing as typical masculine or feminine behaviour but there is inappropriate behaviour and only by setting an example this inappropriate behaviour can be diminished.

paragraph that sums up the evidence presented and refers back to the

personal feelings about the topic, say how you see the topic in the context of other related issues and/or give an outlook on how the issue in question might develop in the future. In any case, do not repeat your arguments or add new ones.

51

Workshop: Step by step e

The changing roles of men and women

Taking into account what has been said so far, | agree with Ashley Morgan'’s point of view that men can be agents for change. Even though the term “toxic masculinity” in connection with its media presence might give the impression that masculinity in general s toxic, this is definitely not the case. There is no fixed way to be a man but there should be a fixed way to behave in our society.

Now write your comment on Morgan’s statement with your own introduction, main body and conclusion. CHALLENGE

Choose one of the online comments in response to the Gillette advertisement with the hashtag #TheBestMenCanBe and - considering everything you have learned about this complex topic — write an answer to it. @leettenna

Piers Morgan @piersmorgan I don’t understand why any man would be offended I've used @Gillette razors my entire adult by this ad. Don’t they want to be portrayed as kind, life but this absurd virtue-signalling PC guff decent people? I can only imagine that the men may drive me away to a company less eager offended by this ad are those responsible for toxic to fuel the current pathetic global assault on masculinity, inappropriate behaviour and so on. You masculinity. are being called out and that’s what bugs you! Let boys be damn boys. Let men be damn men. . Mike Teller @tellerdesign I'm offended by this ad BECAUSE I've never done any of the things depicted in itand yet I'm still lumped in with this portrayal of men and masculinity simply because I'm male. @azcarl81

Allison Barbour @angeldiver654 I'm sorry I don’t want my bf to be a baby I like the fact that he is a strong man I don’t want my sons to be lil baby’s also let boys be boys and rough. Play builds character and confidence.

Thanks, Gillette, for insulting me, your customer of 15 years. Have you jumped on the bandwagon of political correctness? Well, good luck with that, hope you find enough guys who need a razor ...

Webcode

Youcanfindalinkto

W‘é‘g_‘;‘;’;’a’jgfi

Watch the following video featuring famous

American TV host and comedian Ellen DeGeneres from The Ellen Show.

=5 820: How to listen/ watch effectively, p. 400

a) Sum up what the video is about. b) Watch the video again and list the gender inequalities and stereotypes Ellen alludes to. c) Compare the lists with your partner. Talk about which gender inequalities you have experienced in your own life and in the

environment around you. B3 d) Check your local shop for products that are marketed specifically to males or females and their prices. Then present what you found

out about a specific product in class. Explain whether it is reasonable for this product to be marketed specifically male/female.

52

The changing roles of men and women

FE

Writing

Workshop: Practice

a comment

PRE-READING Oct. 2017

+ The New Yorker and the New York Times publish reports in which the film mogul Harvey Weinstein is accused of the sexual harassment of many women. - Actress Alyssa Milano starts #MeToo hashtag.

Dec. 2017/Jan. 2018

May 2018

- TIME magazine chooses the “silence breakers” on sexual harassment as Person of the Year 2017.

- Harvey Weinstein is arrested on charges of rape and sexual abuse. + The Swedish Nobel Prize Committee is caught up in a scandal about allegations of sexual assault and corruption and says it will postpone the Nobel Literature prize.

- More than 300 women in TV, film and

theatre form the Time's Up coalition against sexual misconduct in the workplace.

|

Oct. 2017-Mar. 2018

|

- Countless accusations are being brought forward by women and men against men in US American culture and politics. Among the accused are people as prominent as actor Kevin Spacey and comedian Louis CK.

|

Mar. 2018 + #MeToo and Time's Up are very present at

+ #MeToo starts in 85 other countries,

among them China and India.

Tarana Burke, who first

coined the phrase “MeToo”

Sep. 2018 - US Supreme Court nominee Brett Kavanaugh is accused of sexual assault while he was in high school and college. In the ensuing hearing before the Senate Judiciary Committee, his behaviour as a student is publicly taken apart. - Actor Bill Cosby is the first celebrity to be sentenced to prison for sexual assault since the movement began.

the Oscars, with three

Weinstein accusers actresses Salma Hayek, Annabella Sciorra and Ashley Judd - giving a speech.

>

On October 16, 2017, actress Alyssa Milano encouraged people on Twitter to share their stories of sexual harassment and abuse in order to demonstrate the scope of these problems. She used a phrase coined by civil rights activist Tarana Burke: MeToo. #MeToo quickly became an international phenomenon and a large number of women and also men followed suit and shared their own “MeToo"-stories.

a) Study the timeline above and describe how the #MeToo movement evolved from October 2017 to September 2018. b) Since 2017, #MeToo has initiated change in a variety of fields (e.g. dating, the workplace, society, the media, etc.). Research examples and share your findings in class. c)

Summarize the positive changes which were brought forth due to the #MeToo movement.

COMPREHENSION At the height of the #MeToo movement, a Golden Globes ceremony took place. They are bestowed annually for achievements in film and television. To the ceremony in 2018, many actresses and

some actors chose to wear black to make a statement about sexual harassment in Hollywood.

Read the article and outline what Daphne Merkin criticizes about the #MeToo movement.

DAPHNE

MERKIN

New York Times, 5 January 2018

Publicly, we say #MeToo. Privately, we have misgivings. You can be sure that this weekend at the Golden

Globes,

Hollywood

celebrities,

not exactly known for their independent thinking, will turn the red carpet into a s #MeToo moment replete! with designer duds? [...]

But privately, I suspect, many of us, including many longstanding feminists, will be rolling our eyes, having had it 10 with the reflexive and unnuanced sense of outrage that has accompanied this cause

from

its

inception®,

turning

a

Annotations ' replete = full 2 duds (infml) = clothes 3 inception = beginning

53

e

Workshop: Practice

Annotations * bona fide / bauvna 'fardi/ = real, true

5 reckoning = Abrechnung

6 titillation = excitement that can

bonafide*moment of moral accountability

into a series of ad hoc and sometimes 15 unproven accusations. For many weeks now, the conversation

be felt in the body

(=}

’ frail = weak

8 agency = here: capacity to do as you want

9 to acquiesce

a

1o bite the bullet = in den sauren Apfel beißen

routinely

correctness,

such

as

we

persist, and

S

not smooth or

elegant

@

10 torch sth or sb = to set fire to sth or sb

expressing

approval

and

this is real life,” I hear these same feminist

friends say. “What ever happened to flirting?” and “What about the women

who are the predators?” [...]

It goes without saying that no one is coming to the defense of heinous sorts, like Kevin Spacey and Matt Lauer. But the

or at a bar. Some

o

the accusations are scattered, anonymous or, as far as the public knows, very vague

=}

@

and unspecific, has been troubling.

a

are now

suggesting

that come-ons'? need to be constricted to a repressive degree. Asking for oral consent before proceeding with a sexual advance seems both innately clumsy®

trickle-down effect to cases [...] in which

54

often in the office, is, yes,

[...] And what exactly are men being accused of? What is the difference between harassment and assault and “inappropriate conduct”? [...] Shouldn’t sexual harassment, for instance, imply a degree of hostility? Is kissing someone in affection, however inappropriately, or showing someone a photo of a nude male torso necessarily predatory behavior? I think this confusion reflects a deeper ambivalence about how we want and expect people to behave. Expressing sexual interest is inherently messy and, frankly, nonconsensual - one person, typically the man, bites the bullet! by expressing interest in the other, typically the woman —- whether it happens at work

in

What happened to women’s agency®? That’s what I find myself wondering as I hear story after story of adult women who helplessly acquiesce’ to sexual demands. I find it especially curious given that a majority of women I know have been in situations in which men have come on to

or

climate, to be accused is to be convicted.

the chorus of voices that applaud the takedown of maleficent characters who prey on vulnerable women in the workplace. In private it’s a different story. “Grow up,

Victorian housewives. [...]

interested”

scattershot, life-destroying denunciations

are

Perhaps even more troubling is that we seem to be returning to a victimology paradigm for young women, in particular, in which they are perceived to be - and perceive themselves to be — as frail’ as

not

are the way to upend? it. In our current

things,

joining

“I’m

evidence of sexism and the abusive power of the patriarchy. But I don’t believe that

increasingly living in. The women I know - of all ages - have responded by and large with a mixture of slightly horrified excitement (bordering man accused and overt disbelief. Publicly, they say the right

said,

“Get your hands off me right now.” [...] The fact that such unwelcome advances

on titillation®) as to who will be the next

' come-on = Anmache

'3 clumsy = awkward,

co them — at work or otherwise. They have

that has been going on in private about this reckoning® is radically different from the public one. This is not a good sign, suggesting the sort of social intimidation that is the underside of a culture of

political

/.zekwi'es/ = to stay

quiet, inactive to upend sth = to beat sth, to overcome sth

The changing roles of men and women

and retrograde [...]. [Clalling out individual offenders, one by one [isn’t the solution]. We need a broader

and more thoroughgoing overhaul, one that begins with the way we bring up our sons and daughters.

These are scary times, for women as well

as men. There is an inquisitorial whiff in the air, and my particular fear is that in true American

fashion, all subtlety and

reflection is being lost. Next we’ll be torching!* people for the content of their 105 fantasies.

The changing roles of men and women

e

ANALYSIS Analyse how Daphne Merkin uses language and stylistic devices to underline the downsides of the #MeToo movement.

— S13: Checklist: Analysis - nonfictional texts,

p. 388

COMMENT

a

Merkin finishes by stating that there is “an inquisitorial whiff in the air” and that her “particular fear is that in true American fashion, all subtlety and reflection is being lost. Next we’ll be torching people for the content of their fantasies.” (Il. 100-105) Taking the article and your findings about

— S6: How to write a discussion/ comment, p. 372

the #MeToo movement into account, comment on this statement.

Mediation E

You are taking part in a youth conference on roles of men and women in the 21st century. You are asked to hand in an article about changing parenting roles in Germany. Use the interview you have

found in a German magazine to write your article for the other participants.

D4, p. 325

YA

Q

(

— S19: How to improve your mediation skills,

p. 398

— S8: How to improve your text, p. 375

Philosophin Svenja FlaBpdhler - Ein Gesprach unter Eltern:

„Ich lasse mich von meinen Kindern erziehen“ Online,

[3

79. Juli 2019 [...] Sie sagt: Väter haben heutzutage eine wackelige Position. Er sagt: Immerhin verbringen

moderne

Flaßpöhler: In Deutschland herrscht ein Mutterideal vor, das keine Frau erfüllen 3

S

Interview von Kerstin Kotlar, FOCUS

Väter Zeit mit ihren

matisch. Ich habe es selbst als Kind erfahren, was es heißt, wenn eine Mutter Träume

Kindern. Sie, das ist Svenja Flaßpöhler, Chefredakteurin

Magazins“ Er, das

des

und bekennende

ist Florian

Werner,

und Wünsche aufgibt. Das legt den Kindern

„Philosophie

Feministin. 47,

Schrift-

3

@

43,

10 steller und promovierter Literaturwissenschaftler. Zusammen sind sie Eltern der elfjahrigen Ada und des vierjahrigen Samuel. Gemeinsam haben sie jetzt ein -

15 Elternschaft als philosophisches Abenteuer®. Sprechen wir also dariiber, was gute Eltern ausmacht, warum der Sohn auf Autos steht und die Tochter auf Pferde. [...]

Verfehlen des eigenen Lebens später nicht den eigenen Kindern anlasten. FOCUS

4

Online:

Das

heißt,

Mütter sollten

zwingend auch Dinge für sich tun? Flaßpöhler: Auf jeden Fall. Und damit meine ich jetzt nicht nur Wellness oder abends zum Pilates gehen, sondern die gesamte Existenz. Das ist beileibe keine leichte Auf-

20

gabe. Sie anzunehmen, erfordert Mut. Werner: Es geht hier doch nicht zuletzt um 5

S

FOCUS Online: Was macht gute Eltern also aus? Flaßpöhler: Sei eine gute Mutter! Dieser Imperativ kann, gerade in unserem Land, 25 extrem quälerisch sein. FOCUS Online: Warum?

eine Bürde auf. Sie fühlen die Schuld am Unglück der Mutter, weil sie sich etwa beruflich nicht verwirklichen konnte. Deshalb ist es wichtig, dass Väter, aber auch vor allem Mütter ihr Leben so leben, dass sie die werden, die sie sein wollen. Sie sollen das

4

S

,Zur Welt kommen

&i

Buch geschrieben:

kann. Es geht sehr stark mit einer Selbstaufopferung einher. Das finde ich hochproble-

die Verwirklichung in der Arbeit. Elternschaft beschränkt sich ja nicht darauf, dass man seine

Kinder

warm

anzieht,

ihnen

Liebe

55

The changing roles of men and women

schenkt und genug zu essen gibt - das sollte selbstverstandlich sein. Man muss auch @

5

sein

Berufsleben

einen

Hut kriegen.

danach, gute

mit der

was

einen

Elternrolle

unter

Das macht lhre Frage guten

Mutter ausmacht,

Vater oder eine

auch

gesellschaft-

lich interessant. Und das ist übrigens auch so für Vater eine große Herausforderung. FOCUS Online: Weshalb vor allem fur sie? Werner: Bei allem Respekt für unsere eigene Elterngeneration - es gibt für die heutigen Vater einfach kaum

Rollenvorbilder. Ich

65 habe bei beiden Kindern sieben Monate Elternzeit genommen und beteilige mich paritatisch an der Erziehung. Das ist ein groBes Privileg, dass das moglich ist - aber eben auch gesellschaftlich ein ziemliches No70 vum.

Das machen

immer noch viel zu we-

nige Eltern. FOCUS Online: Sie sagen auch: Vater, die keine Elternzeit nehmen, verpassen enorm viel. Was vor allem? 7s Werner: Auch der Besuch einer PEKiP-

Gruppe und Babyschwimmen bieten einmalige Erfahrungen, die man nirgendwo sonst

machen S

8

kann (lacht). Vor allem aber habe

ich durch die intensive Zeit, die ich mit den Kindern verbracht habe, von Anfang an alle Hohen und Tiefen selbst miterlebt. Das war

ganz entscheidend für meine Beziehung zu den Kindern - und auch zu meiner Frau. Ich habe eben nicht nur erzahlt bekommen, wie 85 €S SO ist, wenn das Kind mit Fieber im Bett

liegt oder nachts um drei gewickelt werden muss. Der klassische patriarchale Mann, der sich die ersten Monate oder gar Jahre aus der Erziehungsarbeit raushalt und o0 erst dann einsteigt, wenn man mit dem Kind über Autos reden oder FuBball spielen kann, erlebt das sicher anders: Oh, da sitzt

ja ein Kind mit am Tisch! Das sieht aus wie ich und kennt meinen Vornamen! [...]

56

® FOCUS Online: Sie haben versucht, die Kinder geschlechtsneutral zu erziehen. Ihr Sohn steht trotzdem auf Autos. [...] Hat eine geschlechtsneutrale Erziehung also gar keine Chance? 100 Werner: Bis zu einem gewissen Grad schon. Es zeigt sich aber, dass Kinder dann doch irgendwann gnadenlos bestimmte Gender-Stereotype erfullen. Unsere Tochter etwa hatte irgendwann eine extreme 10!

@

9

Prinzessin-Lillifee-Phase, in der alles knall-

rosa sein musste. Und sie ist besessen von Pferden, wahrend unser Sohn jeden Stock, den

er findet, zum

Gewehr

und damit durch die Gegend 110 che Verhaltensweisen

haben

umfunktioniert

schießt. Solwir bestimmt

nicht gefordert. Was naturlich die Frage aufwirft: Woher kommt das? Gibt es doch ein biologisches Element, das uns pragt? Oder entstehen solche Vorlieben durch soziale 115 Osmose, durch Einflisse von auBerhalb der Familie?

FlaBpohler:

Es hat etwas von

machtsphantasie,

wenn

wir

einer All-

glauben,

al-

les durch Kultur oder Erziehung steuern zu 120 konnen. Wir tragen eben doch ein evolutionsbiologisches Erbe in uns. Wie sich dieses auspragt, ist wiederum individuell sehr verschieden. Eher geht es doch darum, den Kindern Seinsmoglichkeiten zu eroffnen. Wir 125 haben sie nicht in eine enge weibliche oder mannliche

Identitat

hineingedruckt,

son-

dern immer vermittelt: Du kannst als Madchen auch FuBball spielen, als Junge mit Puppen. Die Angebote kann man machen, 130 und die Kinder haben die Freiheit sie anzu-

nehmen. Was dabei auffallig ist: Die Kinder suchen nicht nur die Freiheit, sondern auch

die Stabilitat. Unserem Sohn zum Beispiel ist es ganz wichtig, ein Junge zu sein und 135 sich wie ein Junge zu verhalten. Ich ware die Letzte, die ihn daran hindert. [...]

The changing roles of men and women

e

Gender identity Kim Fu’s novel For Today I Am a Boy (2014) tells the story of Peter Huang, the only son in an immigrant Chinese family in Ontario, Canada. Peter and his three sisters grow up in a strict, patriarchal household, where the father dreams of becoming fully Westernized. While his sisters move out of the house to Montreal, California and Berlin at

the first opportunity, Peter’s escape from his parents’ expectations is not so easy. For deep down he knows he is a girl. a) Read the first extract from the novel and summarize what happens to Peter. b) Analyse Peter’s feelings about himself.

For Today I Am a Boy by Kim Fu

ıs There she stood, at last: the iconic Audrey'®,

only with Adele’s almond eyes, her sloping cheekbones. The face a little more drawn',

to be Justin Timberlake, as their costumes

she

said.

I'd never

seen

=}

5

her

anything other than bare-faced®. She curled my eyelashes, filled in my eyebrows with a pencil, and applied mascara, blue-gray eye 25 shadow, and maroon lipstick. She zipped the dress as far as she could up my back, then closed the top with a series of safety pins. John arranged the wig and tiara on my head. I put on my gloves and necklace. 50 I borrowed some clunky, too-big shoes of Eileen’s. I didn’t tell them I already had my own collection of heels®. I almost didn’t want to look. Nothing would be as good as how it felt: the sweet 35 constraint’” around my hips from the dress,

6

=}

“For effect,”

5

@

ı5 were a lot less elaborate than mine. Eileen just had a white suit jacket and John dressed the way he always did, in a hoodie and his red skate shoes. Eileen did my makeup first. She wouldn’t 20 let me look in the mirror while she worked.

a little harder, but undeniably her. “Let’s take this on the road,” John said. I panicked at the threshold, after Eileen had

already opened the door. “I can’t go outside.” “Why not?” John said. Eileen went to the kitchen. I thought about walking on the street, riding the Métro. I shook my head. “It’s Halloween,” John insisted. “Everybody’s dressed up.” I kept shaking my head. I was trembling, the outside world blowing in, so close I could trip'? and tumble® into it. Eileen reappeared with a water bottle of what looked like orange juice. She held my head and brought the bottle to my mouth as though coaxing a baby to drink. The alcohol stung®® my nostrils® Drink,” she

65 said.

I pulled away. “T don’t like —” “This is exactly why God invented vodka,” Eileen said. I stared down into the bottle. “You look

n w IS

a brown wig in a high bouffant?, a twentyfive-cent tiara to slip into it, opera gloves, 10 and a long-stemmed cigarette holder. We got dressed at their apartment. They had to explain to me that Eileen was supposed to be Michael Jackson and John was supposed

Village des Valeurs = chain of second-hand clothing shops gown = long dress for special occasions to clean out = sold out bouffant /'bu:f5/ =

aufgebauscht bare-faced = without make-up heels = here: high heels constraint = here: tightness sausage casing = the outside of a sausage that contains the meat 9 train = long part at the back of a dress 9 Audrey = reference to actress Audrey Hepburn (19291993) ""drawn = thin and tired-looking 210 trip =to stumble, nearly fall

@

that was nearly cleaned out?, but John found

Annotations

)

4

my skull, making it swell. The satin on my hands, my spidery eyelashes, the weight of the hair and the jewelry. I loved the sound of the gown’s train’ swishing behind me. It felt like something restored: a tail cut off and regrown. They held each one of my arms and guided me to the full-length mirror in their bedroom.

~

tight as a sausage casing?®, squeezing joy into

©

The day of the party, Eileen led us through the Village des Valeurs!. She ran her hand along the dress rack without looking, seeking out satin by feel. She picked a violet strapless gown? and a fake pearl necklace, four rows deep. We went to a costume store

S

3}

Extract 1

1310 tumble /'tamb(a)l/

=to fall to the ground "to coax sb to do

sth / kavks_,sambadi ta 'du: sambig/=to

persuade sb to do sth

'5to sting /stiy/=to

bite like an insect

16 nostril /nostral/=

hole in your nose

70 beautiful,” John said.

57

e

The changing roles of men and women

Peter, John, Eileen and a few friends go to a Halloween party, Peter dressed as a woman for the first time in public. On their way to the party, they are insulted by two young men but their group of ten outnumbers them and Eileen courageously stands her ground. At first, Peter is afraid but at the party he feels at ease as a woman. The next day, John visits Peter in the restaurant, where he works as a cook, and shows him a newspaper article. A cross-dresser known as Dana, who was alone on the streets, was attacked and murdered. John asks Peter to come to a vigil he has organized for the murdered woman. Peter refuses.

a) Read the second extract and outline what happens. b) Analyse Peter’'s motives for his change of heart.

— S12: Checklist: Analysis - prose, p. 386

Extract 2

=to hit sb Humphrey Bogart's hand = During the Halloween party, John danced with

@

Peter, who was

dressed up as Audrey Hepburn and imagined John to be actor Humphrey Bogart in a scene from the movie Sabrina (1954), in which Hepburn and Bogart starred. On the way to the party, Peter looks at himself in the subway window and winks so that his reflection winks back at him.

5 woeful /'wavf(a)l/ =

sad, regretful

7 cross /kros/= Kreuz

8 paralyzed

/'peeralaizd/= unable to move 9 to tuck /tak/=to put

sth below/behind/ into sth else '9down = feather used as a filling material to make warm clothes "riddled with punctures = full of small holes

more

than slicing the lettuce, “it couldn’t.

I've worked my whole life so that it couldn’t be me.” White flash of a face. Where did they go, these boys, after they left us behind? 10 “Last night,” John began. He paused, still looking wounded. “You were so happy.” I gathered the lettuce into a bin and held it against my stomach like a barrier. “If it had been me, it would’ve been your fault”

ıs John

reeled?

as though

I'd struck®

him.

“You’re a coward,” he said. “You’ve worked

your whole life because you’re a coward” “What do you know? What do you know about anything?” His family moved for him. 20 The hormones. The surgery he was allowed to accept or reject. I waved my arm around the kitchen, at the stunned cooks watching us. “Nobody has to know about you! You can blend in whenever you want!” 25 “You honestly believe that? You think my life’s been easy?” “Yes, I think it’s been fucking easy!” I screamed. “They don’t know! I didn’t know! I wish I still didn’t know!” zo I tried to shove past him. He touched my back. I remembered Humphrey Bogart’s hand?, I remembered dancing, I remembered

the gown twirling, I remembered the boy

who n

3

complimented

my

ass, I remembered

being told I was beautiful. I remembered

the woman staring back at me in the Métro

windows, her wink.? I tried to pull away. John embraced me with my arms pinned to my sides, the lettuce bin between us, its raw, 10 wet smell pushed toward our faces. 58

woefully® few people I had kissed in my life.

A kiss that reminded me I had never been ı5 loved. A kiss that said I could not be John

unless I risked being Dana.

My bedside clock rolled past eight. Some-

where, ] =}

=

3 to strike sb /straik/

In full view of the entire kitchen, he kissed me. A kiss that made me think of the

Dana

something

on the cross’.

Claire

said,

I remembered

in

a

vulnerable

moment, her blond hair against my mouth:

“Even Jesus didn’t want to be Jesus. He cried out at the last minute.” I missed her, and Margie, and Chef, and Ollie, and Bonnie

ss and Adele and Helen - the comfort of being only partly understood. Eileen and John saw straight through me, past me, like a hole had been bored through my chest. I tried to imagine

eight people

watching.

co Their shadows in the box lights of a deserted parking lot. Their impassive faces. Stepping

back as I bled on the ground and reached for them.

@ a

John continued to stand there, arms hanging down. The knife skidded so much I lost my grip and had to pick it up again. “It could’ve been you,” he said finally. s “No,” I said, chopping bluntly!, breaking

Annotations ' bluntly = without thinking ? to reel =to move backwards quickly

I found the newspaper in my bag. John had stuffed it inside before I left. In the second

picture, Dana was laughing, looking right into the camera. Who took this picture? Ten

of them and one of her. Ten of us and two of them. 0 Teenage Daniel had dark circles under his eyes.

He

seemed

caught

by

the

camera,

paralyzed® by worry. I folded the newspaper over, tucking® his picture underneath. Dana continued to laugh. 51 dug through the kitchen drawer until I found the scissors. I cut both parts of the story out of the paper and sealed them into an envelope. Addressed it, stamped it, tucked it into the inner pocket of my winter coat, so my down parka'® riddled with punctures'.

The changing roles of men and women

@

8

It left a trail of feathers. The empty fabric sagged but still kept out the wind. The postcard would come weeks later, signed by both Bonnie and Adele. A vintage oil painting with GERMANY! across the top — a church on the far background, futuristic neon in the foreground, boxy cars rushing!? in

S

9

between.

A

phone

number,

address, and these words: sister.

Come

an

e-mail

to Berlin,

I watched them from far away, in a small crowd gathered across the street. A few

9

police cars stood between us and the field

o of candles,

under

a barren!®,

starless

sky.

Thin paper skirts between their fists and the dripping wax, their faces wrapped in hoods and scarves and lit from below. A prayer, a

plea' for witnesses, a song. Silence. Silence 100 settled in like a chill®.

Annotations 2to rush /raf/=to

move quickly

Bbarren /'bzran/=

dry and empty 14 plea for /'pli: fo:/= arequest 5 chill /tfil/=cold, icy

feeling

I waited as they blew out the lights, as the onlookers around me left and the shadows on the field spread out. Two of them walked toward me, stopped short.

105 “You came,” John said.

Peter’s sisters encourage him to join them in Berlin. Decide whether or not he accepts their

— S2: Checklist: Creative writing, p. 365

invitation and write his email to them accordingly.

Masculinity a) Outline why, according to Sarah Rich, common perceptions of masculinity are limiting. b) “[N]ot every boy who puts on a dress is communicating a wish to be a girl.” (Il. 71f.) Explain this statement within in the context of the article at hand. The Atlantic, 11 June 2018

SARAH RICH

Today’s masculinity is stifling As boys grow up, the process of becoming men encourages them to shed the sort

of intimate connections and emotional intelligence that add meaning to life. In hindsight, our son was gearing up to

wear a dress to school for quite some

time. For months, he wore dresses - or

his purple-and-green mermaid costume s — on weekends and after school. Then he began wearing them to sleep in lieu of' pajamas, changing out of them after breakfast. Finally, one morning, I brought

him his clean pants and shirt, and he 10 looked at me and said, “Tm already dressed.” [...]

He walked the half block to school with a bounce in his step, chest proud. [...] I scanned the entrance to see whether ı5 any parents noticed us as they came and went. I hadn’t expected my stomach to churn? [...]

When he walked into his classroom, sure enough, one child immediately remarked, 20 “Why are you wearing a dress? Dresses

Annotations ' in lieu of = instead of 2 when your stomach churns, you are feeling very nervous 3 attire /o'taro(r)/=

are for girls” A teacher swiftly and gently shut down the child’s commentary and hugged my son tightly. [...] In the afternoon,

he was

clothes

still wearing

25 the unicorn dress. He skipped down the sidewalk, reporting that some kids had protested

them that himself.

his

he

attire’,

was

but

he’d

comfortable

assured

with

59

E

The changing roles of men and women

zo With that, the seal was broken. Most days

@

since, he’s worn a dress from his small collection [...]. Classmates’ objections

continued, but with less frequency and conviction. One day when my husband dropped him off, he heard a little girl stand up to a naysayer and shout, “Boys

Annotations * askance /a'skaens/= skeptisch, misstrauisch 5 when sth does not

S

can like beautiful things, too!”

female, causes discomfort and confusion,

masculinity, but not femininity. [...]

because throughout most of history and in most parts of the world, being a woman has been a disadvantage. Why would a boy, born into all the power of maleness, reach outside his privileged

compute, it does not make sense

5 to whittle away = to gradually decrease 7 gender dysphoria = condition of sb who does not feel comfortable with

=}

9 penchant /'pifan/= liking "sartorial = having to do with clothes

""reefer = a type of jacket fashionable

uniform.

range, and open communication. [...]

what a “real man” can look like, that when

n

teachers,

and

caretaking,

and

This fall, our son will start kindergarten, and with kindergarten comes a school

There are so few positive variations on the youngest generations show signs of reshaping masculinity, the only word that exists for them is nonconforming. The term highlights that nobody knows what

[...]

[I]t

remains

to

be

seen

whether our son will maintain his penchant’ for dresses even when the sartorial'® binary becomes starker - and the dresses more plain. Whatever he decides is fine with us. My only hope is that if he chooses to stop wearing dresses, it won’t be due to feeling that his fullest self-expression no longer has a place. What I want for him, and for all boys, is for the process of becoming men to be expansive, not reductive. I know I'm not alone. More than a century ago, [...] the writer and poet May Byron wrote a piece called “The Little Boy,” in which

she talked, among

other things, about boys’ evolving mode of dress as they move through childhood.

to call these variations on maleness. [...]

It’s important to note that there are children who do feel they’ve been born in the wrong body, who long for different

She tied it then, as I do now, to a mildly

tragic departure from a boy’s relationship with himself:

anatomy, a different pronoun. [...] [A]t the

o

S

parents,

communication, cooperation. [...]

and clothes. But later, the paring knife cuts away intimate friendships, emotional

same time, not every boy who puts on a dress is communicating a wish to be a girl. Too often gender dysphoria’ is conflated® with the simple possibility that kids, when not steered toward one toy or color, will just like what they like, traditional gender expectations notwithstanding. [...] Boyhood, as it is popularly imagined,

future,

community members need to build a culture of boyhood that fosters empathy,

While society is chipping away at giving girls broader access to life’s possibilities, it isn’t presenting boys with a full continuum of how they can be in the world. To carve out a masculine identity requires whittling away® everything that falls outside the norms of boyhood. At the earliest ages, it’s about external signifiers like favorite colors, TV shows,

around 1900

It is lopsided to approach gender equality by focusing only on girls’ empowerment. If society is to find its way to a post#MeToo

domain? It doesn’t compute®. [...]

the sex and gender assigned to them 8 to conflate = to confuse

But they can’t. Not without someone looking askance*. To embrace anything feminine, if you’re not biologically

is so narrow and confining that to press =0 against its boundaries is to end up in a different identity altogether. [...] There’s a word for what’s happening here: misogyny. When school officials and parents send a message to children that “boyish” girls are badass but “girlish” boys are embarrassing, they are telling kids that society values and rewards

S

AT

a

e

richest

“Petticoated or kilted, in little sailor suits, and linen smocks, and velvet coats, and miniature reefers!!, he marches blindly on

his destiny,” Byron writes. “Soon he will run his dear little head against that blank 12s wall of foregone conclusions which shuts out fairyland from a workaday world.”

From The Atlantic. © 2020 The Atlantic Monthly Group, LLC. All rights reserved. Used under license.

60

The changing roles of men and women

e

A trial: Working on a short story Meera Khanna, a social activist and author from India, has been working with widows and children in conflict-ridden

Kashmir for over a decade. Among other things, she helped found the Women’s Initiative for Peace in South Asia. She is a prolific writer on gender-related issues and conflict, including poetry about Kashmir.

Read the following extract from Khanna’s short story Talaq. Outline what happens at the trial against Shabnam Begum.

Analyse how Shabnam Begum'’s situation changes throughout the trial. In order to do that, look at the motives of those

holding court against her and the strategy she uses to defend herself.

A village in the Indian part of Kashmir

with

Moinuddin,

the

utterance and I will be free of this bitch,” growled Aslam. [...] The Khap’s work was

50

burka could not hide, enticed many to sin. 5

a

The community would have strayed beyond redemption but for the Khap Panchayat. It was they who decided that Ameena Begum 2s should marry her brother-in-law after he raped her. Her divorced husband would henceforth be her brother. It did not matter to them that Ameena loved her husband and hated her brother-in-law. The Khap s0 had ordained that Bilkees would not marry

relations

cut out; pronounce the divorce and go back to the steaming biryani®. Shabnam would go back to her village. Or would she? The Panchayat elders shifted uneasily as they saw Shabnam standing unrepentantly straight. Even though she was modestly covered, the arrogance in her femininity was patently obvious. [...] The Panchayat chief — the mukhiya -

/di'mina(r)/ = outward

appearance surreptitiously /isarap'tifasli/ = done secretly, without anybody noticing > to ostracize /'ostrasaiz/ =to

cleared his throat, hoping that the Maulvi’

60

would take control of the proceedings. But the Maulvi looked grimly ahead, weighed down by the tremendous weight of keeping community morals. “Shabnam Begum, your husband Aslam accuses you of adultery. This is a grave sin in the eyes of Allah. As

©

divorced and who to be ostracised®. They were impartial, somber and harsh enforcers ı5 of morality as they interpreted it. It was just accidental that most of their punishments and reprimands were reserved for women. After all it was the woman who dragged man to sin; they, with their inviting looks 20 and swaying hips that even the shapeless

4

illicit

clerk at the sugar mill. “Shabnam has been unfaithful. I have already said ‘talaq” twice in the last two months. Now only one more

©

who was to be

of

&n

love or rather lust whom;

40

out of the village. It was another matter that Mohammad Khalid fueled by his desire for a young body had paid the Khap heavily for his lust. Today the Khap had got together to judge the divorce of Shabnam Begum by Aslam. The reason for divorce was indeed grave — adultery®. Aslam was accusing Shabnam

N

35

n

Shabnam Begum stood in front of the Khap Panchayat! of Saidpur village. Even in her subdued? demeanour®, the sex appeal that Shabnam oozed was unmistakable. Tension thickened the atmosphere as many men tried to look at her surreptitiously* without their mothers or wives seeing the longing glances. Shabnam stood in front of the caste 10 Panchayat that was the grim police of the community morals. They decided who could

been forced to agree, fearful of being thrown

IS

aging Mohammad Khalid. Her parents had

by Meera Khanna

Annotations ' AKhap is acommunity organisation representing a clan or a group of related clans found mostly in northern India. A Khap Panchayat is an assembly of Khap elders. It has no official government authority, but can exert significant social influence within the community subdued = quiet 3 demeanour

=)

the young Assistant Postmaster, Ali, but the

~

Talaq

exclude, to push to the margins of society adultery = Ehebruch The term talaq is commonly translated as “repudiation” or simply “divorce”. In traditional Islamic law it refers to the husband'’s right to dissolve the marriage by simply announcing to his wife that he repudiates her three times. biryani = an Indian dish made with rice a title given to Muslim religious scholars

61

The changing roles of men and women

65

a

12

“Aslam

13

o

95

S

10

a

10

face. He looked at Shabnam. Her eyes mocked him with a derisive twinkle. Aslam got up and swaggered to his house. He came back with the money wrapped in cloth along with Shabnam’s meagre jewellery. [...] The Panchayat was relieved. Now they could go back to their meal.

@

14

S

to depress Aslam’s pretensions above his station'?. Aslam could feel the sympathies of the crowd shifting. [...] [His] mind was racing for options to get out without losing

9

13

145

“Shabnam Begum, Aslam wants to divorce you, unable to bear your adulterous behavior.

Do you have anything to say?” Shabnam looked at Aslam and then at each of the men sitting on the chaupal, waiting to degrade her and award the punishment. “Aslam should well know why I committed adultery, if I did” A shock reverberated in the crowd echoing again and again through the hushed whispers. The Mukhiya felt with uneasiness that nothing would be the same again in the village.

151

15!

160

“What do you mean” asked Aslam bellig-

erently.

110

“What is a woman supposed to do if she is hungry and does not get food in her own house? She goes to the neighbours to satisfy

115

62

the cravings of her body.” [...] Aslam hitched® his lungi'* and crossed his legs as if to hide the offending culprit®. His

biryani

said,

“Shabnam

Mukhiyaji.

Can

anyone

prove

says so,” said the Mukhiya

with a

finality that brooked no argument. Shabnam laughed —- “Aslam says and that is the final proof. Well if he says I am an adulteress then he must be right.” The Panchayat heaved a sigh of relief. Finally they were in control of the situation. “Wait,” thundered Shabnam. “Don’t you want to know with whom I committed the terrible sin of adultery?” The uneasy Mukhiya wanted to wind up the proceedings quickly but had to give in to the demands of the crowd that was fueled by the

vicarious!® pleasure of voyeurism.

=}

n

8

the

that I am an adulteress?” asked Shabnam.

“I will pay the meher later. I don’t want to keep a penny of this slut’s money.” “Pay it now. If you can’t, then the hearing

will have to be called off” pronounced Ibrahim Ali, having finally got a chance

of

Begum, your husband wants to divorce you because of your ... er ... wayward behaviour. Is this acceptable to you?” “Rather late in the day to ask for my acceptance,

a

8

ears burnt as he heard the sniggers and the barely concealed laughs. Allah! What had he got himself into? Did the bitch know what she was saying? Aslam felt the odds slowly piling up against him. The Panchayat Mukhiya, still hopeful and thinking

S

S

everyone.” A gasp rippled through the crowd, as they heard this bold request. The Maulvi shifted his ponderous belly and said, “That is fair. To be free of Shabnam Begum, Aslam will have to give the meher amount.” Aslam looked helpless. This hearing was not going his way. He blustered!! and tried to wriggle out.

/vı'kearias/ =

stellvertretend ”deadpan = showing no emotion

12

talaq, ask him to place the meher'® amount and all my jewellery, here in front of

S

Annotations 19 a payment given by the husband to the wife in Muslim marriages ""to bluster = poltern, toben ?pretensions above one’s station = feelings of superiority that are unfounded '3to hitch = here: to pull at sth with sudden movements “lungi = a kind of cloth worn in South Asia "5 culprit = here: the source of a problem ®vicarious

such Aslam has full right to divorce you. Do you want to say anything?” Shabnam looked at each of the Panchayat members and then said deliberately, “Before this good-for-nothing pronounces the final

o

e

165

Shabnam waited for silence. Turning to the Panchayat, she said with a deadpan'’ face, “Mukhiyaji, have you forgotten that moonlit night in the sugarcane field? You may have forgotten how you squeezed me, but I haven’t” The Mukhiya blinked in shocked silence. He gulped, trying to speak, but Shabnam drove the arrow further in. “Maulviji, why don’t you look at me now? When I came to sew for your wife, you could not take your eyes off me. And that mole on your chest. How you giggled when I touched it. My, and weight of your belly, oof!” The crowd was lapping it up with unholy glee at seeing the guardians of morality in the dock. Shabnam sensed the mood of the crowd. “Mohammad Bhaijan, how can I call you ‘Bhai’ after that night? I will call you just Jan’” “Stop, woman,” shrieked the Maulvi. “You cannot prove all the slanderous things you

say. Shabnam said with an air of finality, “T say that you did it. You cannot prove otherwise.”

The changing roles of men and women Shabnam laughed at the discomfiture of the way out of the village. The village was agog!® 170 Panchayat. It was as if she had let loose a with questions, unspoken and unanswered mischievous monkey in the crowd. Each one 150 doubts. Had Shabnam spoken the truth? was trying to get away from the monkey. Was she just using bits of confidences and “Maulviji, only my thighs and God know gossip shared at the village well? Was Aslam the truth” Shabnam picked up the money really impotent? ı75 and jewels and walked away swaying her The Mukhiya was right. Nothing was the hips. She did not even wait for the final e same again in Saidpur village. pronouncement of ‘talag’ as she made her

e Annotations 18:§:i t:a?;lno‘:lery excited

a) Research the situation of women in the rural parts of India and Pakistan. Present your findings in class. b) Taking your findings into account, assess to what extent the story conveys a realistic image of women'’s lives in rural India and Pakistan.

Kashmir The Kashmir region (formerly the princely state of Jammu and Kashmir) was divided in the partition of India in 1947 following the end of British colonial rule on the Indian subcontinent. One part of Kashmir now belonged to India, the other part to Pakistan. A dispute over this partition escalated into three wars and numerous other conflicts between India and Pakistan. China has also been involved in the conflict. Both India and Pakistan claimed the entirety of the former princely state of Jammu and Kashmir, although Pakistan has recognized Chinese rule over some areas in Kashmir since 1963. India controls approximately 55% of the land area of the region and 70% of its population, Pakistan controls approximately 30% of the land, while China controls the remaining 15%.

63

Public and private morality

4932 824202

— S25: How to ‘Q{O[k with a 108 Ictionar . P

a) Read the moralissues in the box below. Look up any expressions you do not understand. b) Look at the pictures on this and the next page. Choose issues from the box that you think best . . match the illustrations. c) Pair work Explain your results to your partner and discuss any differences you might have.

Webcode

You can download a word list for the Theme

: election fraud | animaltesting | hit and run | whistle-blowing | bribery | i gunownership | surrogate motherhood | tax evasion | fake news | abortion ; . . . .. : drugabuse | rubbernecking | corruption | assisted suicide

here:

B2 d) H

| hacking

Find appropriate illustrations on the internet to match the other moral issues in the box. Think-pair-share

a) What does morality mean to you? Note down your ideas. b) Compare your ideas with a partner’s. Discuss similarities and differences. c) Based on your results, discuss in class what shapes a person’s morality.

Webcode

Youcanfindalinkto

the video here:

— $20: How to listen/

watch effectively, p- 400

64

|

~ Robert Reich is an American economist and author who comments on economic and social questions.

a) Watch the video clip and say which of the following descriptions best sums it up: Robert Reich discusses the

1. breakdown of public and private morality.

2. behaviour of politicians and Wall Street executives. 3. confusion between the concepts of public and private morality.

Public and private morality

b) Watch the video a second time and note down Reich’s examples of public and private morality. c) Discuss Reich’s view on the breakdown of public morality and its consequences.

a) Read these definitions of private and public morality and decide which categories the moral issues depicted in the illustrations above (1-8) fall into. private morality

public morality

Private morality is a matter between a person and his/ her conscience. It concerns an

Public morality refers to moral and ethical standards enforced in a society by law or social pressure. It concerns conduct that affects other individuals or society at large.

individual’s private conduct, which

does not adversely affect anyone else. b)

9

Preview

——

This Theme deals with the issue of morality: what is right and what is wrong? It is about people facing tough choices, about standing

up for what is important and about what a society regards as accepable and inacceptable behaviour. In the Workshop, you will learn how to write formal and informal emails.

Pair work Compare your results with a partner’s and collect other moral

issues that affect society at large and should therefore be regulated by laws. c)

Group work (4) Discuss the following statement: What people do behind

closed doors in their private home is their own business.

65

Public and private morality

3}

The term “morality” is normally used to define certain codes of conduct put forward by a society or group of people. It can also denote a set of rules accepted by an individual for his or her own behaviour.

DEVELOPING

o

The

concept

A MORAL

of

morality

FRAMEWORK imposes

certain

requirements on individuals throughout their lives. Young children first have to learn the difference between right and wrong. And as they grow up, they will start to develop their own moral values, understanding the need for

rules and recognizing that their actions have @

consequences. Thus, concealing the truth about

an offence might first seem like a good way to avoid a parent’s anger. But later, children will learn that discovery of such behaviour is likely to have more serious consequences.

As an individual grows up, he or she will over o

2

25

time develop an individual concept of morality. Part of this is the development of a conscience. So moral conduct is usually not only motivated by the fear of reprisals, but also by an inner urge to do the right thing and thus adhere to one’s personal values and ethical principles. Consequently, immoral behaviour may trigger shame and cause a guilty conscience.

An individual’s conscience and his or her own moral judgement is often, but not always, based S

3

on religious belief. Furthermore, religion may

determine an individual’s attitude towards societal issues such as homosexuality, gun ownership and surrogate motherhood, for

example. @

3

S

4

45

THE INTERNET AS A CHALLENGE The emergence of the media has raised new these is the matter of

66

MORAL internet and of social moral issues. One of privacy. The internet

personal data is used in ways that they are not always happy with and which they may not even always be aware of. Anyone using the internet is exposed to the threat that computer hackers pose. By hijacking passwords and usernames, they steal money credit-card

details,

often

Not

all hackers,

however,

see

themselves

50

as

criminals. Some of them are not hacking for

personal gain, but to expose vulnerabilities in the IT systems of government institutions or

big companies. Whistle-blowing information

also

involves

leaking

to the public and has become

a

topic of moral debate. Whistle-blowers usually argue

expose

that

they have

a moral

wrongdoings

of

obligation

both

to

governments

and corporations. In some extreme cases, this

may even turn into a sort of moral crusade. However, whistle-blowers may also experience a moral dilemma once they feel they are being

disloyal to their employer or their country. Governments may consider a whistle-blower to be guilty not only of breaching trust but also

of endangering national security by revealing secret information that could be used by the country’s enemies. Internet scammers are renowned for their

lack of moral

integrity.

Their

scams

0

usually

involve communication with their victims via email or social networks. They try to trick them

or

into revealing

confidential

methods

entirely

transferring

Their

exploiting

money

are

the generosity

to

their

information

accounts.

unethical,

often

of their victims

in

order to commit their crimes. Unfortunately, it is virtually impossible to take action against the

perpetrators.

A world without

the internet is no longer

imaginable, but cybercrime poses a big threat

has become a tool of mass surveillance, by governments as well as by big corporations. Increasingly, people are concerned that their

and

victims to incur huge debts. They may also leak personal information to third parties, who will often use it for illegal purposes.

x

e

causing

their

to both individuals and to society as a whole, and consumers should be aware of this. The spread of fake news on the internet is also a

great cause for concern. In the past, people have

often tried to manipulate public opinion, but the

ease with which it is possible now to circulate

false information to millions of internet users has definitely made the public more vulnerable. A code of conduct for all social media users is necessary to stop the propagation of lies. It is our moral duty to behave responsibly when publishing or sharing news items and we must

be careful not to participate in campaigns which aim to damage reputations or even undermine democracy.

100

Public and private morality

e

a) Match the verbs to the nouns to produce collocations. There is one more noun than you need. 1

. toincur

A _a reputation

2 toleak 3 4

to pose to expose

5 toconceal . 6 toundermine 7 to damage _g

8 to manipulate

B C D

democracy aduty

. . information . .

E F G

public opinion adebt athreat

H

the truth

I

. awrongdoing

b) Rewrite these sentences using the collocations from a) instead of the underlined passages. 1. A whistle-blower is a person who reveals the misconduct of others to the public. 2. The whistle-blower Edward Snowden disclosed documents about US global surveillance to the press. 3. Snowden had ethical concerns about the work he had done as a CIA employee and no longer wanted to keep the facts from the public. 4. The US government accused him of being a danger to national security and charged him with espionage. 5. Although a lot of people are sympathetic towards Snowden and his actions, others feel that such actions could sabotage popular sovereignty. 6. Snowden’s actions certainly had a negative influence on the prestige of the National Security

Agency (NSA).

Find the odd one out and explain your answer. 1. scam - fraud - blackmail - bribery 2. hacking - murder - cybercrime - scam 3. confidential - secret - public - personal

4. guilt - conscience - morals - conduct 5. norms - principles - codes - reprisals

Design a word cluster for the world-field cybercrime using expressions from the text and others that you are familiar with.

a) The adjective “moral” is used to modify a number of nouns in the text. Read the text and note down all the expressions. Example: moral values, ... Look up any expressions you are not familiar with.

b) Complete the following sentences using the nouns from a). In some cases, there may be more than one possibility.

— $25: How to work with a

dictionary, p. 408

1. She believed it was her moral | to help people worse off than herself.

2. In 19th-century Victorian England many Christians joined a moral = against alcohol. 3. One of the moral posed during the Covid-19 pandemic was which patients should be ventilated if there was not enough equipment. 4. Many politicians who make moral = on others do not conform to moral codes of conduct themselves. 5. The lack of moral = in those committing cybercrime may partly be explained by the

anonymity of the internet. 6. She was unsure whether to reveal her brother’s dishonesty to her parents. It was a real moral

67

e

Workshop: Step by step

SE -

S25: How to work with a

Public and private morality

Writing an email

PRE-READING 1]

a) Explain the meanings of these words and expressions. Use a dictionary if necessary.

dictionary, p. 408

b) Say why these crimes have become more common in the 21st century and how they differ from more conventional crimes.

Webcode You can find a link to the video here: WES-73643-013

a) b) c)

Now watch this video clip and summarize its content. Describe the effect the video has on you. Round Robin Talk about similar scams you or members of your family have been subjected to: * How did you/they recognize them? * How did you/they react? * What, if any, were the consequences? Preview

—

In this Workshop you will work on an excerpt from a novel and learn how to write formal and informal emails as creative writing tasks in a fictional context. In order to do so you will need to look closely at the structure and language of formal and informal emails. The type of language used will depend on * the recipient: someone you know/don’t know, a friend, an official, etc. * the function of the email : to complain, to persuade, to inform, etc.

Read the info box below and answer these questions: * How does the Nigerian 419 scam work? * What kind of people are likely to fall for these scams and why? Info

The Nigerian 419 scam The 419 scam originated in Nigeria and has become very well-known across the world. Although most of these emails still come from Nigeria, they can nowadays come from anywhere in the world. Some people in Nigeria have made a lot of money from this scam, though it is now prohibited by section 419 of the Nigerian legal code, which gave it its name. So, how does it work? A person will receive an email from somebody claiming to be a Nigerian prince, exiled

politician, or another person in trouble. These emails will sometimes reference current events or places that have recently been in the news. The email will usually explain that due to political instability or the death of a relative a large amount of money is stuck in an account, but if the reader sends a small amount of cash to cover the fees to access the account and take out the money, the sender of the email would be willing to share the money with them. Unfortunately, it doesn’t usually stop there. Often the sender will reply requesting more

money, explaining that further fees have been incurred, like increased taxes or bribes to officials. The scammer will take as much money as they can from the victim and, of course, the

victim never gets anything in return.

68

Public and private morality

[ 4

Look at the book cover of the novel I Do Not Come to You by Chance by Adaobi Tricia Nwaubani and read the blurb below. State Kingsley Ibe’s reasons for turning to crime.

Workshop: Step by step

About the author

e

Info

Adaobi Tricia Nwaubani is a young Nigerian author. Her debut novel I Do Not Come to You by Chance was published in 2009 and won her the Commonwealth Writers’ Prize for best African debut novel one year later.

The protagonist of I Do Not Come to You by Chance is young Nigerian Kingsley Ibe. He has recently graduated from university with an engineering degree but cannot find suitable work through honest means. To find work s in Nigeria, you need a “long leg”, in essence someone who can help, so Kingsley remains unemployed. This is a big problem for him as he is an “opara”, or elder son. This means he is responsible for the well-being of his family. After his father’s health deteriorates and his girlfriend, Ola, leaves him for a richer man, Kingsley becomes desperate and

turns to his uncle Boniface. Known as “Cash Daddy”, his uncle is in the business of

10 conducting elaborate scams aimed at foreigners. As the family situation gets worse, Cash Daddy’s offers get more and more tempting and before long, Kingsley is his righthand man, assisting Cash Daddy with big scams and becoming very wealthy in the process. COMPREHENSION

E

Read one of Kingsley’s email scams from the book on pages 69-70 and note down

* elements in the email which correspond to the description in the info box on Nigerian 419

scams, * the function of the email and what you find out about the recipient.

SUBJECT: REQUEST FOR URGENT HUMANITARIAN ASSISTANCE/BUSINESS PROPOSAL DEAR FRIEND,

I DO NOT COME TO YOU BY CHANCE, UPON MY QUEST FOR A TRUSTED AND RELIABLE FOREIGN BUSINESSMAN OR COMPANY, I WAS GIVEN YOUR CONTACT BY THE NIGERIAN CHAMBER OF COMMERCE AND INDUSTRY. I HOPE THAT YOU CANBE - TRUSTED TO HANDLE A TRANSACTION OF THIS MAGNITUDE!, FOLLOWING THE SUDDEN DEATH OF MY HUSBAND, GENERAL SANI ABACHA, THE FORMER HEAD OF STATE OF NIGERIA, I HAVE BEEN THROWN INTO A STATE OF UTTER CONFUSION, FRUSTRATION AND HOPELESSNESS BY THE CURRENT CIVILIAN ADMINISTRATION. I HAVE BEEN SUBJECTED TO PHYSICAL AND PSYCHOLOGICAL 1o TORTURE BY THE SECURITY AGENTS IN THE COUNTRY. MY SON, MOHAMMED, IS UNDER DETENTION FOR AN OFFENCE HE DID NOT COMMIT.

Anpotations " magnitude = great

size ? to go after sb=to

% getsth

THE TRUTH IN ALL THIS IS THAT THE CURRENT PRESIDENT OF NIGERIA WAS JAILED FOR PLANNING A COUP AGAINST MY LATE HUSBAND’S GOVERNMENT. HE WAS ELECTED AS THE PRESIDENT OF NIGERIA WHEN HE WAS RELEASED. I AND ıs MY CHILDREN WERE NEVER PART OF MY LATE HUSBAND’S REGIME. YET, THE NEW PRESIDENT HAS SUCCEEDED IN TURNING THE WHOLE COUNTRY AGAINST US, AND IS TRYING DIFFERENT WAYS TO FRUSTRATE US. THE NIGERIAN GOVERNMENT HAS GONE AFTER? MY FAMILY’S WEALTH. YOU MUST HAVE HEARD REPORTS OVER THE MEDIA AND ON THE INTERNET, ABOUT 69

e

Workshop: Step by step

Annotations 3 real estate = land and buildings owned by sb * vault = strongly protected room where money etc. is kept 5 to rip sb off =to charge sb too much money

20

25

30

35

Public and private morality

THE RECOVERY OF VARIOUS HUGE SUMS OF MONEY DEPOSITED BY MY HUSBAND IN DIFFERENT COUNTRIES ABROAD. MANY OF MY LATE HUSBAND’S REAL ESTATE3 HAVE BEEN SEIZED AND SOME AUCTIONED. ALL OUR BANK ACCOUNTS IN NIGERIA AND ABROAD, KNOWN TO THE GOVERNMENT, HAVE BEEN FROZEN. THE HUNT FOR OUR MONEY IS STILL ON. THE TOTAL AMOUNT DISCOVERED BY THE GOVERNMENT SO FAR IS ABOUT $700 MILLION (USD) AND THEY ARE STILL TRYING TO FISH OUT THE REST. MOST OF OUR FRIENDS HAVE EITHER ABANDONED ORBETRAYED US.IAMDESPERATE FOR HELP. AS A WIDOW WHO IS SO TRAUMATISED, I HAVE LOST CONFIDENCE IN ANYBODY WITHIN THE COUNTRY. OWING TO MY PREVIOUS EXPERIENCES, I AM AFRAID THAT IF I CONTACT ANYBODY WHO KNOWS US, I MIGHT BE EXPOSED. PLEASE DO NOT BETRAY ME. SOMETIME AGO I DEPOSITED THE SUM OF $58,000,000 (FIFTY EIGHT MILLION USD) OF MY LATEHUSBAND’S MONEY IN A SECURITY FIRM WHOSE NAME I CANNOT DISCLOSE TO YOU UNTIL I'M SURE THAT I CAN TRUST YOU. I WILL BE VERY GRATEFUL IF YOU COULD RECEIVE THESE FUNDS FOR SAFE KEEPING: FOR YOUR KIND ASSISTANCE, YOU ARE ENTITLED TO 20% OF THE TOTAL SUM. I NEVER REALLY INTENDED TO TOUCH THIS MONEY WHICH IS VERY SAFE AND SECURE IN THE VAULT* OF THE SECURITY FIRM. BUT OWING TO OUR PRESENT SITUATION, IDO NOT HAVE ANY OTHER OPTION. WE ARE BADLY IN NEED OF MONEY. MY SON MOHAMMED IS VERY SICK IN PRISON AND HIS LAWYERS ARE RIPPING US OFF°. THE PROBLEM IS THAT I CANNOT LAY MY HANDS ON THIS MONEY OWING TO THE FACT THAT ALL INTERNATIONAL PASSPORTS BELONGING TO THE MEMBERS OF MY FAMILY HAVE BEEN SEIZED BY THE GOVERNMENT, PENDING WHEN THEY FINISH DEALING WITH US.

50

THIS ARRANGEMENT IS KNOWN ONLY TO YOU, MY HUSBAND’S YOUNGER BROTHER (WHO IS CONTACTING YOU) AND I AS SURVEILLANCE IS CONSTANTLY ON ME, MY HUSBAND’S BROTHER WILL DEAL DIRECTLY WITH YOU. HIS NAME IS SHEHU. SHEHU IS LIKE A BROTHER TO ME. THE NIGERIAN GOVERNMENT DOES NOT KNOW ANYTHING ABOUT THIS MONEY, NOBODY ELSE KNOWS ANYTHING, SO THERE IS NOTHING TO FEAR. IF YOU ARE NOT WILLING TO HELP ME PLEASE DO NOT EXPOSE ME. JUST ASSUME WE NEVER DISCUSSED THIS MATTER. BUT I WILL BE MOST GRATEFUL AND WILL SHOW MY APPRECIATION IF YOU CAN HELP TO RESTORE LIFE AND HOPE IN MY FAMILY AGAIN.

55

ADEQUATE ARRANGEMENT TOTALLY RISK FREE.

HAS

I AWAIT YOUR URGENT RESPONSE. WILL RESPOND ON MY BEHALF. YOURS SINCERELY, 60

70

HAJIA MARIAM ABACHA

BEEN

MADE

FOR

RECEIVING

PLEASE REPLY THROUGH

THE

FUNDS.

THIS EMAIL.

IT IS

SHEHU

Public and private morality

Workshop: Step by step

e

ANALYSIS B

Language awareness

Analyse the means Kingsley employs to persuade the recipient of the email to offer his/her support.

D1, p. 327

CREATIVE

WRITING:

INFORMAL

structure a text,

p.378

a) Examine how the writer appeals to the sympathy and emotions of the reader.

b) Consider what makes the email sound convincing and authentic.

— S9: How to

D2, p. 327

EMAIL

a) Write an appropriate response to Kingsley’s email. Since you have no intention of falling for his

scam, you decide to give him a piece of your mind in a personal, informal email.

D3, p. 327

When writing the email you should consider the following aspects:

Checklist

L Although the email is informal, you may still want it to make a strong point: Y The subject line should convince Kingsley to open the email and read it. v The email should make it clear that you have not fallen for the scam and express your opinion on it quite clearly.

v You should appeal to Kingsley’s moral judgement and admonish him for sending this kind of scam email.

IL. You want the email to sound chatty and personal: v Use a more informal salutation (e.g. Hi) and ending (e.g. Yours, Best wishes). y Write in spoken English, using personal constructions with I and you, and contractions, e.g. I've, you're

v Use incomplete sentences, e.g. No way! v Avoid abstract words and expressions. Use informal vocabulary instead: - to express your opinion, e.g. As I see it ..., I'd say ..., To be quite honest ... - to express surprise, e.g. Believe it or not ..., This may surprise you but ... - to express disbelief, e.g. You must be joking! - tolist reasons, e.g. What's more ... b) Pair work Exchange your emails and give each other feedback on the following:

° Does the email show that you have not fallen for the scam?

e Are the structure and language of the email informal?

— S25: How to

give feedback/ peer-edit, p. 406

e Is the email clear and convincing? * Imagine you are the recipient. What effect does the email have on you?

71

e

Workshop: Practice

FE

Public and private morality

Writing an email

COMPREHENSION — S9: How to structure a text,

p. 378

Now read another excerpt from the novel. Kingsley has persuaded a “lady in Wisconsin” to help him “free” the money of a business client who had died suddenly in the South of France and had no next of kin. In return for the help she is to receive 40% of a sum of 19 million dollars. Outline the reasons why Kingsley suddenly has a bad conscience.

ANALYSIS Explain how Cash Daddy persuades Kingsley to reject his moral scruples.

CREATIVE WRITING Annotations ' Protocol Officer =

Cash Daddy’s most

trusted associate

2 alludes to the song “Do-Re-Mi” from the popular musical film The Sound of Music (1965); “dough” is an informal word for “money”

Write Kingsley’s email to Mirabelle persuading her to continue her support. Use a formal structure

and formal language.

D4, p. 328

COMMENT

I IS [ — surrorr o5, . 329

Discuss to what extent you sympathize with Kingsley’s immoral behaviour. OR Assess to what extent Kingsley is a victim of his social environment.

DEAR MIRABELLE,

30

35

4

S

THANK YOU FOR YOUR KIND ASSISTANCE AND YOUR AGREEMENT TO PARTNER WITH ME OVER THIS VERY DELICATE BUSINESS. I s HAVE ALREADY INITIATED PROCEEDINGS FOR THE TRANSFER OF THE FUNDS. COULD YOU PLEASE SEND FOUR THOUSAND FIVE HUNDRED DOLLARS ($4,500 USD) FOR THE PROCESSINGOFTHEDEATHAUTHORISATION 10 FORM? ALSO SEND ALONG FOUR COPIES OF YOUR RECENT PASSPORT PHOTOGRAPH. PLEASE DO THIS IMMEDIATELY TO AVOID DELAYS. THE DEPOSIT WILL BE RELEASED TO YOU WITHIN SEVEN WORKING DAYS. ı5 I AWAIT YOUR URGENT RESPONSE. YOURS SINCERELY, OSONDIOWENDI the Western Union removed his five

percent silencing fee and handed me the rest, I 20 clasped the bundle and shut my eyes tight. I am not sure for how long I stood there. Eventually, I regained consciousness and opened my eyes. The money was still there. I wanted to jump, to shout, to run through the streets, crying ‘Goal’! At last, 25 the book of remembrance had been opened and Fortune had called my name. The sun peeped in 72

pillow. At 2 am., I woke up and recounted. I did the same thing at 4 a.m. By 7 a.m, [ had scrambled

out of bed and confirmed that the money was still there. Two thousand dollars had not been enough to buy my mother a brand new car. I bought her a jar of cooking gas, some new wrappers, and a bag of rice instead. For a change, I was giving. Not taking. I felt like a real opara. Over a period of two months, Mirabelle sang dough-re-mi?

to the tune

of about $23,000. For

processing of a Death Authorisation Certificate, Next Of Kin Affirmation, Bank Recognition Form, and Deceased Demise Declaration. Then 5

S

[...] When

45

through the windows of the dank collection office and flashed me a smile. I counted the cash two more times before I left. After Protocol Officer! had removed Cash Daddy’s sixty percent, I counted the bundle again. Several times throughout the rest of the day, I hauled the notes from my pockets and recounted. That night, Ilay in bed with the wad cradled neatly under my

I sent another email explaining that $7,000 was required for the Fund Transfer Repatriation. This, I promised, would be the very final payment before she received the $19 million. Her reply shocked me.

Public and private morality Dear Osondiowendi,

how the money was to start IVF treatment* before my partner will be ready with the money at the

11

o

60

11

n

ss [’m so sorry to cause delays but I've spoken with a close friend who’s promised to lend me the $7,000 but he says he won’t be able to till next weekend. Don’t worry, I didn’t breach your confidence. He’s an ex-boyfriend and I told him some BS® story about

10! 5

end of the month. He didn’t ask too many questions when I promised to pay him back double : ). n

6

Could you also please let me know when exactly the money is going to be in my account? The reason

is I've been taking out of the money me and my partner are putting together to move into our own home and I want to be sure to replace it before he notices it’s gone.

God that you already have a job — but if you were a

12 0

Yours,

house? What if she actually was hoping to start

80

n

12

13 0

IVF treatment? Here was a real life happening behind the curtains of an email address. It was a bit unrealistic refunding what we had eaten

so far, but I thought at least, we could shred the 13

n

job. I spoke with Cash Daddy about the unique problem on our hands. ‘Kings, he said when I had finished explaining.

n

8

I waited. ‘Kings, he called again. ‘Yes, Cash Daddy?’

14 0

95

‘No’ ‘Is she your cousin?’ ‘No’ ‘Is she your brother’s wife?’ ‘No’ ‘Is she your mother’s sister?’

14

S

imagine that? So you could even decide never to work again and just be collecting free money. They’ll even give you a house’ I was not pacified. He must have seen it on my face. ‘OK; he continued. ‘You went to school. Did they not teach you about slave trade?’ “They did” ‘Who were the people behind it? And all the things they stole from Africa, have they paid us back?’ ‘But Cash Daddy, can you imagine what will happen when her ...) I knew about husbands and boyfriends and sugar daddies but the word ‘partner’ was alien to my vocabulary, ‘... when her man finds out? At least let’s leave her with the one we’ve eaten so far and try and —’ ‘Kings, sometimes I get very worried about you. Your attitude is not money-friendly at all. If you through the window’ He had glared for a while, then shrugged, as if finally willing to concede. ‘OK. Since you don’t appreciate this opportunity God has given you to abolish poverty from your family once and for all, continue worrying about one oyibo woman in America. Be there worrying

I got the point.

10

&n

‘Go on... answer me, is she your sister?’

‘Go on ... answer me. ‘No’ ‘Is she your father’s sister?’ ‘No’ He shrugged. Then as an afterthought: from your village?’

young man without a job abroad, the government will be giving you money every week? Can you

continue talking like this, soon, whenever money sees you coming into a room, it will just jump out

“This woman ... [...] Is she your sister?’ I did not reply. 90

‘No. ‘So why are you swallowing Panadol® for another person’s headache?’ ‘Cash Daddy, I persisted. ‘The woman borrowed the money she’s been using to pay the bills. Her life is going to be ruined’ He laughed. ‘Kings, with all the school you went, you still don’t know anything. These oyibo® people are different from us. Don’t think America and Europe are like Nigeria where people suffer anyhow. Over there, their governments know how to take good care of them. They don’t know anything about suffering’ He leaned closer. ‘Do you know that as you are right now - thank

Mirabelle

This note caused my heart to crack. The poor woman would find herself in a cauldron of debt and disaster when the money she was expecting did not show up. Who knows what comforts the couple had forfeited in saving up to buy a

Workshop: Practice

=}

151

about her and leave off your own sister and your mother’ Cash Daddy was right. [...] Mirabelle had her problems, I had mine.

Is she

Annotations 3 BS = short for bullshit * IVF treatment = kiinstliche Befruchtung 5 Panadol = a medicine that reduces pain ® oyibo = Nigerian word for white person

e

4 rosssisies DE VE S m

OFEn

Recently, a protest movement, initiated by mainly young people, has attracted attention in the United States and worldwide. Talk to your partner about what the March for Our Lives is or could be about. Webcode You can find a link to

thevideo here: — a) Watch the video of youth activist Emma Gonzélez speaking at the Washington March for Our Lives protest. While watching, take notes on the incident Emma refers to in her speech. E3 b) Now watch the video again. Analyse what makes Emma’s speech so powerful. c)

When

d)

expressions. Describe your feelings during Emma'’s silence.

Emma stops speaking, how does the audience react? Note down verbal and facial

In class, talk about the overall message of the speech.

Emma Gonzélez is one of many young people who have decided to stand up for what they believe in. a) Note down what issues personally affect you and what you could do to make yourself heard. b) Take notes on what you have already done to stand up for what you believe in. c) Exchange your ideas with your partner and explain why it is important to take action. d) In small groups or in class, talk about whether or not you have ever taken action and give reasons why. 74

Public and private morality

In an interview Emma once stated, “Adults like us when we have strong test scores, but they hate us when we have strong opinions.” Comment on this statement.

e

— S6: How to write a discussion/ comment, p. 372

Discuss whether it is an obligation especially for young people to take action and stand up for what they believe in. MEDIATION Not only in the United States but also in Europe, youth protest movements have become more influential in recent years.

You are spending a year abroad at a British secondary school. Your school is currently working on a project on climate change. Read the German newspaper article on pages 75-76. Then write an article for the school website in which you describe * the Fridays for Future movement in Germany,

— S$19: How to improve your mediation skills,

p.398

— S8: How to improve

* the reasons the participants have for protesting, * what criticisms they are facing.

your text, p. 375

Frankfurter Allgemeine Zeitung, 15. März 2019

„Fridays for Future®

Schiiler in mehr als 100 Staaten demonstrieren fiir mehr Klimaschutz „Die Zeit rennt, ihr pennt!” — mit bissigen Slo-

gans fordern Schiiler weltweit eine schnelle Umkehr in der Klimapolitik. Rund um den

Globus gibt es Proteste unter dem Motto „Fri-

s days for Future®. Horen die Entscheidungstriger den Jugendlichen zu? Hunderttausende Jugendliche haben am Freitag weltweit fir einen radikalen Kurswechsel hin zu mehr Klimaschutz demonstriert. Kund10 gebungen unter dem Motto ,Fridays for Future® gab es in europidischen Metropolen wie Rom,

Wien,

Warschau,

London

und

auch

in

holm protestierte, bescheinigte den Regierunz gen weltweit zu wenig Ehrgeiz im Kampf gegen

ı5 Tausende Schiiler, Studenten und Unterstiitzer

geudeten Politiker allerorten Zeit, sagte sie am

Dutzenden deutschen Städten. Unter anderem in Berlin, Köln, Dresden und Stuttgart zogen

mit Plakaten durch die Straflen. Rund um den Globus waren mehr als 2000 Kundgebungen und Schiilerstreiks in mehr als 120 Staaten angekiindigt, in Deutschland rund 200. 20 Symbolfigur der Protestwelle ist die 16 Jahre alte schwedische Schiilerin Greta Thunberg, die seit August 2018 immer freitags fiir einen beherzteren Kampf gegen den Klimawandel demonstriert statt zur Schule zu gehen. Sie ist

25 inzwischen zu einer Ikone für Klimaschitzer rund um die Welt geworden. [...]

Die schwedische Schiilerin Thunberg, die zusammen mit Tausenden Mitstreitern in Stock-

die Erderwärmung.

Anstatt zu handeln, ver-

Rande einer Demonstration vor dem Reichstag. In einem Beitrag auf FAZNET schrieb Thun-

ss berg zusammen mit anderen jugendlichen Organisatoren der Initiative ,Fridays for Future®:

,Diese Bewegung musste kommen, wir hatten

keine Wahl.“ Dass ,etwas sehr falsch läuft“ hät-

ten ihnen die jiingsten Wald- und Buschbrénde 10 etwa in Schweden und den Vereinigten Staaten sowie die Uberschwemmungen und Diirreperioden in Australien und Deutschland gezeigt. Die Erderhitzung nannten sie die „größte Ge-

fahr,

der

die

Menschheit

jemals

gegeniiber

ıs stand“.

75

e

Public and private morality

Von den Erwachsenen erwarte die Bewegung nicht, dass sie der Jugend Hoffnung spende,

schrieben Thunberg und ihre Mitstreiter. „Wir

wollen, dass ihr in Panik geratet und handelt.

Wir wollen, dass ihr euch anschließt.“ Konkret

müsse schnell weltweit der Ausstieg aus Kohle, Öl und Gas organisiert werden. Subventionen für diese Art „schmutziger Energie“ gehörten abgeschafft, stattdessen müsse viel mehr Geld in erneuerbare Energien fließen. Auf Plakaten bei Protesten in Deutschland hieß es unter

anderem:

,Wir

lernen

nicht

für eine

zerstörte Zukunft“ oder „Fehlstunden verkraf-

ten wir, Klimawandel nicht“. [...] Tatsächlich drängt die Zeit: Schon jetzt hat sich die Erde nach Befunden des Weltklimarats IPCC gegenüber der vorindustriellen Zeit um etwa ein Grad erwärmt, in Deutschland sogar noch etwas stärker. Die Jahre 2015 bis 2018 waren

nach Analysen der Weltwetterorganisation die vier wärmsten seit Beginn der Aufzeichnungen im 19. Jahrhundert. Geht es weiter wie bisher,

ist Ende dieses Jahrhunderts die Welt wohl gut drei Grad wärmer. Zu den fatalen Folgen gehören mehr

Hitzewellen,

längere

Dürren

sowie

mehr Stürme, Starkregen und Hochwasser. Um den Trend zu stoppen, muss der Ausstoß von Treibhausgasen etwa aus der Verbrennung von Kohle und Öl oder aus der Tierhaltung stark reduziert werden. Unterstützung bekommt die ursprünglich von

jungen

Leuten

initiierte Bewegung

auch

aus

anderen Generationen. So haben rund 20.000

Wissenschaftler

aus

Deutschland,

Osterreich

sound der Schweiz eine Stellungnahme unterzeichnet, um dem Anliegen der Klimabewegung Nachdruck zu verleihen. Auch Eltern stellen sich mit ,Parents for Future® an die Seite der Jugendlichen. Sie bitten unter anderem darum,

es auf Schulverweise oder andere disziplinarische Mafinahmen

zu verzichten, wenn

Schiler für

Proteste dem Unterricht fernbleiben. Nach Ansicht des CDU-Bundestagsabgeordneten Philipp Amthor sollten die Proteste erst

oo nach dem Unterrichtsende beginnen. ,Politisches Interesse der Schiller finde ich immer

gut. Dem konnen sie aber auch in ihrer Freizeit nachgehen®, sagte der 26 Jahre alte Politiker der ,Heilbronner Stimme“. Ahnlich duflerte

9 sich Bundeswirtschaftsminister Peter Altmaier (CDU) in der Zeitschrift „Spiegel“. Vergangene Woche hatte jedoch nach Kanzlerin Angela Merkel

(CDU)

auch

Bundesprasident

Frank-

Walter Steinmeier die Schiilerproteste begrüßt.

COMMENT 8|

a) Make a list of both reasons for and against skipping school to attend the Fridays for Future protest.

— S6: How to write a discussion/ comment, p. 372

b) Using your list from a), discuss whether it is necessary for these protests to take place during school time.

F O E

Research another young person or young adult who has taken action to change the world. Create a poster about this person, what they are fighting for, why and in what ways.

— S9: How to structure a text,

p.378

76

Taking your coursework into consideration, discuss whether there is a moral obligation to take action in order to save our planet, as the Fridays for Future protesters are trying to do.

Public and private morality

e

Investigative journalism and whistle-blowing 7

a) Note down ideas about the functions of journalism in our society. b) Read the two statements and compare them to your notes. 1. The media are the primary source of information in a democracy. Accurate and reliable information is the lifeblood of the democratic process. Perhaps, the most obvious players in this information flow are journalists who gain access to privileged information and attempt to provide such information as accurately as possible to the citizens to make informed and intelligent decisions.

Odumayak Okpo and Asira E. Asira, Nigerian philosophers

2. Investigative journalism deliberately by someone facts and circumstances In this way investigative development, which are

means the unveiling of matters that are concealed either in a position of power, or accidentally, behind a chaotic mass of - and the analysis and exposure of all relevant facts to the public. journalism crucially contributes to freedom of expression and media at the heart of UNESCO’s mandate. from a UNESCO publication

[2 |

The 2019 World Press Freedom Index compiled by Reporters Without Borders (RSF) illustrates

to what extent journalists are able to do their job unimpededly around the world. The number of countries regarded as safe, where journalists can work in complete security, continues to decline, while authoritarian regimes continue to tighten their grip on the media. Study the map showing the level of press freedom in countries around the globe and point out cases that fit and others that do not fit your expectations. Give reasons.

" IM Il

GOOD SITUATION SATISFACTORY SITUATION NOTICEABLE PROBLEM DIFFICULT SITUATION VERY SERIOUS SITUATION

2020 World Press Freedom Index rsf.org Reporters Without Borders

© OpenStreetMap-Mitwirkende

https://www.openstreetmap.org/copyright

77

e

Public and private morality

— S9: How to structure a text,

p. 378

a) Daphne Caruana Galizia took independent journalism in the interest of the public very seriously. Read her profile below and outline what happened to her and why. B2 b) Group work Research further examples of journalists who risked their lives in their quest for the truth.

c) Present your findings to the class and relate them to the map in task 2. E3 d) Slovak Jan Küciak was another prominent investigative journalist who was murdered in recent years. Research the political consequences of his assassination in Slovakia and that of Daphne Caruana Galizia in Malta.

n

Annotations ' trafficking = illegal trade Panama

Papers =

compilation of documents illustrating hundreds of thousands of cases of tax evasion and other illegal activities associated with offshore banking that was leaked by an anonymous whistleblower

The targeted car bomb that killed journalist

Daphne Caruana Galizia in Bidnija, Malta, on October 16 [2017] sent a shockwave through

her island nation and the rest of Europe. In s her blog Running Commentary, which she had been writing since 2008 and which sometimes had as many as 400,000 page views a day, she | Caruana Galizia _JUSTICE denounced government corruption, bribery, Al Investigative Journalist B FOR Assassinated in Malta illegal trafficking! and offshore banking in DAPHNE 16 October 2017 10 Malta, the European Union’s smallest country. She had also written many articles about the F > 7 .. involvement of close associates of Prime Minister Joseph Muscat in operations exposed by the Panama Papers’. Many European leaders have called for an independent international investigation into her murder. a) Round robin What are your associations with the term whistle-blowing? b) Collect your findings in class and agree on the most important criteria.

b

/

In recent years individual whistle-blowers’ stories have been made into feature films. One example is Snowden (2016), which tells the story of Edward Snowden, who uncovered massive government surveillance, mainly by the NSA. Another example

is Official Secrets (2019), which deals with British whistle-blower Katharine Gun, who leaked documents to the press concerning the war in Irag, which Britain was involved in. Webcode You can find links to the videos here: WES-73643-015

a) Choose one of the two trailers and sum up what you learn about the respective whistle-blower. b) Use the information from the trailer as a starting point for research into the following aspects: * What was the whistle-blower’s official job? * What caused him/her to “blow the whistle"?

* What was the information leaked and what was its relevance for the public? * What consequences did the whistle-blower have to face?

— S9: How to structure a text,

p. 378

78

a) Read the four newspaper extracts (A-D) on the next page and outline the attitudes they reveal towards whistle-blowers in general and famous whistle-blower Chelsea Manning in particular.

Public and private morality

°

While many employees who witness wrongdoing in the workplace stay silent, fearing reprisal or futility, those who do raise concerns — and again, most do so internally first — demonstrate faith that their employers are committed to compliance and that they can s make a difference. Whistleblowers who report externally typically do so because the problem is significant and their employers have failed to address it or engaged in reprisal (or both). At this point, government whistleblowers may decide that their loyalty is to the Constitution they swore to uphold; others may feel impelled 10 by loyalty to professional ethics codes or to their own moral compass.

Washington Post, 5 April 2019 o

Annotations ' Bradley Manning, a soldier in the US army, was convicted to 35 years of imprisonment for disclosing secret government

documents. In 2017 President Barack Obama reduced the sentence to seven

Chelsea Manning

No matter how troubled Manning! is (and he’s certainly troubled), he breached faith with his brothers in] arms.1 Armies depend on5 . . bonds of trust, and he knowingly and intentionally placed lives in danger by indiscriminately placing our nation’s secrets in the public s domain. He risked American lives. He risked allied lives. .

e

.

National Review, 17 January 2017

years. Manning underwent gender transformation and is now Chelsea Manning. ? Guantänamo =

Guantänamo Bay detention camp is a US military prison on Cuba. It was opened in 2002. Detainees were captured in Afghanistan, Iraq

and other countries

and are held without trial.

e

[Mannin g] copiedied hundreds th ds hundreds of of thousands

military of of military

incident incident 1 logs from fro

the Afghanistan and Iraq wars, which, among other things, exposed abuses of detainees by Iraqi military officers working with American forces and showed that civilian deaths in the Iraq war were probably much higher than s official estimates.

Wikdleaks — online platform which

publishes leaked documents

The files she copied also included about 250,000 diplomatic cables from American embassies showing sensitive deals and conversations, dossiers

detailing intelligence assessments of Guantdnamo? detainees held without trial, and a video of an American helicopter attack in Baghdad in which two

10 Reuters journalists were killed, among others. New York Times, 17 January 2017

e

[CIA director Mike Pompeo wrote,] “Ms. Manning betrayed her country and was found guilty of 17 serious crimes for leaking classified information to Wikileaks3” “Leaders from both political parties denounced Ms. Manning’s

s actions as traitorous and many intelligence and military officials

believe those leaks put the lives of the patriotic men and women at the CIA in danger,” Pompeo continued. “And those military and intelligence officials are right” Business Insider, September 2017

b) Whistle-blower —- traitor or hero? Consider what you have found out about whistle-blowing and position yourself on an imaginary line between the two extremes and explain your choice.

Consider what you have learnt about independent journalism and whistle-blowing and discuss whether we have a moral obligation to accept personal disadvantages in order to prevent serious harm from the public.

— S6: How to write a discussion/ comment, p. 372

OR

Discuss what role the press and media in general play for the public in connection to whistleblowing. 79

e

Public and private morality

Working on a play 7

a) Pair work Talk about what couples can do if they want to have a child. Compare your ideas in class. b) Read the extract from Vivienne Franzmann's play Bodies, written in 2017. Josh and Clem are a white middle-class couple in their forties. Dr Sharma is a doctor in Delhi, India and Lakshmi

one of his patients. Find out what the play is about.

— S11: How to work on a play, p. 384

c)

Explain how the characters feel about the situation they are in.

d) Analyse the character constellation. e) Discuss whether you consider Dr Sharma'’s services as morally acceptable or inacceptable.

— S6: How to write a discussion/

comment, p. 372

Clem’s House/Fertility Clinic Skype

CLEM, JOSH, DR SHARMA and LAKSHMI on Skype. LAKSHMI is visible to CLEM and JOSH. CLEM and JOSH are not visible to her. DAUGHTER watches.

S_

DR SHARMA (Hindi): Voh tumhe achi tarah dekhna chatey hain. Line pay aa jao. [They want to see you properly. Move to the line, please.]

LAKSHMI moves forward DR SHARMA (Hindi): Line pay khadhe ho jao. [Stand on the line.]

10 CLEM: Lakshmi, can you move forward a little bit please? DR SHARMA (Hindi): Thodha aage ho jao. Aapne payr line par rakho. [Put your toes on the line.] LAKSHMI puts her toes on the line. CLEM: Thank you, Lakshmi. ı5 DR SHARMA (to CLEM): Is she clearly visible to you? CLEM: Yes, that’s fine. DR SHARMA (to LAKSHMLI, Hindi): Is taraf mudh jao. [Turn to the side.] LAKSHMI turns to the side. JOSH: I can’t really see anything there. (To CLEM) Can you? 20 DR SHARMA: She is just twelve weeks, remember.

Annotatione

CLEM: Of course. She’ll barely show, so it’s not really —

' tobe alime (infm)=

JOSH: She’s a lime‘.

to be of high quality

25

JOSH: It’s happening. It’s actually fucking happening. Sorry about the swearing, doctor, it’s just —

DR SHARMA: You're excited. JOSH: Can you tell her to push it out. Push her belly out. 30 CLEM (to JOSH): Don’t be so — DR SHARMA: Yes, I can ask her. CLEM: Don’t ask her to do that. (To JOSH) That’s so —

JOSH: Okay, don’t ask her. Veto that. DR SHARMA: I can ask her —-

35 JOSH: Sorry. No, don’t. That was stupid of me.

80

Public and private morality

e

DR SHARMA: We are very pleased with the baby’s progress. And Lakshmi is excellent. 40

ı5

She’s made friends with the other ladies in the

centre. It’s a very supportive environment. They

take — JOSH: Can you ask her to turn to the left a little bit? DR SHARMA (Hindi): Bayen hath ki taraf mudho. [Turn to the left.]

LAKSHMI turns to the left. JOSH: God, you can really ... Clem, look ... DR SHARMA: Is there anything else you’d like to ask her? so JOSH: Tell her that she’s made us the happiest people ever. Tell her that. DR SHARMA (Hindi): Yeh kahtey hain ki tumney inko bahut khush kiya hai. [He says that you’ve made them very happy.] LAKSHMI smiles.

She is pleased.

.

ss JOSH: Do we have the date for the caesarean?? .

.

DR SHARMA: We are not quite there yet, so

_

Annotations

? caesarean

/st'zearion/=

Kaiserschnitt

JOSH: Obviously, we’d like to book the flights sooner rather than later. DR SHARMA: Of course.

JOSH: So as soon as you know the date, you’ll let me know. s0 DR SHARMA: Yes, of course.

CLEM looks at DAUGHTER. CLEM: Can you ask her something for me? DR SHARMA: Of course.

CLEM: Can you ask her how she feels? ss DR SHARMA (Hindi): Tumhara kaysa haal hai? [How do you feel?]

LAKSHMI (Hindi): Main Khush hun. [I am happy.] DR SHARMA: She is happy. DAUGHTER motions for CLEM to ask again. CLEM: I mean, how does it feel having our baby growing inside her? 70 DR SHARMA: 1t is tiring for her, but she’s —

CLEM: No, I mean, how does she feel with our baby growing inside her rather than her own, what is that like for her?

DR SHARMA: She is looking forward very much to giving you your child. CLEM: Can you ask her how she feels about having our child inside her? 75 JOSH: Why are you —CLEM: Ask her, please.

DR SHARMA (Hindi): Yeh puchti hai ki tumhain kaysa lagta hai ki inka bacha tumhorey ander badh raha hai. [She wants to know what it is like having their baby grow inside of you?] s0 LAKSHMI (slowly, English): Happy to make dreams come true. JOSH: That’s lovely. Thank you, Lakshmi.

81

Webcode You can download a word list for the Intro and the WordPool here: WES-73643-016

S15: How to describe pictures, p.392

a) Imagine you had to illustrate “Germanness” or German traditions and culture for a textbook to be used in British schools. What kind of images or photos would you choose? Write down what you think should be shown.

b) Compare your ideas with your partners’ and agree on a final list of the top five images.

a) The pictures above illustrate aspects of British traditions and culture. Identify the aspect(s) depicted in each photo. If you are in doubt, ask your classmates. b) Choose the one that appeals to you most and tell your partner why you chose that photo. c) Compare these pictures with those that you might have chosen to illustrate German traditions and culture: which photo(s) do you find are closest to your own background and which differ most?

Webcode You can find the audio file here: WES-73643-017

© co/o1

The Guardian asked people from all over the UK what being British means to them. a) Read Nadia Hussain’s statement on the next page and listen to the statements of the other people. Note down how they define Britishness. Nadia Hussain, 32 | Alan Ward, 65 | Ross Purdie, 24 ‘ Moses Gittens, 48 | Manish Gajjar, 40

82

Britishness

Nadia Hussain: My parents came here from Pakistan in 1974. I was born in Forest Gate, east London, in 1979, and have four brothers and sisters. I experienced a lot of racism growing up. The racial groups - white, black, Asian - tended to keep in their own groups. It was really weird. But I love the East End, and wouldn’t change it for the world. Our neighbours are white, and we love them to bits. I still live with my parents, and because of our cultural background I can only break away when I get married. I'm not a strict Muslim, but I do carry my faith close to my heart, and

I'd be unlikely to marry outside it; the culture clash would be too great. Britain is moving too fast and has lost its sense of Britishness. It's obsessed by money, and social bonds are breaking down. My parents always make us have a meal together in the evening. That's been lost in this generation. Respect for teachers has also been lost. I'm proud to be British, but the country isn’t as strong as it was. Our educational system is deteriorating, unemployment is rising, and I worry about the future. b) Pair work Compare your notes with a partner’s and add missing aspects to your own. c) Pair work Tell each other which person you would like to talk to and what you would ask that person. Come up with five questions.

G

Preview

——

The many faces of Britain The first part of this Theme is about different aspects of British identity. It is about being British, Scottish,

English and about hybrid identities.

The monarchy and the political system The second part of the Theme is about the monarchy and the political system in Britain. In the Workshop, you will write an opinion piece for a newspaper.

83

0

\eldelleTe]M

Britishness

o

n

BRITISH IDENTITY What makes Britain British? there an exact mix roles, ethnicities

of social and

country

it

religions

that

the

makes

way

the is?

e.g. formally appoint the Prime Minister, who

Is

__

Y

Ireland, Scotland and Wales. These

2!

foods and customs with them, meaning that nowadays an Indian curry could be considered just as British as a plate of fish and chips. (Though even that was probably introduced by

o

@

2

nations are spread over two islands, but together they form the United Kingdom. While each nation has its own individual identity, British identity consists of them all combined. British identity is therefore about fluidity and flexibility. Many people have moved to Britain

a

over the years and they have all brought their

Jewish immigrants from Spain and Portugal!)

THE MONARCHY AND THE POLITICAL SYSTEM S

3

documents

@

3

S

4

like The

political

Magna

Carta (1215) and

the Bill of Rights (1689) have helped to shape the political system. While the Magna Carta was an effort to limit the king’s power over the people, the Bill of Rights reinforced the rights of parliament and its members, transforming the country into a constitutional monarchy. Generally, the people decide how the country is run. Their sovereignty finds expression in general elections, when the electorate votes for

the members

of the House

of Commons,

one

of the two chambers of parliament. The other

&a

4

chamber, the House of Lords, is not voted for by the people, but has only very limited powers. The monarch inherits his or her position and

acts as the head of state in Britain. Although the king or queen has a lot of responsibilities,

84

concern

for

centuries.

the

real power

When

the

term

“parliament” was first used in 1236 to refer to s the people running the country, representatives weren’t voted for by the people. It wasn’t until 1258 that voting was introduced, and even then

it was mainly for wealthy, male landowners. While

over the centuries, more and more men «

were granted the vote, it was only in 1928 that the government gave all women over 21

without distinction the right to vote. Today any citizen of Britain over the age of 18 is entitled to vote in elections.

65

THE MANY FACES OF BRITAIN Britain has always been multicultural. People have moved to the UK for centuries and will almost

certainly continue

to, creating

a

population of different backgrounds, ethnicities 7o and religions. Since the Roman invasion of 55 BC, Vikings, Normans, Flemings, Africans, Eastern Europeans, Asian and American

people, and many more have moved to Britain, leaving their descendants to form today’s 75 population. While much of this is down to for example, came to Britain as seamen and soldiers during the First World War), much is also down to very different individual reasons. so

Britain does not have a written Instead,

a government,

specific historical events (a number of Africans,

Britain is both a monarchy and a democracy. Interestingly, constitution.

form

lies with parliament. Who should be allowed to vote has caused

‘

Maybe it’s the countryside or the food? National identity consists of all of ‘ these things and more, shaped by a complex, shared heritage that is developing continuously. Britain consists of four nations: England, Northern

will then

so

Everyone who comes to Britain makes a contribution; the economy benefits from wider

spending and future generations are brought

up in a place where

hopefully everyone will

be valued equally. However, gaps between the 85 upper classes, the bourgeois middle classes and the poorer lower classes have long been seen as unjust by many. Younger people with more egalitarian viewpoints in particular claim that

this is one of Britain’s most severe problems.

o

Britishness

[\elfelxleo]l

G

agpwN

=0

hoose from the highlighted words in the text to complete the following sentences. The new Chancellor of the Exchequer was determined to cut public _ and reduce debts. Only the lawful | of the monarch is allowed to become king or queen. The Prince of Wales praised the team’s

to British sports.

The Commonwealth countries have greatly influenced Britain’s cultural One reason that British people voted for Brexit is that they were afraid of losing their national to the European Union.

6. The result of the Brexit referendum has been the subject of great| for many people, particularly to those in the financial sector. 7. Agreat is needed to make people trust the government again. 8. Many countries lack both democratic traditions and a strong , which often encourages corruption in politics.

Rewrite the sentences using the highlighted verbs from the text instead of the underlined verbs. 1. As a democratically elected head of state he has immunity from prosecution. 2.

It was not until after the First World War that British women were given the vote.

3. In former times, only the eldest son was left the property of his father after the latter’s death. 4 . The majority of British people appreciate the monarchy and all it stands for. 5 . The Prime Minister has the right to choose his cabinet after winning an election.

a) Copy the grid and fill in the missing parts of speech. verb

noun . 1) contributor 2) contribution

to distinguish

adjective . contributory

You can download

the grid here:

WES-73643-018

1) distinct

2) ... 1) election 2) ... 1) inheritance

to concern

Webcode

2) ... concern

1) electable 2) elect hereditary

concerned

b) Find words from the grid to match these definitions. 1. someone who writes articles for a newspaper or magazine nSwWN

. . . .

all the people who are allowed to vote to separate into classes or categories when something is passed on from one generation to another by reason of birth anxious or worried

w

c) Take the parts of speech with two alternatives, e.g. elect/electable. Complete the following sentences using one of the two alternatives given in the grid. 1. He was surprised by the size of his _ after his parents died. He had not realized how rich his parents were. 2. Stopping global warming would be the greatest _ that could be made to future generations. . Atthe next the Conservatives are expected to lose a number of seats in Parliament. 4. Thereis a possibility that Queen Elizabeth will continue to reign as long as she can. She is unlikely to abdicate. 5. The politician’s youthful appearance made him an extremely candidate.

85

0

Part A: The many faces of Britain

Scottishness Webcode You can download

Readthe article on p. 87.

awordlistfor _ a) Describe the connection Lebby Part A here:

WES-73643-019

Campbell feels to her clan.

b)

Explain what is meant by

“ancestral tourism” and how “ancestral tourists” differ from other tourists.

c)

Examine the importance of ancestral tourism for the Scottish economy. d) Imagine you are Lebby Campbell and keep a travel diary. Write a diary entry for one of her days in

Scotland.

— S18: How to ;”33’659 statistics,

The United Kingdom is made up of four countries: England, Scotland, Wales and Northern Ireland. National identity - as opposed to a British identity - is particularly strong in Scotland. a) In 2018 the BBC conducted a survey on national identity in Scotland. Look at the graph showing some of the results and name the main aspects making someone Scottish according to the survey. b) Skim the article on page 87 again and compare the concept of Scottishness in the article with the survey results.

Which, if any, of the following do you think makes a person “Scottish”? % of respondents (excludes those answering don’t know)

mM

Does make person Scottish

E

Does not make a person Scottish

Born in Scotland Growing up in Scotland Two Scottish parents One Scottish parent Scottish accent Lived in Scotland more than 10 years Lived in Scotland for five to 10 years

YouGov survey of 1,025 adults in Scotland

Across cultures Group work a) Discuss what makes someone German. b) Compare your ideas to the views of national identity you dealt with in task 2.

86

©

©

o

o

o

IS

©

N

o

Lived in Scotland less than five years 100

Part A: The many faces of Britain

OÖ

Q 50

Loch

Fyne.

Although she was in the Scottish Highlands, thousands of miles from her home of

o

@

Charleston,

South

Carolina,

the

across the Atlantic,

34-year-

old administrative assistant felt a sense of belonging. “You read about the history of your ancestors, but when you get there and you're on Campbell lands, it brings it all to life,” she says. “Everything hit home. I felt a sense of pride and awe? and a real connection with

65

a S

a population of 5.4 million. But more than 50

75

@

85

50%

of them,

S &a

on

Scottish

soil the story

or earlier

generations

belonged to, and to the town, village or glen® where they lived. [...] For Lebby Campbell, the family connection is many generations distant, but the connection to her clan is very much alive. (For many centuries, up to the 1746 Battle Scotland was

run by the clan

system - clan meaning “family” or “children” in Gaelic). Through the Clan Campbell Society, Lebby has made friends at home in South

Carolina,

as well as in New York

City and further afield. “We call ourselves ‘kinsmen’. I'm part of a big worldwide family,” she says.

historical destinations for Scottish emigrants

for almost

online,

of Culloden,

Drawn mainly from the United States, Canada, Australia and New Zealand -

— and

be done

great-grandparents 80

90

economy

a story

8 glen = Scottish term for a valley ¢ to man = here: to

the trail to the church one’s grandparents,

Family dollar

2016, visitors from these nations generated

- some in a spirit of adventure and discovery, but many more fleeing poverty or oppression. [...]

crest = symbol showing a family’s high standing and long history bygone = past boon = great gain itinerary = plan of a journey to flesh out = to add more detail, esp. to

distances are not great, it's easy to follow

become simpler. The internet has made it so much easier, in fact, that genealogy is now one of the most popular online hobbies globally.

a total of £524m ($678m) for the Scottish

grow hugely, she says. “Regardless of how many generations back the connection is, the minute they step on Scottish soil they have an overwhelming sense of belonging, a feeling that they’ve come home,” she says of her clients. [...]

can be fleshed out’. And in a country where

wants to attract more of them to visit. [...] Ancestral tourism isn't a new concept. [...]

— ancestral tourists are an economic boon® for the nation. In the first nine months of

great respect

interest

operate

million people worldwide have a family link

researching family heritage has

seen

Personal touch While much research about family roots can

to the country, and the Scottish government

But today,

she has

For centuries, Scots have left their homeland 70

my ancestors.”

The axes and broadswords displayed beneath a ceiling studded with the family crest?’madeherthink of blood spiltin bygone* battles, Campbell says. The emotional pull she feels to this place is the driver behind what the industry calls “ancestral tourism” — and in a small country such as Scotland, it's a valued source of income. Scotland has

In the six years since [Christine] Woodcock beganleading Canadians of Scottish descent

N

of

]

60

Annotations to swell =to become larger than usual awe = feeling of

w

shores

55

other travellers and disperse throughout the country on itineraries® linked to family history, bringing income to places beyond the classic sightseeing routes [...]. They also often travel outside July and August, so their spending comes outside the high season.

IS

mountain-fringed

Typically, ancestral tourists stay longer than

@

o

Lebby Campbell’s heart swelled' as she strolled through Inveraray Castle on the

an ancestral connection was one of the reasons for making the trip, according to a recent study by VisitScotland.

=)

It doesn’t matter if the last person in the family to set foot in Scotland was a greatgreat-grandfather: many descendants are feeling a pull to visit the country ... and spend money. Lennox Morrison, 25 May 2017, BBC Special

A

~

n

The business of being Scottish: Are you one of 50 million?

G

95

Voice aglow, she describes meeting current clan chief Torquhil Campbell, 13th Duke of

Argyll - as he manned® the cash desk in the gift shop of Inveraray Castle, his ancestral home. “I felt like a 13-year-old meeting Justin Bieber. It was surreal,” she says. [...]

87

0

Part A: The many faces of Britain

Listening: Being British Webcode You can find the

audio file here: WES-73643-020 i

— S20: How to listen/

watch effectively, p. 400

@CD/OZ

You will hear statements made by six people L o . frgm Britain o? the question “What does being British mean? . Match each statement (1-6) with the

corresponding headline (A-G). There is one more answer than you need.

1 2

A B

Headline

Honouring the past . . Variety and typical food

3

C

Livine

4 5

D E

Not showing any feelings . . . Like a strong and fierce animal

6

F

Different people, different views

G

Being able to deal with something unpleasant or annoying

g

with what is there

wit

.

Viewing: Britishness Webcode You can find a link

‘Svté‘; ‘;‘;‘gz;g:

a) Watch the video “Stephen Fry welcomes you to Heathrow” and say which aspects of Britishness he talks about.

b) Group work (4-6) Talk about which aspects you would include in a video

BA o

that welcomes visitors to Germany and note down your ideas.

Produce a video in English welcoming visitors to Germany.

Englishness PRE-READING a)

Pair work Explain to each other the differences between England, Britain and the United

Kingdom. E3 b) Read the headline of the article on the next page and look at the photos. Then speculate about the direction the article is going to take.

COMPREHENSION a) Read the article and see whether your speculations in 1b) were correct. b) Outline the major differences between Britishness and Englishness as described in the article. c) Use a map to locate all the different regions mentioned. ANALYSIS

— §13: Checklist:

Analysis - nonfictional texts,

p. 388

— s6: Howtowrite

a discussion/

comment,

p.372

88

Examine the features and characteristics of the New Englishness.

D1, p. 329

COMMENT B2 Comment on the author’s opinion that all the New Englishness “can promise is the past, and there

can be no hope or glory in that.” (. 150-152)

Part A: The many faces of Britain

O0

e

Q

YA

What it means to be English in 2017 ENGLISH BREAKFAST TEA

As Brexit Britain fractures, UKIP are

hoping to make a revival of Englishness their version of “Make America Great Again”.

promised

4

cultural

4

behemoths,

from

The

Beatles

to

the Sex Pistols, emerged draped in Union Jacks rather than St George’s flags. It was Britpop and Madchester; never “the English Invasion”. Aside from a tournament once every two years, when the four nations split up to experience their own footballing

@

2!

disappointments, English people tend to identify themselves locally - as Cornish' or Scouse?, say - instead of under any kind of shared nationhood.

S

his party will seek to challenge Labour by espousing this newly reawakened English nationalism. “The next big issue that’s going to come up in British politics beyond Brexit is Englishness,” he told the Telegraph. Englishness as a standalone identity has always struggled to articulate itself. During the 20th century it was largely subsumed into Britishness. England‘s

Britishness a place in the new millennium,

repositioning the Union Jack as a symbol of complaining about weather rather than the

banner of colonisation and genocide.

]

Englishness

has

long struggled to define

itself against the competing national characters of Scotland, Wales and Northern

Ireland. It's an oft-trod line of argument among beleaguered Englanders that “Welsh so people are allowed to celebrate St David’s day, but if we celebrate St George we're told we're racist!” While this suggestion of a discriminatory disparity is largely imagined, it is true that Northern

Ireland, Wales

and

Scotland have all become increasingly influential political characters in their own right, leaving England gasping for meaning. Talk of parliamentary devolution® has all too easily conflated England with London, s0o and as such misunderstood Englishness

Annotations Cornish = coming from Cornwall N

has

from

5

as

an

assumed,

self-confident,

dominant

identity - a misunderstanding that fails to appreciate the suburban stretches and satellite towns in as much need for definition 65 as the Scottish highlands.

]

w

Nuttall,

going

IS

Paul

is

Scotland is a rival now far more than a partner. When the SNP aren’t campaigning

@

o

2

leader,

meanwhile,

w0 strength to strength. In recent years it's been reborn as a brand - the cult of Keep Calm and Carry On sold to shy-Tory 20-somethings who think the Queen is “cute”. Bolstered by the 2012 Olympics, this 3 is a cuddly, meme-friendly national identity of Very British Problems® and “21 Things British People Miss When They Move To America”. This deeply privileged universe of Marmite* and umbrellas has allowed

&a

@

o

new

Britishness,

@

According to a poll released by YouGov last month, nearly a fifth of people in the UK define themselves as English as opposed to British, up five percent from 2015. This comes in the wake of a decision to leave the European Union, driven in large part by English voters, at a time when UKIP’s

@

n

Angus Harrison, 27 February 2017

Scouse /skavs/

(infml) = coming from the area around Liverpool a popular book and TV series on typically British behaviour brand name of a British vegetable spread devolution = the process of transferring power from a central government

to regional

governments

89

G

XN

Tl

CC

for

Part A: The many faces of Britain

their

own

independence,

70 they are moving to oppose the Brexit they never voted for in the

flag

Annotations

and

defiantly®, A

6 defiant /di'fatont/=

England

place.

They

extol

their

which

into

fly their

an

has

virtues sent

existential

crisis —- for if the Union falls apart, what will become of the

shapeless patch of rock in the middle? Scotland has forced to manufacture a 80 England reactionary identity of its own. The English patriotism of 2017 doesn’'t fly a flag. Instead, it complains loudly about not being allowed to fly one. It is not the sound of throats rattling in

somehow being censored from revelling in it. In a strange turn of events, declaring love

for Queen and country has become an antiestablishment sport.

o @

refusing to follow a person or rule ’ name of a Londonbased radio station ® bumper sticker = sticker that is attached to the rear of a car, usually bearing some kind of slogan or message

first

common

song; rather, it’s the drone of MPs

debating whether

or not England

]

should

The New Englishness [...] is a national pride that simply wants to be noticed - a selfaware patriotism that lionises the idea of England without ever substantiating its qualities. It is nothing but a bumper sticker®, a campaign banner, a defence mechanism and a political tool.

have its own national anthem. It's the call to reinstate crowns on pint glasses. It is a

o0 national identity built on strongly worded letters of complaint and LBC’ phone-ins. The New Englishness [..] is a celebration

© a

of everything

it hates,

defined

by all the

wrong it sees. The New Englishness is a tabloid patriotism of outrage and injustice, far more comfortable working in negative space than it is in celebration. It is anti-

Depressingly,

a lot more

over the coming

for the past, and a conviction that they are

90

going

years.

to

be

English UKIP

hearing

patriotism are

likely to

make England’'s awakening their “Make America Great Again” as they pick up seats

EU, anti-political correctness, anti-Muslim, anti-Scottish independence, anti-vegan,

100 anti-globalisation [...]. Tellingly, England’s newly awakened patriotism is also old. The results of Viceland’s census of 18 to 35-year-olds strongly indicated that young people don’t 105 care about nationalism, with a quarter of respondents registering themselves as 0 out of 10 in terms of how patriotic they are. YouGov has published statistics which follow a similar model, revealing in 2015 patriotism significantly declines with 110 that each generation. It is the old, then - the same old who drove Britain out of the European Union - who are at the beating heart of England’s new patriotic zeal. They no interest in contemporary England,; 115 have their passion comes instead from a longing

we're

about this

135

in the forgotten

corners

of the nation,

like

nightclub crawlers preying on the brokenhearted.

The

Conservatives

will

have

no

problem aping this in order to stay afloat, and many Labour MPs are calling for Labour to rediscover the socialist patriotism carved out by Orwell in the 1940s. It would be a mistake

to dismiss

fervour

as

racist

this or

renewed

backwards,

patriotic but

that

doesn’t mean we should blindly accept this facsimile of pride as a positive thing. If the New Englishness is the fightback of forgotten communities, then it is a national

identity borne out of an inherently place - a volksgeist of resentment cultural or a spiritual one. All it can is the past, and there can be no glory in that.

political - not a promise hope or

Part A: The many faces of Britain

e

“Hybrid identities”: Listening © co-o3

Listen to BBC reporter Ritula Shah talking to Scottish chef Tony Singh. While listening, note down the correct answer (a, b, c or d).

1. Where was Mr Singh born? a. Aberdeen c. Edinburgh

b. New Delhi d.

Webcode

You can find the audio file here:

WES-73643-022 _ §20: How to listen/ ; HOW 1o listen watch effectively,

.

West Indies

p. 400

2. What makes his restaurant special is that it a. has a Sikh chef. b. has a peculiar fireplace. c. offers Indian-Scottish food. d. is located in a special part of Scotland. 3. The stories Mr Singh’s grandfather heard about Scotland included a. God’s country. b. national heroes. c. a reference to Pakistan. d. a famous Scottish drink. 4. According to Mr Singh, his identity is influenced by his a. ancestors. b. Scottish accent. c. traditional Sikh dress.

Tony Singh

d. religion and place of birth.

5. Growing up, Mr Singh ate traditional Punjabi food, sometimes mixed with Scottish a. fish. b. pork. c. beef. d. lamb. 6. Haggis Pakora partly consists of a. fisheggs. c. exotic fruits.

b. chips. d. meats.

7. Which of the following titles fits what you have heard so far best? a. All things spicy b. Culinary Scotland c. Fusing effortlessly d. Cooking Sikh style

(®cproa

a) Now listen to the second part of the radio programme. While listening, note down the correct answers. You need not write complete answers.

ou s wN

The census 1. Year of census Findings

Saratha Rajeshwan 7. Main reason why immigrants came to Britain

Group most likely to call themselves British

More likely to More likely to One possible Reason given

choose “English” choose “British” reason for findings by Ms Shah

Webcode You can find the audio file here:

WES-73643-023

8. Two aspects that make her British

9. Two countries that make up her Asian background 10.

Her concept of Britishness

b) Explain in your own words why in Britain many people with an immigrant background find it easierto identify as British rather than English. c) Across cultures | Do you have a “hybrid identity”, i.e. feel at home in two or more cultures? Reflect on the reasons why this might or might not be the case for you. If you don’t have an

immigrant background, ask someone who has and write about their reasons.

91

e

Part B: The monarchy and the political system

Webcode You can download a word list for Part B here:

Introduction to the political system

of the United Kingdom 1]

Read the following information on the political system of the United Kingdom. Identify three aspects you find most surprising or particularly interesting.

B

Across cultures

Point out three major differences to the German political system, e.g. look at how members of

parliament are elected.

Britain may be one of the few countries in Europe that still has a monarchy, but at the same time it is the oldest democracy

s in the

had

world.

a written

However,

Britain

constitution

has

never

in its history.

Instead the political system is based on a number of documents that are linked to important events in British history and may

10 be considered as essential steps on the way to democracy. The Magna Carta (Great Charter) 1215

As the earls and barons in the Middle Ages were often dissatisfied with the way their ıs kings governed the country, they frequently rebelled against decisions they did not agree with. In 1215 they made King John sign a document that limited the king’s power and protected their own privileges. Although 20 this charter was originally designed for the nobility only, the rules that granted the barons more rights apply to everyone.

would

later

come

to

The term “parliament” was first used in 25 1236 to refer to meetings the king held with his barons and high-ranking representatives

of the church in order to seek their advice.

In 1258, the barons wanted regular meetings

1 The Bill of Rights 1689 The Bill of Rights of 1689 was yet another constitutional document that limited the powers of the crown while reinforcing the rights of parliament: it contained

ıs rules for freedom of speech in parliament,

required the king to convene meetings with parliament at regular intervals and established immunity for members of parliament so that they did not have to fear so retributions from the king if they voiced their criticism or made controversial claims. Later developments Up to the end of the 19th century the people

entitled to vote in parliamentary elections ss were a small group of men who were mainly rich landowners. Their main concern was to protect

their

own

interests,

i.e. to protect

their property against taxation and the interference of the state as well as against

co the consequences of social unrest. But the industrial revolution brought about

many

changes.

People

moved

from

the

country, where agriculture was in decline,

to the big cities where

factories

needed

s large workforces. Yet, the growth of the urban population was not immediately

=) S

Monarchy and the political system

reflected in parliament: small villages of historic importance might still have two

of parliament three times a year and s0 demanded that parliament should not only

o areas

the counties and of the towns had met as 35 a permanent part of parliament, and from

s reforms concerning the right to vote were

include the barons and earls, but also 12 non-noble representatives chosen from the counties. Since 1327 the representatives of

1332 on they met separately in their own chamber. This became known as the House

of Commons.

representatives

like

in parliament,

Manchester

or

while

urban

Birmingham

were not represented at all. The growing importance of the big cities and their population called for a change in the distribution of seats in the Commons and essential achievements in the development of parliamentary democracy in the 19th century.

Women,

however, were

still not allowed to

so vote at the beginning of the 20th century. 92

Part B: The monarchy and the political system

e

the leaders of political parties, or hereditary

120

peers, who have inherited the title. Since parliamentary reform in 1999 only 92

hereditary peers at the most are permitted to sit in the Lords. The House of Lords is independent from the elected House of 125

130

five years. parliament

13

© o

First-past-the-post voting

vote in 1918. Still, it took another ten years

before all women gained the right to vote at the age of 21.

MPs

S

Today, parliament is an essential part of UK politics. Its main roles are:

* enabling the government to raise taxes

of 150

650

their favoured candidate on the ballot paper. The candidate with the most votes in a for nothing (winner-takes-all). This system is considered by many people to be unfair because voters who did not vote for the winning candidate are not represented in parliament and the number of seats smaller parties get nationally does not reflect their full share of the national vote. In the media you will find different phrases official home and the office of the Prime

is represented by one member of parliament

of voters (approximately 68,175) even if the area of the constituencies may vary considerably.

in a first-past-the-post

to refer to central government such as Downing Street or simply Number 10, the

parliamentary constituencies, each of which

(MP) in the House of Commons. Each constituency has roughly the same number

elected

constituency is elected to represent it, while all the other votes in that constituency count

* examining and challenging the work of the government (scrutiny) + debating and passing all laws (legislation)

105

are

voting system. Voters put a cross (X) next to 14

into

wins a majority of seats normally forms the government.

over 30 were granted the right to

The House of Commons Currently the UK is divided

Voters elect the members of for their constituency who

represent their interests and concerns in the House of Commons. The political party that

militant methods of campaigning until most

There are two Houses: the House Commons and the House of Lords.

General elections

General elections are generally held every

(]

As they had the same duties as male citizens concerning taxation and the law, they felt entitled to the same political rights as men. The women who fought for their right to vote in the early 20th century were called suffragettes. Apart from peaceful demonstrations they also resorted to

100

Its main function is to examine

and revise the work of the government thereby sharing the task of shaping laws and checking the government’s legislation.

Women in the early 20th century demonstrated for their right to vote.

women

Commons.

155

Minister; Westminster which stands for Parliament; and Whitehall, the road in

central London where many government buildings are located and which is used to refer to British governmental administration.

The House of Commons in session.

110

The House of Lords The House of Lords is the second chamber of the UK parliament, often referred to as the Upper House. Currently, it has about 760 members. In contrast to the House of 115

Commons

they

are

not

elected,

but

are

either high-ranking members of the Church

of England, life peers who are appointed by

the Queen following the recommendation of 93

G

Workshop: Step by step

SE

Part B: The monarchy and the political system

Writing an opinion piece Preview

——

This Workshop will enable you to write an opinion piece. In order to do that you need * relevant factual information * to know how to structure an article * appropriate language to persuade your readers.

|2

GATHERING

FACTUAL

INFORMATION

a) Read the article (A), study the statistics from 2015 on page 96 (B) and watch the video on page 96 (C). Make up your mind how you intend to argue in your article to answer the question whether the British monarchy still has its place in modern society. b) Extract the arguments most useful for your article and paraphrase them. Include arguments opposing your own view as you will need to refute them in your article. Here is an example: Americans would not stand for this. Why do Britons? The case against hereditary appointments in public life is straightforward: they are incompatible with democracy and meritocracy, which are the least-bad ways to run countries. Royalists say this does not matter because the monarch no longer “runs” Britain. Yet in theory, at least, she has considerable powers: to wage war, sign treaties, dissolve Parliament and more.

arguments against the monarchy

arguments for the monarchy

- to inherit a public office is undemocratic .12-13)

« the monarch has no real political power (. 15-16)

c)

Look at your list of arguments and number them according to their persuasive potential with number 1 being the strongest argument. d) Decide which arguments you need to include in your article and which are interesting but not vital.

00 The British crown

Should Britain abolish the monarchy? 8 September 2015, The Economist

94

Q

VA

10 Americans would not stand for this. Why do Britons? The case against hereditary appointments in public life is straightforward: they are incompatible with

democracy and meritocracy, which are the least-

On September 9th, Queen Elizabeth II will become the longest-serving monarch in Britain‘s history. Below, [..] Economist writers argue for different futures for the British crown.

bad ways to run countries. Royalists say this does ı5 not matter because the monarch no longer “runs” Britain. Yet in theory, at least, she has considerable powers: to wage war, sign treaties, dissolve Parliament and more.

s The case against the monarchy America’s 2016 election has been cancelled. The White House has announced that in the interests of political stability the next president and all future ones will be chosen using the British model. [...]

20 The second pitfall' is subtler: in the belief that the monarchy forms some kind of constitutional backstop against an overmighty Parliament, Britain is strangely relaxed about the lack of serious checks on its government. [...] It is true

]

Part B: The monarchy and the political system

25 that monarchs

can, as a last resort, stand

of Spain, whose

televised

address

to the

nation in 1981 helped prevent a coup. But the more one believes that the head of state’s role really 30 Matters, the more serious a problem

G

70 that there are benefits to a monarchy, on top of the (hard to quantify) economic ones. At a time when most government institutions everywhere are unpopular and even hated, any part of the state which people still actually like is a rare plus, 75 something not to be discarded® lightly. [...]

up for

the nation: royalists cite the example of King Juan Carlos

Workshop: Step by step

it is that the

monarch is chosen using a mechanism as dodgy? And the case for modest reform Critics of Britain’'s monarchy will often say that if you were starting a 21st-century democracy from scratch’ youwouldn’tdream of havingan hereditary

as inheritance.

Opinion polls and healthy sales of commemorative junk® suggest that Britons and foreigners @

3

alike love the Windsors.

But the

royals

may

not

be entirely good for the country’s image abroad, or its view of itself. Britain still has a reputation as

a snooty, class-obsessed place. [...] [It] would be stronger if its head of state were elected. And if the 10 winner were Elizabeth, then good for her.

&C

4

The case for the monarchy Ipsos MORI has been tracking opinion on the monarchy for the past 20 years, and the responses have been remarkably consistent over that time. By a margin of well over three to one, respondents have favoured keeping the institution over turning Britain

=}

5

into a republic.

It is hard,

in fact, to find

any political question on which the British people are more united, except perhaps their dislike of politicians. [...] Those who would like to scrap* a popular monarchy need to be able to show that there is a significant demand for a change (which there is not) or that

s0 head of state. Though this is undoubtedly true, it is

also true that the history of the past 50 years shows that starting democracies from scratch is very hard. Successful democracies grow out of an historical experience that is specific to the nations involved, 85 and British democracy has grown up entangled® with the monarchy. [...] The fact that a monarchy is not intellectually justifiable does not mean that it does not have a stabilising role. This may be particularly true in o0 Britain, a composite nation. [...] But to keep Britain’'s monarchy does not entail keeping it in its current form. Its entangled history of democracy and monarchy has left Britain with a highly centralized constitution that locates the 95 nation’s sovereignty in “the king in parliament” — a situation that gives the leader of the majority party

the institution does significant harm, which is just 101

S

s5 as hard to do. It is accused of being expensive [...]. An alternative, elected head of state would not be

cost-free either. The monarchy is accused of entrenching® elitism and the class system, but it is a fantasy to imagine

6!

certainly have not in America, while the monarchies of Denmark, Sweden and Norway are among the most meritocratic and egalitarian in the world. It is accused of damaging democracy because (on paper) the Queen retains vast constitutional

11

the remotest chance that she or her successors would actually use them [...]. On the other hand, it is just as plausible to assert Annotations ' pitfall = a tricky problem 2 dodgy /'dvdzi/ (infml) = suspect, not quite right

3 * 5 6

o

@

C

10!

S

that those things would vanish in a republic; they

But this ignores the fact that there is not

legislature

a disturbingly

large

part

a popular monarchy. Its constitution makes clear that sovereignty rests in the people; the King (or

6

powers.

in the

of the power that was once vested® entirely in the monarchy. This situation could be remedied' quite easily by keeping the crown but changing its constitutional basis to one along the lines of that most excellent of countries, Belgium. Belgium is

Queen, though it has yet to have one) - who is King of the Belgians, a people, not Belgium, a territory - becomes monarch not by right, but by taking an oath to uphold the people’s constitution. A change to the British constitution which made the kingdom'’s various peoples sovereign and the head of state the guardian of that sovereignty, not the source of it, would be a welcome plank in the more general programme of reform that the British state

clearly needs. [...]

junk (infml) = rubbish to scrap = to abolish to entrench =to establish firmly to discard = to throw away

’ from scratch = from the very beginning 8 entangled = very closely connected 9 to vest = to give power 9to remedy = to make better

95

Workshop: Step by step

Part B: The monarchy and the political system

Do you think Britain will still have a hereditary monarchy

Generally speaking, do you think the institution of the

in 100 years' time? (%)

monarchy is good or bad for Britain? (%)

Good

Yes

Bad No

23

%°

. Neither

Source: yougov.com

e

©

88

9%

26295EX_1

Westermann

17 % 26295EX

Source: yougov.com

© Westermann

Support for the monarchy across all age and political groups

Generally speaking do you think the institution of the monarchy is good or bad for Britain?

77

79

67

57

Conservative

Labour

Source: yougov.com

Webcode

e

Liberal Democrat -Good

for Britain

61

UKIP -

Bad for Britain

Age 18-24

Age 60+ 26296EX © Westermann

David Starkey: “How history will judge Queen Elizabeth II”

You can find

alink to the

FINDING

video here:

WES-73643-025

A HEADLINE

B3 The headline of an opinion piece has several functions:

* to * to ® to This

grab the reader’s attention address a certain group of readers deliver a message can be done by asking a question, by being provocative, or by making a promise of useful

information.

Here is an example: Britishness - nothing but an empty word? a) Find three possible headlines for your article and write them down. b) Pair work Present your three headlines to each other and explain in which direction you intend your article to go. Give each other advice on which headline best suits your intention. WRITING E3

THE

INTRODUCTION

Similar to the headline, the introduction should also catch the reader’s attention. Start your article

with a thesis-like statement. You can ask a question, use a quote, or you can summarize what the whole opinion piece is about. Clearly state your argument with regard to the question whether the British monarchy still has its place in modern society. The rest of your column will be based on supporting this opinion. Here is an example: Britishness — nothing but an empty word? Our daily life is full of words with thousands of them floating around without us thinking twice about them. One of the more shallow and indeed empty ones is the word Britishness. This might come as

96

Part B: The monarchy and the political system

Workshop: Step by step

e

a surprise to members of a nation that has long seen itself as one homogenous group united by common values and century-old traditions. a) Examine how this introduction catches the reader’s interest. b) Write your introduction.

c) Pair work Read your partner’s introduction and give him/her a detailed feedback according to the criteria mentioned above. . . . . d) Rewrite your own introduction with the help of your partner’s feedback. Checklist

— S24: How to give fzg?bac[lko/geer— edit,

P

p.

— S8: How to improve your text,

p.375

The main body of an opinion piece

Y Present the strongest opposing argument first. Make sure you identify the groups who oppose you. State their opinions objectively, using accurate facts or quotations. Do not use slander. v Itis fine to state positive things about the opposing side, if they are based on facts. If you neglect to present valid or strong arguments of your opponents, your opinion piece will

appear biased and uninformed. Y Present your reasons/evidence to directly refute the opposition. Utilize facts and quotations from other sources which support your opinion. Offer alternative answers or solutions to the

arguments of your opponents. v~ Now present your own arguments starting with your strongest one. Whatever your reasons are, make sure to clearly come down on one side of the argument; there is no room for grey areas here. Begin this section with a linking device (see task 4 in Workshop Part A, p. 159), to clearly flow from their argument to yours.

WRITING m

n

THE

MAIN

BODY

Language awareness

a) Study the rhetorical devices on p. 203. Write down an example for each rhetorical device that you would like to use in your article. b) Write the main body of your article: * consider the points in the checklist ° make good use of the language support for structure ® use rhetorical devices Language support

Structure

Pointing out opposing arguments: Opponents of this idea claim/maintain/ argue that ...

Those who disagree/are against these ideas may say/assert that ...

Another argument/point/reason that is often put forward is ... Refuting the opposing idea: After seeing this evidence, there is no way

one can agree with this idea. Some may say that ..., however ...

Whereas A claims ..., it is important to note

In contrast to A’s point of view, it has to be said that ...

As opposed to ..., I definitely believe that ... Reaching the turning point and presenting your own ideas: However, you have to consider/to take into

consideration that ... On the other hand, I am convinced/certain that ... As faras I am concerned, ...

Looking at the two sides, I have to say/I strongly believe ...

I would also like to point out that ...

that ...

97

G

Workshop: Practice WRITING

THE

E

Part B: The monarchy and the political system

CONCLUSION

E3 Conclude your article with a punch. A note-worthy statement will engrave the column into the reader’s mind. Use quotations or a question to make the readers think hard. (e.g. If we do not take care of our national heritage and valued traditions, then who will?) a) Write your conclusion. b)

Pair work Swap your conclusion with a partner, read it and say in your own words which

position your partner has taken. See whether your partner got the gist of your message correctly.

— S8: Howtoimprove your text, p. 375

PROOFREADING (6]

Proofread your work. A great piece is not great if it is riddled with spelling, grammar and punctuation errors. Have someone in your class look over your work: two minds are always better than one.

FE — $25: How to work W”Zggd'c“"”aryv P.

Writing an opinion piece

PRE-WRITING 1]

a) Look up the word “devolution” in a dictionary. b) Pair work Talk to each other and speculate about possible advantages and disadvantages of devolution generally and for Britain. B3 c) Carry out an online research on “devolution in Britain” and take notes. d) Compare your findings with your speculations from b). WRITING B

Language awareness

E3 Write an opinion piece on whether devolution can be seen as a means to keep the United Kingdom united. In order to do that, follow the steps on pages 94-98. ° Use your research results and decide which arguments you are going to use in your article. * Find a headline and write an introduction that grabs the reader’s attention and delivers a clear message. * Write the main body and the conclusion. * Proofread your article. GIVING

FEEDBACK

a) Read at least three other articles that your classmates wrote and say whose should be read out in class.

— S24: How to give feedback/peer-

98

b) Give detailed feedback on the article that is read.

N [ F7 N

Part B: The monarchy and the political system

G

The Queen: Analysing a feature film PRE-VIEWING Study the chart and explain the roles of the prime minister and the monarch.

The UK system of government Judiciary The UK Supreme Court * 12 professional judges

The Crown The Monarch * ceremonial head of state/

* itupholds the law

represents UK internationally

* itrepresents the rule of law

appoints justices l

;

ı

* upholds traditions Y ° gives Royal Assent? to Acts of Parliament? I

appoints prime minister

appoints life peers

Appointed legislature The House of Lords e approx. 760 members (life peers, Anglican bishops,

|can dissolve

The Executive The Government * the leader of the party with most MPs in the Commons becomes

92 hereditary peers)

prime minister (head of the

* life peers can be recommended by the prime minister, leaders of opposition parties or a commission and are appointed by the crown * itamends and approves bills'

government) * the prime minister appoints approx. 20 ministers/ heads of government departments to the cabinet e it puts forward laws

Elected legislature The House of Commons * MPs are elected from 650 constituencies (in first-pastthe-post electoral system every IM yea)

.

* the party with the most MPs forms the government * itdesigns, amends and approves bills

y

Electorate

elects

e All men and women over the age of 18

COMPREHENSION/ANALYSIS

Annotations ' bill = a law that is proposed to the legislature 2 Royal Assent =the monarch’s formal approval of an act 3 Act of Parliament = a law passed by the

British parliament that, in principle,

cannot be overruled by any other political body

©ovo/o1

The film The Queen covers a time span in 1997 when 43-year-old Labour candidate Tony Blair had just won

the election and

become

prime minister. Soon after his election, the death of Princess

Diana brings about a serious crisis for the British monarchy. a) Watch extract 1 from the film The Queen. Describe the first meeting between Prime Minister Tony Blair and the Queen.

E3 b) Observe the body language of the Queen, Blair and his wife. Discuss what it reveals about their feelings and attitudes. D2, p. 329

Webcode You can find

Ü‚Eäi?e;éfirä;e

E3 c) Compare the PM’s and the Queen’s constitutional roles (see chart) to the way their relationship is depicted in the scene. 99

G

Texts

Part B: The monarchy and the political system Pair work @) pvp/02

Webcode You can find the video here: WES-73643-027

After Diana’s death, the Queen, who is staying at Balmoral Castle in Scotland with her family, does not address the public in a statement or go to London where Princess Diana’s coffin is kept at Buckingham Palace before the funeral. The Queen has decided this death is a family matter rather than a state affair. Besides, the Queen has been brought up not to show her emotions in public. This behaviour, however, is not understood by the public and consequently seems to threaten the monarchy. Tony Blair spends almost a week trying to convince the Queen of the necessity to come to London and acknowledge Diana’s achievements. Eventually the Queen agrees. Her speech is sent to Downing Street, but before it is broadcast live, one of Blair's spin doctors changes some of the wording. In order to analyse the sequence of extract 2, work with a partner. The viewing log may help you. a) Watch the extract and note down what happens in the scenes.

— Go to the info box on pp. 265-266 for an overview of cinematic devices.

Webcode You can download this viewing log here:

WES-73643-028

E3 b) Note down what cinematic devices are used and explain their function in the context of the scene. Of course you cannot document every single detail of the camera work but certain devices stand out and produce a special effect.

EXAMPLE

OF A VIEWING

scene

LOG:

action

cinematic devices

function/effect

in front of Buckingham Palace in the Prime Minister’s

office in front of Buckingham Palace again

| ...

close-up of Queen'’s face and reverse angle shots of letters to Diana

c) Compare and discuss your results.

B3 Music is rarely used in this film, but it accompanies the second scene in front of Buckingham

Palace. Describe the music and explain why itis used in this particular scene.

— S16: Checklist: Analysis of a film scene, p. 393

D3, p. 330

E3 Analyse to what extent the use of cinematic devices supports the message the director wants to convey about the monarch’s predicament. Use your results from 3 and 4. COMMENT

[6

“Ever since Diana, people want glamour and tears ... the grand performance ... and I'm not very good

at that. I prefer to keep my feelings to myself ... foolishly I believed that's what the people wanted from their Queen ... duty first, self second. It’s how I was brought up.” Use the quotation from the film as a starting point to discuss what you consider important in the role

of a modern monarch.

100

Part B: The monarchy and the political system

G

Britain’s constitution a)

Read the article from the British Library website and sum up the nature of the British constitution in one sentence.

b) Explain what the particular nature of the British constitution means for 1. the relationship between parliament and the courts and 2. the role of the monarch.

Work on either of the tasks below.

When once asked by a student what the British constitution was, former head of the British civil service Robin Butler answered: “It is something we make up as we go along.” Discuss Butler’s

— S6: How to write a discussion/ comment, p. 372

view. OR

“Britain needs a written constitution.” Comment on this claim.

00

Q

known as “conventions” [...]. These are unwritten

Britain’'s unwritten constitution

rules

[...] For most people, especially abroad, the United Kingdom does not have a constitution at all in the sense most commonly used around the world - a document of fundamental importance setting out the structure of government and its relationship with its citizens. All modern states, saving only the UK, New Zealand

and Israel, have adopted

o

States of America in 1788. However, in Britain we certainly say that we have a constitution, but it is

one that exists in an abstract sense, comprising

constitution, a cardinal one

being that in law Parliament is sovereign in the sense of being the supreme legislative body. Since there is no documentary constitution containing laws that are fundamental in status and superior

=}

@

Features of Britain’s unwritten constitution There are a number of associated characteristics of Britain’s unwritten

[}

&a

a host of diverse laws, practices and conventions

that have evolved over a long period of time. [...]

a

Another characteristic of the unwritten constitution

is the

special

significance

of political

customs

@

to ordinary Acts of Parliament, the courts may only

interpret parliamentary statutes. They may not overrule or declare them invalid for being contrary to the constitution and “unconstitutional”. [...]

constitutional

practice,

vital

to

our

very existence of the office of Prime Minister, our

a

documentary constitution of this kind, the first and most complete model being that of the United

of

zo politics, the workings of government, but not committed into law or any written form at all. The

@

13 March 2015

S

n

Robert Blackburn,

VA

head of government, is purely conventional. So is the rule upon which he or she is appointed, being whoever commands the confidence of the House of Commons (the majority party leader, or head of a coalition of parties). The Monarchy is one of the three components of Parliament (shorthand for the Queen-inParliament) along with Commons and Lords. In

legal theory, the Queen has absolute and judicially unchallengeable power to refuse her assent to a Bill passed by the two Houses of Parliament. However, convention dictates the precise opposite and in practice she automatically gives her assent to any government Bill that has been duly passed and agreed by Parliament. [...] Should the UK have a written constitution? [...] If a written constitution for the future is to be prepared, it must be one that engages and involves everyone, especially young people, and not simply legal experts and parliamentarians. Some of the mystique and charm of our ancient constitution might be lost in the process, but a written constitution could bring government and

the governed closer together, above all by making the rules by which our political democracy operates more accessible and intelligible to all.

The American experience

Webcode You can download a word list for the Intro and the WordPool here:

a) What comes to mind when you think of America? Write down five potential endings to this sentence opening; America is a country that/where/without/in which ... b) Compare the different results in class. c) Pair work Use the ideas collected in class to complete the mind map.

freedom

America

102

The American experience

6

T The American

Dream

The first part of this Theme deals with the still influential concept of the American Dream.

Culture wars a) Pair work Take turns describing what you can see in the pictures. b) Pair work Identify the central themes and relate them to the categories from 1c. c) Share your thoughts in class.

Part B focuses on a set of social and ideological conflicts often referred to as culture wars. In the Workshop, you will work on listening tasks.

The Irish musician Bono once said: America is not just a country, it’s an idea.

African American

a)

Based on what you already know about the US, comment on this statement

experiences

in no more than 250 words.

Tip

The last

and talk about the similarities and

help, you can read the

on the experiences of African

b) Pair work Read your partner's comment .

differences between your texts. c) Share your thoughts in class.

If you need some

text on the next page.

part of the Theme focuses

part

.

Americans and their struggle for . equality.

103

\N /lg 211

o

5}

e

The American experience

A GREAT NATION The USA is one of the most politically influential countries in the world. Today, it is widely regarded as a superpower, boasting the world’s largest economy and possessing the world’s most powerful military. The USA plays a leading role in global politics, exercising great influence in organisations such as NATO and the United Nations. Contemporary US popular culture

music

transcends

hits

and

borders,

Hollywood

with

American

blockbusters

entertaining audiences in countries across the

@

globe.

AMERICAN WAR OF INDEPENDENCE It all started with 13 British colonies that were established in the 17th and 18th centuries at the North American Atlantic coast. Between 1775 and 1783, these colonies fought for

o

Great

Britain.

In

against the Kingdom

1776,

American

of

statesman

Thomas Jefferson wrote the Declaration of Independence, a document announcing that the 13 colonies at war with Britain were no

longer under British rule. Five years after the a

2!

war ended, the constitution of the United States

was adopted.

S

3

A LAND OF IMMIGRANTS During the USAs first few decades of independence, the population of the country did not exceed 10 million. Today American citizens number well over 300 million. One of the main reasons for this huge rise in population is the country’s history of immigration. In a trend spanning over two centuries, successive

@

3

S

4

&C

4

104

changed

generations of immigrants have been leaving their mark on the country. The first waves of newcomers were largely European migrants, leaving behind their homelands to start a new life in the New World. During the course of the 20th century, more and more Latin Americans, especially Mexicans, entered the country, many of them illegally. Most recently, there has been a large influx of immigrants from India and China seeking employment in the services and technology sectors. What unites the vast majority of these immigrants is their search for a better life in the United States — their quest for the so-called American Dream.

over

time.

However,

Dream

the basic

have s idea

is still more or less the same - namely that anybody in America, regardless of their circumstances at birth or their place in society, can achieve success, happiness and prosperity ss as long as they work hard. Both historically and contemporarily, America has been seen by many as a land of opportunity, where all hardworking citizens can reap the benefits of their efforts. However,

their independence

2

THE AMERICAN DREAM Perceptions of the American

for

60

millions

of hopeful

Americans

today, traditional ideals such as home ownership and financial stability will remain but a dream. Immigrants are similarly in many cases disillusioned by the lack of upward 65 economic mobility.

AN AMERICAN NIGHTMARE? In spite of the magnanimous statements made in the Declaration of Independence,

the USA

has had a history troubled by slavery, civil war, 70 racism and inequality. Even Thomas Jefferson’s claim ‘that all men are created equal’ is contradictory to the reality of his lifestyle: he was a slaveholder. In the 1860s, there was such

marked polarization between the pro-slavery southern states and the predominantly antislavery northern states that the southern states separated from the US. President Abraham Lincoln, who advocated the abolition of slavery, led the North in a bloody civil war with the South. During the course of the conflict, the southern states lost ground and eventually lost the war. Slavery was abolished by the 13th constitutional amendment. However, racist sentiments continued to linger in the South as well as in other parts of the country, resurfacing as antagonistic attitudes towards the civil rights movement in the mid-20th century. Even today, after the passing of the 1964 Civil Rights Act and much necessary social reform, there are still widespread cultural, racial and class-based divisions in American society. Frequent clashes between young African American males and US police officers are a source of controversy, with the police often being accused of racism.

75

%o

85

%0

o

The American experience

Complete _the_grld with the- cgrrect v_erbs and/or adjectives. Use a dictionary, if necessary.

noun

.

adjective

RU]gs[ele]l

verb

prosperity

e

- S;&;: Hgyv to work with a dictionary, p. 408

effort upward mobility controversy s(avery A

SOn

Ul

WN

=

Find nouns derived from the following verbs and adjectives. If necessary, use a dictionary. to lose ground to abolish

Webcode You can download the grid here:

WES-73643-030 — S25: How to work with a dictionary,

p. 408

constitutional contradictory

predominantly antagonistic

Now make sentences using eight of your new words from tasks 1 and 2. Ideally your sentences should be related to the topic The American experience.

O

D

NOULA WN

=

Read the text on the left and find words that are synonyms for the following words: affluence disagreement conflict to exceed to do away with to support

opposed mainly hostile Language awareness

Some words are often used together and are considered the “right way” to say something, even though other combinations are technically possible. For example, a native speaker of English would always use the word “tea” with “strong”, never with “potent” or “powerful”. These popular compositions are called collocations. In the text on the left, different examples of collocations can be found, e.g. “to exercise influence”. Use the collocations from the text to

complete the sentences below. The underlined words help you find the correct collocations in the text.

The USA is a country of immigrants. Millions have come to the country, hoping 1 success and happiness. Many newcomers have been able to live the American Dream, 2 the benefits of their hard work. Some have even risen to prominence, 3 great influence as powerful politicians or 4 their mark in other fields. Quite a few famous Hollywood actresses, actors and film directors were born outside the US. Nonetheless, they have become an integral part of an entertainment industry whose influence 5 national borders and has a truly global impact.

105

6

la

Part A: The American

Dream

The American

Dream

a) Think about your own dreams for the future and write down five keywords to describe them. b) Pair work Talk to your partner about your dreams and what might be necessary to achieve them. Webcode

a) Watch a video about the American Dream. Note down how the people define it.

You can find a link to the video here: WES-73643-031

b) Pair work Compare your results with a partner’s.

c) Pair work With your partner, come up with categories into which you can sort your notes. Webcode

n

You can download a word list for Part A here: WES-73643-032

Across cultures

Read the text below. Taking into account both the

Having studied the definitions of the

information from the text and the illustration above, draw a timeline of the different concepts of the American Dream.

American Dream, compare them

with your own dreams.

Definitions of the American Dream

The authors of the United States’ Declaration of Independence (1776) held certain truths to be selfevident: “that all Men are created equal, that they are endowed by their Creator with certain unalienable' Rights, that among these are Life, Liberty and the Pursuit of Happiness.” This sentiment could n

Annotation unalienable sth that is unalienable cannot be taken

away from or denied

1931, we find an expanded version

of the Founding Fathers’? vision. Adams wrote that the American Dream is “that dream of a land in

to someone n

be considered the foundation of the American Dream. In James Truslow Adams’ book The Epic of America, published in

Founding

which life should be better and richer and fuller for everyone, with opportunity for each according to ability or achievement. [...] It is not a dream of motor cars and high wages merely, but a dream of social order in which each man and each woman shall be able to attain to the fullest stature of which they are innately capable, and be recognized by others for what they are, regardless of the fortuitous circumstances of birth or position.”

Fathers = the

group of men who led the American Revolution, some of whom are also

responsible for

the Declaration of w

Independence

Manifest Destiny The ideology of Manifest Destiny, widespread, could be regarded as the dark side of the American Dream. Especially in the 19th century, many Americans were convinced that God had blessed the growth of the American nation and expected it to expand. Secure, then, in the knowledge of their

homesteaders = American settlers

moving west in the 1860s

cultural and

racial superiority, they felt bound

to ‘enlighten’ the nations that were

not fortunate

enough to have God’s blessing. There was a strong belief in the virtue of the American people and that it was their destiny to impose their - mainly Puritan - way of life on others. o

2

The development of the American Dream In the course of history the concept of the American

Dream evolved, depending on the people

concerned and what they were looking for in pursuit of their happiness. The homesteaders® who left

the big cities of the east dreamed of happiness on their own piece of land in an unknown wilderness. The many immigrants who came to the United States in the 19th and 20th centuries dreamed of a

2'

freedom in the land of opportunities. And the veterans of World War II desired to settle down, to

have a home, a car and a family after having fought for their country. Nowadays, many argue that the American Dream has become the pursuit of material prosperity — that people work more hours to get bigger cars and fancier homes, but have less time to enjoy their prosperity. Others say that the American Dream is beyond the grasp of the working poor who must 30 work two jobs to ensure their family’s survival. 106

Part A: The American

Analysing a cartoon a)

Home groups: Work in groups of four. Each member works on one of the

cartoons below.

*

B2

Describe the cartoon.

Info

The white picket fence has iconic

status, symbolizing the ideal

thus the American Dream. But — S17: How to work

— State the message of the cartoon. * Comment on the message of the cartoon.

on cartoons, p-395

b) Expert groups: Compare your results with other students who have worked on the same cartoon. c)

e

middle-class suburban life and

- Interpretthe cartoon: — Analyse the visual and textual elements.

B2

XS

White picket fence

Jigsaw

E

Dream

today some people associate

picket fences with what they regard as the more negative

aspects of this lifestyle.

Prepare and practise a short presentation of your cartoon. Divide your presentation into parts for description, analysis and a comment on the

cartoon’s central message. d) Go back to your home group and present your cartoon to the rest of the group.

"

2

1 “| BEGUN LIKE YOU, WITH NOTHING BUT MY BARE HANDS. LOOK AT ME NOW! ONLY 25 YEARS LATER, I'M BEGGING WITH MY OWN HAT! GEEZ, | LOVE THIS COUNTRY! EVERYBODY CAN MAKE IT HERE!"

-

AMEIIIE}N DREAM L

TEMNICALLY,

| SvPPosE IT'S STl A WHiTe

PICKET

3

FENCE...

4 CartoonStock.com

— S17: How to work

Now write a full analysis of your cartoon.

On cartoons,

p.395

107

e

Part A: The American

Dream

The American Dream in a political speech Read former First Lady Michelle Obama’s speech and outline her experiences concerning the American Dream. Language awareness — S14: How to analyse a speech, p. 389

Analyse her use of stylistic devices in order to illustrate her idea of the American Dream.

BRI o, p. 330 Across cultures

Pair work Compare her view with what you know about the American Dream.

First Lady Michelle Obama speaks at the Democratic National Convention in Charlotte, N.C. 4 September 2012 Over the past few years as First Lady, I have had the extraordinary privilege of traveling all across this country.

s And everywhere

I've gone, in the people

I've met, and the stories I've heard, I have

n

Annotations ' ata moment’s notice = without much warning or time to prepare tuition (AE)

IS

w

/tju:'ıf(@e)n/ =the money you must

pay to receive an education registration = the process of signing up for college community bank =

o

@

a smaller bank,

typically locally owned glass ceiling =a barrier to career progress for members of a disadvantaged group to scrape by = to just have enough money to live on

108

seen the very best of the American spirit. I have seen it in the incredible kindness and warmth that people have shown me and my 10 family, especially our girls. I've seen it in teachers in a near-bankrupt school district who vowed to keep teaching without pay. I've seen it in people who become heroes at ıs a moment’s notice!, diving into harm’s way to save others ... flying across the country to put out a fire ... driving for hours to bail out a flooded town. [...]

You see, Barack and I were both raised by 20 families who didn’t have much in the way of money or material possessions but who had given us something far more valuable - their unconditional love, their unflinching sacrifice, and the chance to go places they

25 had never imagined for themselves. [...]

And when my brother and I finally made it to college, nearly all of our tuition? came from student loans and grants. But my dad still had to pay a tiny portion of s0 that tuition himself. And every semester, he was determined to

pay that bill right on time, even taking out loans when he fell short. He was so proud to be sending his kids to

35 college ... and he made sure we never missed a registration® deadline because his check was late.

You see, for my dad, that’s what it meant to

be a man.

10 Like so many of us, that was the measure

of his success in life - being able to earn a decent living that allowed him to support

his family. And as I got to know Barack, I realized that

ıs even though he’d grown up all the way across the country, he’d been brought up just like me. Barack was raised by a single mother who struggled to pay the bills, and by so grandparents who stepped in when she needed help. Barack’s grandmother started out as a secretary at a community bank? ... and she moved quickly up the ranks ... but like so ss many women, she hit a glass ceiling®. And for years, men no more qualified than she was - men she had actually trained - were promoted up the ladder ahead of her, earning more and more money while co Barack’s family continued to scrape by®. [...] Like

so

many

American

families,

our

families weren’t asking for much. They didn’t begrudge anyone else’s success or care that others had much more than

es they did ... in fact, they admired it.

They simply believed in that fundamental

American promise that, even if you don’t start out with much, if you work hard and

Part A: The American

12

a

S

8

n

8

o n S a

a Republican,

and success doesn’t count unless you earn it fair and square’. We learned about gratitude and humility — that so many people had a hand in our

at once.

140

... and we were taught to value everyone’s contribution and treat everyone with

145

of you - are trying to pass on to our

So when it comes to rebuilding our economy, Barack is thinking about folks like my dad and like his grandmother. He’s thinking about the pride that comes from a hard day’s work. That’s why he signed the Lilly Ledbetter

150

for equal work. That’s why he cut taxes for working families and small businesses and fought to get the auto industry back on its feet. That’s how he brought our economy from the brink of collapse to creating jobs again — jobs you can raise a family on, good jobs right here in the United States of America.

160

Because Barack knows what it means when a family struggles.

He knows what it means to want something more for your kids and grandkids.

120 And he believes that when you’ve worked

If farmers and blacksmiths could win independence from an empire .. if immigrants could leave behind everything they knew for a better life on our shores ... if women could be dragged to jail for seeking the vote ... if a generation could defeat a depression, and define greatness for all time .. if a young preacher could lift us to the mountaintop with his righteous dream' ... and if proud Americans can be who they are and boldly stand at the altar with who they love ... then surely, surely we can give everyone in this country a fair chance at that great American Dream. Because in the end, more than anything else,

Barack knows the American Dream because

matter who we are, or where we’re from, or what we look like, or who we love.

profane /pra'fern/= not sacred; disrepecting religious things '®to gain traction = an Boden gewinnen

have objections to globalization. and/or justified. minor disadvantages, the benefits of by far.”

— S6: How to write a discussion/ comment, p. 372

193

Q

Challenges and chances of globalization

Globalization - the state of affairs a) Read former US President Barack Obama’s farewell speech delivered at the United Nations on

— S1: Checklist: Summary, p. 364

20 September 2016. Sum up his main arguments.

b)

— S14: How to analyse a speech, p. 389

c)

— §5: Checklist: Writing a speech, p.371

Languageawareness

it.

Analyse Obama’s view and the means he uses to convince the audience of

D9, p. 339 Imagine you were a representative in the United Nations’ General Assembly and a

critic of globalization. Write a short speech as a reply to Obama’s speech in which you deal with some of the issues he raised.

ey

an issue thatis likely to cause disagreements 3 across vast swaths of =in a large part of * to muzzle = einen Maulkorb verpassen 5 to quash /kwnf/=to

use violence to stop political action

6 to spur /sp3i(r)/=to

cause

&n

4

before, and yet our societies are filled with 5

1 5

more

representative,

while

establishing

in

continue

to weigh

upon

a

5!

muzzling*

@

194

spurring®

anger

against

governance,

can retreat into a

of

democracy

and

human

rights and international law that we have forged remain the firmest foundation for

human progress in this century. I make this

argument not based on theory or ideology, but on facts — facts that all too often, we forget in the immediacy of current events. Here’s

the

most

important

fact:

The

integration of our global economy has made

life better for billions of men, women

and

children. Over the last 25 years, the number

journalists,

innocent

Or we

principles of open markets and accountable

and quashing® dissent, and censoring the flow of information. Terrorist networks and

nations

must go forward, and not backward. I believe that as imperfect as they are, the

our

use social media to prey upon the minds w0 of our youth, endangering open societies

trust

more

world sharply divided, and ultimately in conflict, along age-old lines of nation and tribe and race and religion. I want to suggest to you today that we

a

basic order has broken down. We see too governments

lose

becomes

forward with a better model of cooperation

swaths® of the Middle East, basic security,

many

as people

governing

And so I believe that at this moment we all face a choice. We can choose to press and integration.

workers and entire communities. Across vast 3

progress,

institutions,

difficult and tensions between become more quick to surface.

framework to protect our planet from the 20 ravages of climate change. This is important work. It has made a real difference in the lives of our people. And it could not have happened had we not worked together. And yet, around the globe we are 2 5 seeing the same forces of global integration that have made us interdependent also expose deep fault lines? in the existing international order. We see it in the headlines every day. Around 3 0 the world, refugees flow across borders in flight from brutal conflict. Financial disruptions

uncertainty, and unease, and strife. Despite

enormous

care for the sick, power communities across

Africa, and promote models of development rather than dependence. And we have made international institutions like the World Bank and the International Monetary Fund

This is the paradox that defines our world today. A quarter century after the end of the Cold War, the world is by many measures

less violent and more prosperous than ever

[}

in the earth; here:

contest the constraints placed on them by international law.

away terrorist safe havens, strengthened the nonproliferation! regime, resolved the

Iranian nuclear issue through diplomacy. We opened relations with Cuba, helped Colombia end Latin America’s longest war, and we welcome a democratically elected leader of Myanmar to this Assembly. Our assistance is helping people feed themselves,

Annotations " nonproliferation = limitation of the spread of nuclear weapons 2 fault line = a crack

immigrants and Muslims. Powerful nations

=}

n

Fromthe depthsofthe greatest financial crisis of our time, we coordinated our response to avoid further catastrophe and return the global economy to growth. We've taken

80

of people living in extreme poverty has been cut from nearly 40 percent of humanity to under 10 percent. That’s unprecedented. And it’s not an abstraction. It means children have enough to eat; mothers don’t die in childbirth.

Challenges and chances of globalization

g

Meanwhile, cracking the genetic code promises to cure diseases that have plagued es us for centuries. The Internet can deliver the entirety of human knowledge to a young girl in a remote village on a single hand-held device. In medicine and in manufacturing, in education and communications, we’re o0 experiencing a transformation of how human beings live on a scale that recalls the revolutions in agriculture and industry. And as a result, a person born today is more likely to be healthy, to live longer, and to

more ways to express themselves, and has raised people’s expectations for those of us in power. Indeed, our international order has s been so successful that we take it as a given that great powers no longer fight world wars; that the end of the Cold War lifted the shadow of nuclear Armageddon; that the battlefields of Europe have been replaced by

in human history. Moreover, the collapse of colonialism and communism has allowed more people than ever before to live with the freedom to

ı25 achievements in order to summon the confidence to carry this progress forward and to make sure that we do not abandon those very things that have delivered this

troubling areas where freedom appears in

130 In order to move forward, though, we do

10 choose their leaders. Despite

the real and

retreat, the fact remains that the number of

on a path of remarkable growth. Isay all this not to whitewash?® the challenges

we face, or to suggest complacency. Rather, I believe that we need to acknowledge these

progress.

demanding

respect for the dignity of all

people no matter their gender, or race, or

religion, or disability, or sexual orientation, and those who deny others dignity are 110 subject’ to public reproach. An explosion of social media has given ordinary people

=

to global

integration

”\"“Pt/: ;C’;’ed”

ausgestatte

the benefits of globalization have ignored ı:: inequality within and among nations; have ignored the enduring appeal of ethnic and sectarian’ identities; have left international

institutions ill-equipped!, underfunded, under-resourced, in order to handle 140 transnational challenges.

o

presentation on its message.

MEANWHILE.... AT THE GLOBAL MARKET PLACE

b) Compare your cartoon’s message to that of Obama'’s speech. — S17: How to work on cartoons

p.395

-

a course

correction. As too often, those trumpeting

E3 a) Choose one of the cartoons and prepare a short

10123 Arnr \erar- (AT

requires

groups

"ill-equipped /.l

%

doubled in the last 25 years.

7 to be subject to sth = etw. ausgesetzt sein 8 to whitewash = here: to hide negative facts to prevent criticism 9 sectarian =relating to differences between religious

have to acknowledge that the existing path

democracies around the world has nearly

105 In remote corners of the world, citizens are

Annotations

S

95 have access to opportunity than at any time

peaceful union; that China and India remain

,

NOW THIS BEAUTIEUL

PLANET

COMES

COMPLETE WITH SEVEN CONTINENTS,

FOUR OCEANS AND AN EXPENDABLE WORK FORCE OF OVER FIVE BILLION...

> M

N } OK,1ET’S START THE BIDDING AT ONE TRILLION... DO ı HEAR ONE TRILLION @

d

:-N

7

e

®ABY =P B/(L\ON e

e

195

Saving the planet

Placemat

Webcode You can download a word list for the Theme here: WES-73643-075

— S15: How to describe pictures, p.392

Note down imminent dangers that threaten our planet. Move the placemat around and comment on your partners’ ideas. Choose the four most problematic developments and present them to another group.

Jigsaw

1. Home groups: Form groups of six. Each of you works on a different visual (1-6) and analyses it in detail.

2. Expert groups: Form new groups with your class mates who have worked on the same visual. Agree on its main message. 3. Go back to your home groups. Present your visuals to each other. 4.

Stay in your home groups. Imagine your school is planning a project with a school in the UK to raise awareness concerning environmental problems. Decide which of the illustrations you

would choose for a flyer and give reasons. When talking about solutions for environmental problems, the term “sustainability” is often used. Use the definition below to discuss how sustainable our lifestyle is. Consider the different aspects of daily life and evaluate your own

consumer behaviour.

D1,p.340

(4| In 2019 “Earth Overshoot Day” was

Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs. UN World Commission on Environment and Development

reached on 29 July. a) Read the article on page 197 that was published on the WWF website and explain the term “Earth overshoot” in your own words.

196

Saving the planet

“We can’t stay here, and your father has connections 3

@

in China.” CartoonStock.com

( to deploy = to put to use to mean business = to be serious about doing sth to hold a town hall (AE) = (referring to politicians) to answer questions from the public at an event

to draw on =to make use of a resource realization = putting a plan into action

our children and our grandchildren, so that

when they look back and they see what we

did here in Paris, they can take pride in our

151

=}

11

o

11

own short-term interests behind the air that our young people will breathe, and the food

that they will eat, and the water that they

over a week ago, I was in Malaysia, where I

held a town hall’ with young people, and the first question I received was from a young Indonesian woman. And it wasn’t about terrorism, it wasn’t about the economy, it wasn’t about human rights. It was about climate change. And she asked whether I was optimistic about what we can achieve here in Paris, and what young people like her could do to help. I want our actions to show her that we’re listening. I want our actions to be big enough to draw on® the talents of all our people — men and women, rich and poor

Luther King, Jr., that there is such a thing as

being too late. And when it comes to climate change, that hour is almost upon us. But if

=)

in

~

here

©

finally,

businesses and investors that the global economy is on a firm path towards a lowcarbon future. If we put the right rules and

@

©

And

Workshop: Practice

155

achievement. Let that be the common purpose here in Paris. A world that is worthy of our children. A world that is marked not by conflict, but by cooperation; and not by human suffering, but by human progress. A world that’s safer, and more prosperous, and more secure, and more free than the one that we inherited. Let’s get to work. Thank you very much.

ANALYSIS B

Language awareness

Analyse the rhetorical devices Obama uses to draw a convincing picture of the dangers, to give his audience hope and encourage them to take action.

COMMENT

Webcode

a) Watch the trailer of the film An Inconvenient Sequel: Truth to Power and describe the development since 2016.

B2 b)

— S14: How to analyse a speech, p. 389

Explain how images are used to comment on the change.

You can find a link to the video here: WES-73643-079

— S20: How to listen/ watch effectively,

p. 400

Use your knowledge about climate change to comment on US President Donald Trump’s decision to pull out of the Paris Agreement.

— S6: How to write a discussion/ comment, p. 372

205

@

Texts

Saving the planet

The future of energy Electricity is essential to our lives. Yet millions of people around the globe have to live through power cuts caused by technical problems or natural disasters like storms. Another reason why our electricity supply may be disrupted is hackers who may target the national grid to jeopardize a country's economy. Note down ideas of how a blackout would affect you and write a mini saga (50 words) about what you would expect to happen.

a) Read the online article below and summarize it in one sentence. b) Take notes to answer the following questions: * What, according to the text, makes energy a vital factor around the world? e What is the current situation of our energy systems?

* What does the term decarbonization stand for and why is it necessary? * What options are there to change the current situation? c) Collect words and phrases from the text that are useful to talk about the production and consumption of energy. Start a mind map.

O0 Energy Hannah Ritchie and Max Roser, July 2018

w

concerted /kan's3:(r)

tid/ = a lot of people working together

Access to energy is a key pillar' for human wellbeing, economic development and poverty alleviation®. Ensuring everyone has sufficient access is an ongoing and pressing challenge for global development. However, our energy systems also have important environmental impacts. Historical and current energy systems are dominated by fossil fuels (coal, oil and gas) which 10 produce carbon dioxide (CO?) and other greenhouse gases - the fundamental driver of global climate change. If we are to meet our global climate targets and avoid @

dangerous climate change, the world needs

a significant and concerted?® transition in its energy sources. Balancing the challenge between development and environment therefore provides us with an ultimate goal of ensuring

everyone has access to enough sustainable energy to maintain a high standard of living. [...] To effectively address global climate change,

25

5}

N

Annotations pillar /'pila(r)/ = column supporting part of a building alleviation = process of making sth less severe or painful

20

30

the world

needs

to transform

To achieve

this, we

have

a range

of low-

carbon energy options. These can be defined within two main categories: renewable technologies (this is inclusive 35

of

hydropower,

geothermal nuclear

and

energy.

biomass,

marine

Both

of

wind,

sources), these

solar,

— S20: How to listen/ watch effectively, p. 400

206

and

options

produce very low CO? emissions per unit of energy compared with fossil fuels.

Webcode You can find a link to the video here: WES-73643-080

its

energy systems from a dependence on fossil fuels (which emit carbon dioxide and other greenhouse gases) to low-carbon energy sources. This process of transitioning from carbon-intensive fossil fuels to low-carbon sources is referred to as ‘decarbonisation’.

Watch the video and describe what solutions are presented * to keep fossil fuel giants in business and to make the drilling on gas rigs more sustainable, * to make the use of renewable sources of energy more efficient, * to guarantee that renewable sources of energy can fully cover the demand.

Saving the planet

@

a) Read the article on pages 207-208 and explain the relationship between digitization and computerization on the one hand and global warming on the other. b) Explain who the Luddites were and why the author of the article regards them as rolemodels. Examine to what extent the article outlines a solution to the problem.

The Guardian, 18 September 2019

BEN TARNOFF

To decarbonize we must decomputerize: why we need a Luddite revolution

Annotations big tech = big technology companies

Big tech! claims AI and digitization will bring a better future.

N

But putting computers everywhere is bad for people and the planet

processing

-

the

cities. As we go about our daily lives,

Alexa understand what you’re saying -

data is made,

can emit as much

analyzed

and used

to make algorithmic inferences® about us

produced

that in turn structure our experience of the world. Computation encircles us as a layer, dense and interconnected. If our

parents and our grandparents lived with computers, we live inside them.

50

[...] Digitization is a climate disaster: if

corporations and governments succeed in making vastly more of our world into

of ML,

6l 0

6! 5

what a face is within the first few months

of being alive. For a computer to know

community,

team at the University of Massachusetts,

/'meintanans/ = work

done to keep sth working properly Cisco = big US telecommunications and internet technology company

to

maintenance®

on a machine or how to promote a new product.

One of the best ways to make more data is to put small connected computers everywhere: Cisco’ predicts there will be 28.5bn networked devices by 2022. Aside from the energy required to manufacture

a

a

the cloud on par with Japan, the fourth-

a large

carbon footprint. In a recent paper that

in the ML

produce sth valuable or useful maintenance

grow 4-5 times by 2030. This would put

s powers the cloud is generated by burning waves

to yield /ji:ld/ =to

Andrae, a widely cited researcher at Huawei, tells me that number is likely to

place inside the data centers we call the cloud, and much of the electricity that

made

to fire, who

opinion about sth based on information you already have demanding = very difficult or hard

200 terawatt hours per year - roughly the same amount as South Africa. Anders

what a face is, it must learn by looking at millions of pictures of faces. This is a demanding* process. It takes

has

to perform

completely inference

and maintain those devices, the data they produce will live in the carbon-intensive cloud. Data centers currently consume

data. Computers are stupid: babies know

a result, ML

might yield® valuable patterns.

arrest, when

recognition, whether analyzing faces or

fossil fuels. As

times. only way ML of our planet. a hunger for single biggest of everything.

possible, because that data, with the help

It might tell them who

major breakthroughs in the past decade have made it a powerful tool for pattern

s predicting consumer preferences. ML “learns” by training on large quantities of

by flying roundtrip between

New York and Beijing 125 Training models isn’t the contributes to the cooking It has also stimulated data that is probably the driver of the digitization

an incentive to acquire as much data as

55

To understand the relationship between

data and climate, the best place to start is machine learning (ML). Billions of dollars are being spent on researching, developing, and deploying ML because

amount

Corporations and governments now have

s,

data, there will be less of a world left for us to live in.

as 626,1551b of carbon

dioxide. That’s about the same

to saturate /'seetforert/ = to fill

/'inf(s)rons/ =

=

stored,

w

natural-language

field that helps “virtual assistants” like

saturate’ our stores, workplaces, homes,

u

that training a model

@

for

found

=)

big computer. “Smartness” is coming to

ı Ambherst,

~

Our built environment is becoming one

biggest energy consumer on the planet. What

can be done

to curb

costs of data? Greenpeace pushed cloud providers to

the carbon

has long switch to 207

Saving the planet

renewable

80

efficiency. some

/'mpdarert/ = to

sources and improve

efforts

have

seen

success: the use of renewables by

consumption in recent years. When it comes to ML, a group of researchers are calling for a more energy-conscious

9

make sth less

extreme

”” gospel = Evangelium incessantly = continuing in an annoying way for a long time

These

data centers has grown substantially. Meanwhile, efficiency gains from better techniques and bigger economies of scale® have moderated’ the cloud’s power

o

Annotations 8 economies of scale = economic theory of how much profit you make from what you invest 9 to moderate

energy

95

2omnibus /'omnıbas/

approach, which they call “Green AT”. [...] But it’s clear that confronting the climate crisis will require something more radical than just making data greener. That’s why we should put another tactic on the table: making less data. We should reject the assumption that our built environment must become one big computer. We

perform

13

100

105

To decarbonize, we need to decomputerize.

This proposal will no doubt be met with charges of Luddism. Good: Luddism is a label to embrace. The Luddites were heroic figures and acute technological thinkers. They smashed textile machinery in 19th-century England because they had the capacity to perceive technology

140

145

115

tense, 120

130

208

putting

exercise

more

control

over

us

-

a S

160

the world —- and thus whether it should be performed at all. Decomputerization doesn’t mean no computers. It means that not all spheres of life should be rendered into data and computed upon. Ubiquitous “smartness” largely serves to enrich and empower the few at the expense of the many, while inflicting ecological harm that will threaten the survival and flourishing of billions of people. Precisely which computational activities should be preserved in a less computerized world is a matter for those billions of people themselves to decide. The question of whether a particular can only be answered by the commons itself. It can only be answered collectively, through the experiment and argument of democracy. The zero-carbon commonwealth of the future must empower people to decide not just how technologies are built and

in

addition to helping heat the planet. [...] What does this mean in practice? It’s hard to think of anything more hurtful to our common life than heating large portions of the planet beyond habitable levels. Privacy advocates have long called for companies to restrict their collection of data to the minimum necessary to

Luddism should embrace this principle but go further. What matters is not only

machine hurts or helps the common good

15

computers

everywhere is bad for most people. It enables advertisers, employers and cops to

125

however,

1

a

11

o

“in the present tense”, in the words of the

historian David F. Noble. They didn’t wait patiently for the glorious future promised by the gospel®® of progress. They saw what certain machines were doing to them in the present tense - endangering their livelihoods - and dismantled them. We are often sold a similar bill of goods: big tech companies talk incessantly about how “AI” and digitization will bring a better future. In the present

—- a principle now

how much data a service collects, but what imprint that service leaves upon

should erect barriers against the spread of “smartness” into all of the spaces of our lives.

= consisting of several parts

a service

enshrined in the GDPR, the EU’s omnibus® data regulation. A 21st-century

A

@

165

170

implemented,

but

whether

they’re

built and implemented. Progress is an abstraction that has done a lot of damage over the centuries. Luddism urges us to consider: progress towards what and progress for whom? Sometimes a technology shouldn’t exist. Sometimes the best thing to do with a machine is to break it.

Saving the planet

“Sometimes a technology shouldn’t exist. Sometimes the best thing to do with a machine is to

S

@

— S6: How to

break it.” Comment on this statement from the end of the article.

write a discussion/ comment, p. 372

In class, hold a panel discussion on how and when a sustainable energy system can be achieved. On the panel there are four experts. 1 Read the role cards and the research objectives. Then the class is divided into four groups, each dealing with a different role. Also choose a host. 2 Note down information from the articles and the video that could be useful for your position. 3 The host will prepare separately, planning how to structure the debate, what questions to ask the different experts and how to involve the journalists in the audience. 4 Research aspects relevant to your role on the internet. 5 Exchange information within your group. Also consider the positions the other groups may hold and how you can counter them in the discussion. 6 Choose one student from each group to participate in the discussion. Then have the panel discussion. The other students assume the role of journalists and ask the experts questions.

politician * tries to balance economic and environmental aspects * mainly concerned with job security * needs to know what the majority of the population thinks in order to be re-elected entrepreneur * favours traditional energy forms

* needs a reliable energy supply to ensure production * has to be cost-efficient to survive the competition

environmentalist * believes that complete decarbonization is possible in the near

rolecard

[l rolecard l§ rolecard |

I o6, p. 341

future

in favour of a massive expansion of renewable energy production optimistic about the potential of power saving technologies critical about the increase in global energy demand, e.g. from

v .

_ 7

te actio,

running oy |

_role card

K

B

digitization

scientist * in favour of complete decarbonization * demands further research into power saving technologies * sees the need for an increase in the efficacy of renewable energy sources host

e ® * *

introduces the topic introduces the experts ensures that all participants can present their views leads through the discussion and asks for final statements

209

@

Saving the planet

Preparing to leave planet Earth? T.C.Boyle’s novel The Terranauts, published in 2016, deals with the “Ecosphere experiment”. a) Read the first extract to find out what kind of experiment it is and what motivated it.

b)

Language awareness The story is told from multiple perspectives. In this extract,

Ramsay Roothoorp, the publicity officer, is the narrator. Analyse how T.C. Boyle uses choice of words and stylistic devices to reveal Roothoorp’s attitude towards the project.

The Terranauts by T.C. Boyle Extract 1

3 enterprise = a new and challenging project

The whole notion of the Ecosphere, of eight people confining themselves willingly in a man-made world for twenty-four months, caught the public’s imagination precisely

n

Annotations ' hook /huk/= here: attraction 2 conceit /kan'si:t/= here: clever and unusual idea

the Mars connection. If E2 was supposed to be an experiment in world-building, it was also about business, the kind of potentially

/di'plizf(e)n/ = lack of

oxygen

here: state of being locked in 3 to figure (infml)

Extract 2 [...] one of the crew - Roberta Brownlow

/'figa(r)/ = here. to

think * sham = sth that is

@ )

of

resources,

global

warming

was

ı5 and not science fiction, and if man was to evolve to play a part in things instead of

being just another doomed organism on a doomed planet, if the technosphere was

going to replace pure biological processes, 20 then sooner or later we’d have to seed life elsewhere — on Mars, to begin with.

a

2

ıs had broken closure, reneged on a promise,

the world, your world (what we like to call E1, the original ecosphere) for less than five

was. What did E.O. Wilson say? Ifthose committed to the quest fail, they will be forgiven. The moral imperative of humanism

hours, but even if it had been five minutes,

systems biome /'baisvm/ = an

30

five seconds, the whole thing would have collapsed. Because it was the conceit that counted, and couldn’t anybody see that? If they were on Mars, she would have died.

~

They all would have died. If not from O, depletion!, then starvation. The fact was,

©

the Mission One crew was to go on to break

©

A

3

40

the rest. All that mattered was that the crew

— had a medical emergency, the seals were

broken, and the deal was off. She was out in

not real, authentic or

210

out

beginning to be recognized as a science fact

and the people involved. Explain what this reveals about his character.

2 closure /'klavza(r)/ =

area of the world with a particular climate and a particular combination of animals and plants provided = (only) if period = used to emphasise that there is no more to be said about a topic Mission Control = the group of people observing and controlling the enterprise from the outside °to be on board with sth = to support sth, to agree with sth

in the first place. The Earth was running

a) Read the second extract and outline what happened on the first mission. b) Analyse how the media and the public are presented. Quote from the text to prove your view. c) Examine how the narrator, Ramsay Roothoorp, talks about the incident, the mission

Annotations ' 0, depletion

honest modeling =the making of models, in this case of ecological

because of that hook!, the conceit? of voluntary imprisonment — not to mention

10 remunerative enterprise® that enticed a man like Darren Iverson to put up his money

closure? in a panoply of ways during the course of the mission — once the precedent had been set, they all figured® why not? — and the public saw through that and labeled the whole thing a sham?. Goodbye. Adios. Forget the lessons learned. Forget ecology. Forget modeling® and the Intensive Agriculture Biome® and the elegant interaction of the wilderness biomes and all

on the deal, and that was laughable, it really

so is the endeavour alone, whether successful or

not, provided’ the effort is honourable and failure memorable. Well, he was wrong. There is no forgiveness and there won’t be the next time or the ss time after that and we weren’t about to make the same mistake. Tell me: what does closure mean? It means closure. Period®. The good news was that Mission Control’ was on board!® with that, one hundred percent.

co Of course they were —- learn from your mistakes, right? They did a whole lot of fast back-pedalling and settled into prophylactic mode, as in let’s anticipate the problems before they arise. They’d made Gretchen es Frost have her wisdom teeth removed,

Saving the planet and

TT.

(Troy

Turner)

took

a course

in

Nothing

emergency dentistry, just in case, and we all 100

even

if one

of us

had

S

8

@

8

talking

theoretically

here,

of course,

110

o a

9

prime breeding stock”, with a robust figure, abundant hair and teeth like piano keys flirtatious on the one hand and all business

on the other. She was a perfect choice, not

1

simply by way of looks but because she was

first-rate at what

we were a team and we were dedicated!’

120

underestimate people’s appetite for the sensational - if somebody were to die inside, there’s no doubt our public awareness factor

would shoot up. Simple as that. Not that it was going to happen, but we were prepared

like hyenas on a scent. Or jackals, I since hyenas don’t howl, do they? Mission One’s MDAY, very goodstunning actually, an exemplar of

— the white ones, that is - and she had a way with the press that was just short of

disaster and an emotional one too, because

9

our

what our species has come to consider the

and strictly in terms of caloric intake!® — the loss of any of us would be a public relations to one another no matter what anybody tells you. [..] I suppose you can never

was

really - and how the press came howling

one less digestive tract'® up and working would go a long way toward taking some of the pressure off. I’m

That

Was Roberta Brownlow’s situation unfortunate? Yes, of course it was. And I’m

after her suppose, She was looking,

terms'?, practical

terms, that is, it would be a boon for the other seven. As it was', we’d be hardpressed!* to feed ourselves, if the Mission One crew was any indication, and to have

out.

sure you remember the flap!® over it — furore,

something catastrophic occur once we were inside - ruptured appendix, gangrene, heart failure - it wouldn’t have made an iota of difference!. That would be it. Death was as much a part of natural processes as life, and in strictly Darwinian

nothing

mantra.

n

o

lauded that. [...] And, as I said,

in,

@

she

did, which,

though

it involved the least scientific knowledge or discipline, was on some level the most essential function of the crew: to provide food. She wasn’t “Supervisor of Field Crops,” the title that would go to Diane Kesselring on our mission, but the lion’s share of her

work went into food production, more than anyone

125

else’s.

So

she

was

a fit, Roberta

Brownlow, and we were all proud of her.

Annotations it wouldn't have made an iota of difference /ai'svta/=

it would have made no difference at all 2in Darwininan terms = referring to the scientist Charles Darwin (1809-1882), famous for his theory of evolution by natural selection '3 as it was = already '*to be hard-pressed to do sth = to have difficulty doing sth >digestive tract = Verdauungstrakt "6 caloric intake = Kalorienzufuhr 7to be dedicated to one another = to feel responsible for each other’s well-being '8 flap = hier: Aufrequng '9 MDA = here: Manager of Domestic Animals,

in charge of the animals that would provide the crew with the necessary essential fats and proteins % breeding stock = Zuchtmaterial

(Yes, we: I came aboard, as most people will know, two months before Mission One

for anything. If the eight of us had stopped short of lacerating our palms and taking a

blood oath, we’d made our pact nonetheless.

130

closure, putting my head down and working support staff till training started for Mission Two). But accidents happen.

Roberta Brownlow was a crew member on the first mission. Consider what it must have felt like

to be one of the chosen eight for mission 1 and finally be the one to blame for its failure. Write an interior monologue. Refer to aspects of her experience as well as her feelings, hopes and worries.

a) Watch a video about Biosphere 2. Say what you find most surprising and most shocking. b) Note down information on: * the history of the project, * the construction of Biosphere 2,

* problems associated with life in a closed system, * the scientific insights gained from the experiment.

— S2: Checklist: Creative writing, p. 365

Webcode You can find a link to the video here: WES-73643-081

— S20: How to listen/ watch effectively,

p. 400

Use your notes from task 4 to comment on humankind’s attempt to do a trial run of life on Mars in order to save humanity from impending ecological disaster. OR 7 a)

Research national and international biosphere projects on the internet and give a brief presentation on your findings. b) Discuss the usefulness of these kinds of experiments in class. 211

Science and technology BUILD-A-BABY 5 points

4

5 points

Webcode

E

¥

4

4

&

=

Athletic ability

|

Intelligence

| |

Musical

|

l

|

zv%

|

|

[

] ——— s e

talent

Charisma

You can download a word list for the Intro and the WordPool here: WES-73643-082

&

Pair work

l

|

W

f

Imagine it is the year 2040. You are about to become parents and it has to design children with the help of “Build-a-baby”. Which of your baby’s influence? You can decide on your child’s eye and hair colour or leave it can determine how much athletic ability, intelligence etc. your child will use more than 30 “points”.

become common practice features would you like to to chance. Moreover, you have. All in all, you cannot

Reflect on the decisions you had to make in the role of a parent in task 1. Which decisions (if any) were easy? Which were difficult? Explain. Info

Designer babies If human embryos are genetically altered to produce certain traits that have been determined as “desirable” by the parent(s) or scientists, the resulting child is colloquially called a “designer baby”. Different methods are used to produce such embryos: for example, genes of more than two parents can be combined this way. “Designer babies” are the subject of much debate for ethical, religious and medical reasons.

212

Science and technology

m

When is it OK to collect data?

If it benefits the individual?

If it benefits society as a whole? If it helps prevent crimes?

-

R

g

What is more important:

an individual’s privacy or other people’s right to know? What are the benefits of implanting data input/output chips in young

Should parents be able to determine certain talents or traits for their unborn children?

children, senior citizens or

other people? Increasingly, robotics are being used

Is internet access a human right? If so, how do

to help people with disabilities.

Are technically-modified humans

stilltill h humans,or do do they they b become

Should

neuro-stimulation be used to improve motor function and memory or even modify behaviour?

use of information technologies

(“digital divide”)?

Preview

Many visions of the future, such as “designer babies”, are becoming a reality.

—

With these new possibilities, new contentious issues are being raised, too. a) Read the questions above and determine the issues they address. collection of data; ... b Pair work Compare your results, then list other issues that you associate with new technologies and scientific advancements. c) Look at the questions in the illustration again and note down any ideas you already have in order to answer them. d Pair work Talk about your ideas. On a separate sheet of paper, note down —

fi

we prevent social and economic inequality regarding access to and

the unanswered questions from the illustration as well as any other open

questions that come to mind regarding the ethics of new technologies and scientific advancements, such as “designer babies”.

Chances

and risks

The first part of this Theme is about different technologies and their future possibilities and risks.

Literary visions of the future The second part of the Theme

is about visions of the future in literature and film. In the Workshop, you will analyse the language and atmosphere in

extracts from a novel. At the end of this Theme, you should have another look at your open questions. Decide whether working on the Theme has provided you with sufficient answers or whether there are still questions you would like to discuss in class.

213

m

\leIgellele]l

VISIONS

There

are

Science and technology

OF THE FUTURE (and always

have

human-machine-combinations been)

countless

visions of what the future might bring. Simply put, if these predictions are positive, they

a

o

n

are called UTOPIAS;

if they envision a dark,

threatening future, they are called DYSTOPIAS. The term “utopia” was coined by Thomas More in his 16th century work of the same name, in which he depicts an ideal society. The term derives from the two Greek words for “not” and “place”, thus describing a place that cannot (yet) be found in reality. Since then, many fictional and non-fictional works have dealt with the question of what the future may hold. In many fields, the technological progress made leads to discussions about the consequences this may

Robots

are

machines

that

operate

o

A

main for manufacturing, by the military and by

In 1942,

S

author

Isaac Asimov

came

up with

three laws of robotics, which are still valid:

1. Robots must never harm human beings.

2. Robots

a S

4

o

4

must

follow

instructions

humans without violating rule 1. 3. Robots must protect themselves violating the other rules.

from

without

Cyborgs The term “cyborg” is short for “cybernetic organism” and describes a being with both natural, organic as well as mechanical body parts. It is not the same as a robot or android, as the term describes a being that has had their natural functions either restored or enhanced (or both) by some sort of technology or artificial body part. There is no universal

to natural

intelligence

found

in

cars autonomously, read, talk and even simulate creativity (e.g. compose music and write

poems). The use of Al is a highly controversial topic

and

many

experts

warn

about

the

Genetic engineering

65

from the organism to improve it or create new forms of life entirely. The most controversial application of genetic engineering is human cloning, which critics

regard as tampering with nature. Therapeutic cloning, ie. the reproduction of human cells or

tissue

is already

technology.

to

use

widely

in

transplants,

recognized

Reproductive

as

cloning,

however, ;

a helpful meaning

the reproduction of entire human beings, on the other hand, is currently banned in many countries. There are no (known) human clones,

but a breakthrough has been achieved in the field in 2018 when the first primates were successfully cloned. Virtual realities

Virtual reality (VR) is a form of experience or scenario

generated

by

a computer.

VRs

s

can

be experienced through devices like glasses, goggles or headphones, and can be fantastical or realistic in nature. The devices for today’s VRs are designed to create images and sounds,

haptic or other sensations in order to make a user believe they are in another environment.

agreement as to what makes a human a cyborg. Some argue that any artificial component, for

Users may look and move around in this “world”

example a hearing aid, is enough, while others

these

believe that more visible and/or more extreme

214

as opposed

humans and other beings. Many tasks originally thought to be beyond the abilities of AI have by now been completed by machines. For instance, they can play strategic games like chess, drive

The direct manipulation of genes within an organism is called genetic engineering. During this process, DNA is either added or removed

scientists. They can take on any form, though in fictional works, they often resemble humans. These kinds of robots are called “androids”.

3

Artificial Intelligence (AI) AI refers to intelligence shown by machines,

Robotics Robotics is a field of engineering that deals with designing, constructing and operating autonomously from human supervision. They can be built for any use and are meant to replace humans. Today robots are used in the

3

50

have in the future. The categories below give

robots.

2

necessary

potential risks of super-intelligent machines. Others wish to conduct more research in order to fully embrace their potential.

you an overview of some of these debates.

2

to constitute a cyborg.

are

or even interact within the virtual scenario. In cases,

avatars

(graphic

representations)

are often used as the users’ virtual personalities.

95

Science and technology

RRWgelx ]!

m

a) Complete the collocations: to achieve

| tocoin

: research | progress i aterm | apotential

| tocreate

| todo

| a breakthrough

| toembrace

| to have

| consequences

| nature

| to make

| to tamper with

| a sensation

|

b) Write down five sentences about what you think the future of science and technology will bring, using collocations from a). c) Pair work Read your partner’s sentences and say if you agree with the predictions.

— S24: How to give feedback/peeredit, p. 406

E3 Watch the trailer for dystopian TV series The Rain. Explain what leads to a dystopian society in this case, do some research into this genre of dystopian fiction and write a short text about it that could be added to the text on page 214.

Webcode You can find a link to the video here:

WES-73643-083

Language awareness

a) The future of science and technology is a highly controversial topic. To make their position known, people may choose to use positively or negatively connotated words to talk about advanced technologies, for example. Copy the grid on the right and fill in the words below that are taken from the text.

; natural | artificial | risk | potential | toimprove |

: tocreate

| helpful | to ban

| breakthrough

:

Positive

‘negative

‘

‘

‘

b) Among the words you have sorted into the grid, there are two sets of antonyms. Identify them and come up with antonyms for the other words. c) Look at the words highlighted in the text on the left. The words below describe the same or a very similar concept. Match them to the highlighted words and fill them into a grid with three columns. The first one has been done for you. In some cases, there may be three words which

belong together. positive

negative

progress

neutral development

development | to modify | extensive | comprehension | to change | uncontrolled | ; tocommand | function | to manipulate | advanced | to reproduce | surveillance | ; modification | to preserve | contentious | to utilize d) Discuss your results in class.

Use the terms “utopia” and “dystopia” as well as at least ten other words from tasks 1 to 3 to explain the quotation below. Make sure your explanation contains some examples.

If we don’t change direction soon, we’ll end up where we’re going. Irwin Corey

215

m

Texts

Part A: Chances and risks

Driverless cars - debating an ethical dilemma Webcode You can download a word list for Part A here: WES-73643-084

You are going to read an article titled “Why self-driving cars must be programmed to kill". Speculate on the problem(s) it might deal with.

Read the article and outline the main problem in no more than 50 words.

In your own words, explain the illustration and the dilemma it illustrates.

OO0

Q

v

26275EX © Westermann

Why self-driving cars must be programmed to kill

22 October 2015

5}

20

w

N

Annotations

4

to be all the rage = to be very fashionable intelligent cruise control = feature that maintains a speed and changes it if necessary parallel parking program = programme that parks a car automatically pal = friend

216

Self-driving cars are already cruising the streets. But before they can become widespread, carmakers must solve an impossible ethical dilemma of algorithmic morality. When it comes to automotive technology, self-driving cars are all the rage'. Standard features on many ordinary cars include intelligent cruise control?, parallel parking programs®, and even automatic overtaking — features that allow you to sit back, albeit a little uneasily, and let a computer do the driving. So it'll come as no surprise that many car manufacturers are beginning to think about

cars that take the driving out of your hands altogether. These cars will be safer, cleaner, and more fuel-efficient than their manual

counterparts. And yet they can never be perfectly safe. And that raises some difficult issues. How should the car be programmed to act in the event of an unavoidable accident? Should

25

it minimize

the

loss

of life, even

if it means sacrificing the occupants, or should it protect the occupants at all costs? Should it choose between these extremes at random?

30

The answers to these ethical questions are important because they could have a big impact on the way self-driving cars are accepted in society. Who would buy a car programmed to sacrifice the owner?

So 35

can

science

help? Today,

we

get an

answer of sorts thanks to the work of Jean-

Francois Bonnefon at the Toulouse School of Economics in France and a couple of pals®. These guys say that even though there is no right or wrong answer to these questions,

Part A: Chances and risks

a0 public opinion will play a strong role in how, or even whether,

self-driving cars become

widely accepted. [...] Here is the nature of the dilemma. Imagine

@0 imagine themselves as the occupant or an anonymous person. The

a

5

S

6

to sacrifice their owners, then more people

are likely to die because ordinary cars are involved in so many more accidents. [...] Bonnefon and co are seeking to find a way through this ethical dilemma by gauging s public opinion. Theiridea is that the publicis much more likely to go along with a scenario that aligns with their own views. So these guys posed these kinds of ethical dilemmas to several hundred workers [...] to 70 find out what they thought. The participants were given scenarios in which one or more pedestrians could be saved if a car were to swerve® into a barrier, killing its occupant or a pedestrian. At the

same

time, the researchers

varied

75 some of the details such as the actual number of pedestrians that could be saved,

whether

the driver or an on-board

computer made the decision to swerve and whether the participants were asked to

@

9!

@

One way to approach this kind of problem is

to act in a way that minimizes the loss of life. By this way of thinking, killing one person is better than killing 10. But that approach may have other consequences. If fewer people buy selfdriving cars because they are programmed

101

S

What should it do?

interesting,

if predictable.

programmed to minimize the death toll.

what is likely to be a fiendishly® complex moral maze. Other issues that will need

to be factored into future thinking are the nature of uncertainty and the assignment of blame. Bonnefon and co say these issues raise

10!

a

so steering into a wall. However, this collision would kill you, the owner and occupant.

are

This utilitarian approach is certainly laudable but the participants were willing to go only so far. [...] And therein lies the paradox. People are in %o favor of cars that sacrifice the occupant to save other lives - as long they don’t have to drive one themselves. Bonnefon and co are quick to point out that their work represents the first few steps into

many

11

important

questions:

of them

than

adults, and

had

Annotations 5 to swerve =to move out of the way $ fiendishly = extremely

120 urgent.”

— S22: How to stage a debate, p. 404

other things, specializes in driverless, “intelligent” cars. You work as a programmer and

it

less agency in being in the car in the first place? If a manufacturer offers different versions of its moral algorithm, and a buyer knowingly chose one of them, is the buyer to blame for the harmful consequences of the algorithm’s decisions?” These problems cannot be ignored, say the team: “As we are about to endow millions of vehicles with autonomy, taking algorithmic morality seriously has never been more

Imagine you work at a company that, among

your team has been trying to decide how to solve the dilemma of how driverless cars should react in a crisis, i.e. which algorithms to give them for a potentially fatal situation. Stage a debate on the

“Is

acceptable for an autonomous vehicle to avoid a motorcycle by swerving into a wall, considering that the probability of survival is greater for the passenger of the car, than for the rider of the motorcycle? Should different decisions be made when children are on board, since they both have a longer time ahead

11

o

causes the car to head toward a crowd of 10 people crossing the road. It cannot stop in time but it can avoid killing 10 people by

8!

@

driving along, an unfortunate set of events

results

In general, people are comfortable with the idea that self-driving vehicles should be

that in the not-too-distant future, you own

45 a self-driving car. One day, while you are

m

SEAR Dmiesy

motion: “Driverless cars should save their driver

and passengers at all costs”. 217

m

Part A: Chances and risks

Artificial intelligence - friend or foe? a) Read the quotation by British scientist I.J. Good and explain his reasoning in your own words.

Let an ultraintelligent machine be defined as a machine that can far surpass all the intellectual activities of any man however clever. Since the design of the machines is one of these intellectual activities, an ultraintelligent machine could design even better machines;

there would then unquestionably be an “intelligence explosion”, and the intelligence of man would be left far behind. Thus the first ultraintelligent machine is the last invention that man need ever make, provided that the machine is docile enough to tell us how to keep it under control. b) Pair work Talk to a partner to see whether you have come to the same conclusion about Good's warning,. c) Speculate whether the “last invention” Good mentions will be made during your lifetime.

Max Tegmark, a Swedish-born professor of physics at the Massachusetts Institute of Technology (MIT) and the president of the Future of Life Institute, published the non-fiction book Life 3.0 — Being Human in the Age ofArtificial Intelligence in 2017. In the book, he explains likely and unlikely scenarios of a near future with AI, describes where different experts stand on the issue and raises the question of which kind of future we want and what we must do now to ensure it. Read the following extract from Tegmark’s book and outline the controversy about AL

Life 3.0

by Max Tegmark

In summary, we can divide the development of life into three stages, distinguished by life’s ability to design itself: s

and their disagreements grow when we expand the time horizon and ask about artificial general intelligence (AGI) - especially about AGI reaching

*

Life 1.0 (biological stage):

human level and beyond, enabling Life 3.0. General

+

Life 2.0 (cultural stage): evolves its hardware,

including learning, in contrast to, say, the narrow

+

evolves its hardware and software

designs much of its software Life 3.0 (technological stage): designs its hardware and software

ıo After

13.8

billion

years

of

intelligence

cosmic

the coming

will it mean for humanity? The way I see it, there

are three distinct schools of thought that all need to be taken seriously, because they each include a number of world-leading experts.

century,

40

Digital Utopians [...] I view Larry! as the most influential exponent

this mean for us? [...]

This question is wonderfully controversial, with 20 the world’s leading AI researchers disagreeing passionately not only in their forecasts, but also reactions,

which

range

from

confident optimism to serious concern. They don’t even

have

consensus

on

short-term

questions

2s about AT’s economic, legal and military impact, 218

goal,

and what? When (if ever) will it happen, and what

evolution,

perhaps even during our lifetime, spawned by progress in AI. What will happen, and what will

emotional

any

around not one but two separate questions: when

millennia ago, and many Al researchers think that

in their

virtually

intelligence of a chess-playing program.

Earth: Life 1.0 arrived about 4 billion years ago, Life 2.0 (we humans) arrived about a hundred arrive during

accomplish

Interestingly, the controversy about Life 3.0 centers

development has accelerated dramatically here on

ıs Life 3.0 may

can

45

of digital utopianism. He argued that if life is ever going to spread throughout our Galaxy and beyond, which he thought it should, then it would need to do so in digital form. His main concerns were that AI paranoia would delay the digital utopia and/or cause a military takeover of Al [...] Annotations ! Larry = Larry Page, one of the founders of Google

Part A: Chances and risks

Techno-skeptics so Another prominent group of thinkers aren’t worried about AI either, but for a completely different reason: they think that building superhuman AGI is so hard that it won’t happen for

m

of life existed and would be as awesome as possible. Specifically, we felt that technology was giving life the power either to flourish like never before or to self-destruct, and we preferred the former. [...] the

75 goal of AI should be redefined: the goal should be to create not undirected intelligence, but beneficial

hundreds of years, and therefore view it as silly to

ss worry about it now. I think of this as the technoskeptic position, eloquently articulated by Andrew Ng: “Fearing a rise of killer robots is like worrying about overpopulation on Mars” Andrew is the

intelligence.

[...] the questions raised by the success of Al aren’t merely intellectually fascinating: they’re also 20 morally crucial, because our choices can potentially

chief scientist at Baidu, China’s Google [...] I find

affect the entire future of life. [...] Past generations

o0 it interesting that although the digital utopians and the techno-skeptics agree that we shouldn’t worry about Al, they agree on little else. Most of the utopians think human-level AGI might happen within the next twenty to a hundred years, which 65 the techno-skeptics dismiss as uninformed pie-inthe-sky? dreaming [...]

knew

that

as

surely

as

the

Sun

would

rise

tomorrow, so would tomorrow’s humans, tackling

perennial scourges® such as poverty, disease and 85 war. But some of the Puerto Rico speakers argued that this time might be different: for the first time, they said, we might build technology powerful enough to permanently end these scourges — or to end humanity itself. We might create societies that o0 flourish like never before, on Earth and perhaps beyond, or a Kafkaesque global surveillance state so powerful that it could never be toppled.

The Beneficial Al Movement

In the spring of 2014, I'd founded a nonprofit

70 organization called the Future of Life Institute [...]

Our goal was simple: to help ensure that the future

Annotations 2 pie-in-the-sky = unrealistic 3 scourge /sks:(r)dz/= Geiflel

Use your understanding of the debate around Al to explain the following figure. Use your own words. When will AI surpass human level?

*

J

Luddite /'ladait/ = sb generally opposed to technology, especially automation

Never

TECHNO-SKEPTICS

In 300 years In 100 years In

50 years

In a few decades In a few years ge\'\‘i\\e\‘\

o

N

o Q&O‘“ä“\‘\

N

VIRTUALLY NOBODY

K .é\\‘\ E \

o Q‘o‘@“\‘\%

o

Y

ge(\d“e“%

If superhuman Al appears, will it be a good thing?

a) Reconsider the groups outlined in the figure in task 3. Decide which group you would belong to. b) In class, justify why you share the views associated with that particular group. 219

m

Part A: Chances and risks

Cyborgs — merging humans and machines a) These two pages deal with “cyborgs”. To be able to talk about this topic, you will need a specific kind of vocabulary. Look at the words and phrases below and match them with their definitions.

1

bionic

2

biohacking

A

deliberate changes to the human body, e.g. tattoos, piercing, but also much more severe alterations

B

to further improve

C

3 4 5 6 7 8 9 10

body modification (NFC)chip augmentation toenhance application sensory miniaturization of technology exoskeleton

11

prosthesis

— $15: How to

process of creating technology that becomes smaller and smaller in size and is thus able to fit into veins, organs, etc.

D E F

G H

artificial body part, usually to replace a missing limb relating to the senses (smell, hearing, touch, sight, taste) (Near Field Communication) chip to enable transactions, e.g. payments, via chip technology that can be embedded in your credit card etc., but also inside the human body methods to change your own or other bodies with the help of technology or genetic modification having modified/electronic body parts

I

awearable, moveable machine, like a suit, that allows you to move with greater speed or strength

J K

putting something, especially scientific theories, to practical use process of increasing the value, size, amount, power etc. of something

b) Pair work Look at the pictures. Take turns to describe

describe pictures,

and explain the use of the devices you see. Use as

p-392

many of the words from a) as possible.

a) Read the article on the next page and state how the author defines “cyborgs”. b) Pair work List advantages and disadvantages of “biohacking”. — S13: Checklist:

Analysis —

A

c)

non-fictional texts,

p. 388

— S4: Checklist:

Letter to the editor,

p. 370

Examine the author’s view - does she have a negative,

positive or neutral view of “biohacking”? Give evidence .

d)

from the article.

Write a letter to the editor in which you

e express your concern regarding cyborgs and biohacking

OR

* support a positive view of cyborgs and biohacking. Refer to arguments from the article, as well as

putting forward your own views. You can also use the pictures from task 1 for inspiration. 220

Part A: Chances and risks

O0

Q

The age of cyborgs has arrived 45

bionic S

eyes,

and

Cochlear

implants®

are

S

5

@

5

6l

6!

all

examples of biohacking, according to Sjoblad. He told the audience, “We live in a time where, thanks

to technology, we can make the deaf hear, the blind biohacking could conceivably end up having Brave New World-like dystopian consequences, it can also be leveraged* to improve and enhance our quality of life in multiple ways.

S

3

@

3

S

4

biohacking

can

make

the

most

Annotations ' commute = journey to work 2 pacemaker = Herzschrittmacher 3 Cochlear implant = Horprothese

für Gehorlose, deren Hornerv

funktionsfahig ist

* to leverage sth /'li:varıdz/=

to put sthto use

7

a

field where

positive impactis health. In addition to pacemakers and insulin monitors, several new technologies are being developed with the goal of improving our health and simplifying access to information about our bodies. Ingestibles are a type of smart pill that use wireless technology to monitor internal reactions to medications, helping doctors determine optimum dosage levels and tailor treatments to different people. Your body doesn’t absorb or process medication exactly as your neighbor’s does, so shouldn’t you each have a treatment that works best with your unique system? Colonoscopies and endoscopies could one day be replaced by miniature pill-shaped video cameras that would

&

collect and transmit images as they travel through the digestive tract®. [...] Biohacking can also simplify everyday tasks. In an impressive example of walking the walk rather than just talking the talk®, Sjoblad had an NFC chip implanted in his hand. The chip contains data from everything he used to have to carry around

in his

the office on time, he doesn’t have to root around’

in his pockets or bag to find the right card or key; he just waves his hand in front of a sensor and he’s good to go®. Evolved from radio frequency identification (RFID) — an old and widely distributed technology -NFC chips are activated by another chip, and small amounts of data can be transferred back and forth. No wireless connection is necessary. Sjoblad sees his NFC implant as a personal key to the Internet of Things, a simple way for him to talk to the smart, connected devices around him. [...] You can feel connected to our planet, too: North Sense makes a “standalone artificial sensory organ” that connects to your body and vibrates whenever you're facing north. It's a built-in compass; you'll never get lost again. Biohacking applications are likely to proliferate in the coming years, some of them more useful than others. But there are serious ethical questions that can’t be ignored during development and use of this technology. To what extent is it wise to tamper with nature, and who gets to decide? [...] If it’s frightening to think of criminals stealing our wallets, imagine them cutting a chunk of our skin

8

S

The

out to have instant access to and control over our personal data. The physical invasiveness and potential for something to go wrong seems

to far

outweigh the benefits the average person could derive from this technology. 8!

@

a

2!

7

S

see, and the lame walk.” He is convinced that while

v

pockets: credit and bank card information, key cards to enter his office building and gym, business cards, and frequent shopper loyalty cards. When he’s in line for a morning coffee or rushing to get to

S

How many cyborgs did you see during your morning commute' today? I would guess at least five. Did they make you nervous? Probably not; you likely didn’t even realize they were there. In a presentation titled “Biohacking and the Connected Body” at Singularity University Global Summit, Hannes Sjoblad informed the audience that we're already living in the age of cyborgs. Sjoblad is co-founder of the Sweden-based biohacker network Bionyfiken. [...] Sjoblad said the cyborgs we see today don’t look like Hollywood prototypes; they're regular people who have integrated technology into their bodies to improve or monitor some aspect of their health. Sjoblad defined biohacking as applying hacker ethic to biological systems. Some biohackers experiment with their biology with the goal of taking the human body’s experience beyond what nature intended. Smart insulin monitoring systems, pacemakers?,

@

@

o

5}

Vanessa Bates Ramirez, 04 August 2017

2

m

But that may not always be the case. It's worth noting the miniaturization of technology continues

at a quick rate, and the smaller things get, the less invasive (and hopefully more useful) they'll be. Even today, there are people already sensibly benefiting from biohacking. > digestive tract = Verdauungstrakt ® to walk the walk rather than just talk the talk = to do sth

instead of just talking about it ’ to root around for sth = to search for sth ® to be good to go = to be ready

221

m

Workshop: Step by step

5E

Webcode You can download a word list for Part B here: WES-73643-085

Part B: Literary visions of the future

Analysing atmosphere

PRE-READING

E

Qoo

a) In 2017, Kazuo Ishiguro won the Nobel Prize in Literature. One of his most renowned works is his 2005 novel Never Let Me Go. Watch the opening scene of the 2010 film adaptation.

Webcode You can find the video here: WES-73643-086

Speculate on what the film and the novel are about.

b) The opening of a film sets the tone for what is to follow. Watch the scene again and describe

the atmosphere with reference to music, camera work and lighting.

— S20: How to listen/ watch effectively,

c) Compare your results in class.

p. 366

D1, p. 341

COMPREHENSION =

a) Pair work Read the beginning of Ishiguro’s novel. Tell your partner what the extract is about. b)

Pair work Compare the beginning of the novel to the film adaptation.

c)

Exchange your results in class.

backs up*. Kathy H., they say, she gets to

Never Let Me Go

pick and choose, and she always chooses her

Annotations ' by and large = all in all 2 recovery (no pl)

n

Extract 1

/rı'kav(o)ri/= process

of becoming fit again 3 to snap out of it = to try to stop being unhappy * to get sb’s back up (BE, infml) = to annoy sb 5 estate = large area of land with a big house on it 6 record /'reko:d/=

Bilanz

10

1 5

’ share /fea/=part of

a whole ® to bring up =to raise, e.g. a child ¢ to wear down =to make sb lose their energy bit by bit Yincidentally

20

/.mst'dent(s)li/=

2!

A

by the way/as it happens ""nerve = bold behavior that may make people angry

My name is Kathy H. I'm thirty-one years old, and I've been a carer for over eleven years. That sounds long enough, I know, but actually they want me to go on for another eight months, until the end of this year. That’ll make it almost exactly twelve years. Now I know my being a carer so long isn’t necessarily because they think I'm fantastic at what I do. There are some really good carers who’ve been told to stop after just two or three years. And I can think of one carer at least who went on for all of fourteen years despite being a complete waste of space. So I’m not trying to boast. But then I do know for a fact they've been pleased with my work, and by and large!, I have too. My donors have always tended to do much better than expected. Their recovery? times have been impressive, and hardly any of them have been classified as ‘agitated’, even before fourth donation. Okay, maybe I am boasting now. But it means a lot to me, being able to do my work well, especially that bit about my donors staying ‘calm’. I've developed a kind of instinct around donors. I know when to hang around and comfort them,

when

to leave them

to themselves;

when to listen to everything they have to say, and when just to shrug and tell them to S

3

snap out of it [...]

And I'm a Hailsham student - which is enough by itself sometimes to get people’s 222

35 own kind: people from Hailsham, or one of the other privileged estates®. No wonder she has a great record. [...] I've done my share’ of looking after donors brought up?® in every kind of place. By the time I finish, remember, 40

I'll have done twelve years of this, and it’s

only the last six they’ve let me choose. And why shouldn’t they? Carers aren’t machines. You try and do your best for every donor, but in the end, it wears you down’.

4

&C

by Kazuo Ishiguro

Never Let Me Go

50

You don’t have unlimited patience and energy. So when you get a chance to choose, of course, you choose your own kind. [...]

But these days, of course, there are fewer and fewer donors left who I remember, and so in practice, I haven’t been choosing that

much. As I say, the work gets a lot harder when you don’t have that deeper link with

the donor, and though I'll miss being a carer,

it feels just about right to be finishing at last come the end of the year.

55

Ruth, incidentally’’, was only the third or

fourth donor I got to choose. She already had a carer assigned to her at the time, and I remember it taking a bit of nerve!! on my

part. But in the end I managed it, and the

60

instant I saw her again, at that recovery centre in Dover, all our differences — while

they didn’t exactly vanish - seemed not nearly as important as all the other things: like the fact that we’d grown up together

es at Hailsham,

the

fact that we

knew

and

remembered things no one else did. It’s ever since then, I suppose, I started seeking out

Part B: Literary visions of the future for'? my donors people from the past, and whenever I could, people from Hailsham. 70 There have been times over the years when I've tried to leave Hailsham behind, when

I've told myself I shouldn’t look back so much. But then there came a point when I just stopped resisting. It had to do with this particular donor I had once, in my third

75 year as a carer; it was his reaction when I

mentioned I was from Hailsham. He’d just come through his third donation, it hadn’t gone

well,

and

he

must

have

known

he

wasn’t going to make it. He could hardly

so breathe, but he looked towards me and said:

“Hailsham. I bet that was a beautiful place.” Then the next morning, when I was making conversation to keep his mind off it all, and I asked where he’d grown up, he mentioned 85 some place in Dorset and his face beneath

Workshop: Step by step

the blotches!> went into a completely new kind of grimace. And I realized then how desperately he didn’t want reminded.

Instead, he wanted to hear about Hailsham.

Hailsham, but to remember Hailsham, just

like it had been his own childhood. He knew he was close to completing and so that’s o what he was doing: getting me to describe things to him, so they’d really sink in, so that maybe during those sleepless nights, with the drugs and the pain and the exhaustion, the line would blur between what were my 100 memories and what were his. That was when I first understood, really understood,

just how lucky we’d been - Tommy, Ruth, me, all the rest of us.

reader to the setting, the characters and the issue the novel deals with, as well

-

-

setting/circumstances

world the action is set in.

atmosphere it helps to create. Many aspects, as illustrated in this diagram,

contribute to the atmosphere in a novel. AND

the time weather objects (e.g. houses, plants, artefacts) the situation

as the atmosphere characteristic of the In order to come to a better atmosphere understanding of how the readers’ expectations are guided, in this Workshop you are going to analyse both the language of the novel and the

PrevieW

the place

The beginning of a novel sets the tone

LANGUAGE

Annotations 2to seek out for sb = to look for sb 3blotch =red mark on sb’s skin

90 [...] What he wanted was not just to hear about

for what is to follow and introduces the

ANALYSIS:

m

—

its concrete as well as

symbolic meaning,

connotations, etc.

appearance characters

behaviour

language

how they add to the atmosphere

interaction choice of words

narrator’s voice

use of imagery, contrasts and other devices allusions, e.g. also to previous/future events

guiding the reader’s understan-

ding of the scene

ATMOSPHERE

Language awareness

a) In the extract from the beginning of Ishiguro’s novel, you will find the following words. Say what they usually mean. Use a dictionary if necessary.

b) Describe the meaning of the words in the context of the extract from Never let me go. c) Compare the general meaning of the words and their meaning in the extract. Analyse whether

there is a similar change in meaning in all the examples. d) Explain how this choice of words may influence the atmosphere created by the narrator. COMPREHENSION

4

Read the second extract on p. 224. Kathy, Tommy and Ruth are brought up in Hailsham, a boarding school where guardians act as teachers and to some extent parents. Miss Lucy is one of them. a) Talk about your immediate reaction to the extract. b) Summarize what Miss Lucy tells her students and describe the teenagers’ reaction.

— S1: Checklist: Summary, p. 364

223

m

Workshop: Step by step

Part B: Literary visions of the future

Extract 2

n

5!

a

We were fifteen by then, already into our last year at Hailsham. We’d been in the pavilion getting ready for a game of rounders!. The boys were going through a phase of ‘enjoying’ rounders in order to flirt with us, so there were over thirty

of us that afternoon. The downpour had started

while we were changing, and we found ourselves

gathering on the veranda — which was sheltered by the pavilion roof — while we waited for it to stop. But the rain kept going, and when the last of us had emerged, the veranda was pretty crowded, with everyone milling around restlessly.

60

“Yes, Miss Lucy.” But Miss Lucy was now moving her gaze over

the lot of us. “I know you don’t mean any harm. But there’s just too much talk like this. I hear it 65

S

she continued, “then I will. The problem, as I see

8

90

“No, no, I'm sorry, I'm going to have to interrupt two

boys

sitting

on

the

something

benches

to the lot of us, and that was why

we’d all gone quiet. “No, Peter, I’m going to have

to stop you. I can’t listen to you any more and keep silent” [...] Annotations ' rounders = a game similar to baseball

224

2 to put (sb) off = to make sb not want to do sth 3 to pounce = to jump

far off, the day you’ll be preparing for your first donations. You need to remember that. If you’re to have decent lives, you have to know who you are and what lies ahead of you, every one of you.”

Then she went silent, but my impression was that she was continuing to say things inside 9

a

to

and your futures, all of them, have been decided.

So you’re not to talk that way any more. You’'ll

you,” she was saying, and I could see she was

immediately in front of her. Her voice wasn’t exactly strange, but she was speaking very loudly, in the sort of voice she’d use to announce

before you’re even middle-aged, you’ll start to donate your vital organs. That’s what each of you was created to do. You're not like the actors you watch on your videos, you're not even like me. You were brought into this world for a purpose, be leaving Hailsham before long, and it’s not so

against the rail, and the rainy sky behind her.

talking

it that way. But I'm not. If you’re going to have decent lives, then you’ve got to know and know properly. None of you will go to America, none of you will be film stars. And none of you will be working in supermarkets as I heard some of you planning the other day. Your lives are set out for you. You’ll become adults, then before you’re old,

80

@

w n

but she’d turned to face us now, so her back was

it, is that you’ve been told and not told. You've been told, but none of you really understand, and

I dare say®, some people are quite happy to leave

just missing her —- but she seemed to show no

sign of caring. I remember actually convincing myself there was nothing unusual in all this — that she was simply anxious for the rain to stop — and turning my attention back to what Laura was saying. Then a few minutes later, when I'd forgotten all about Miss Lucy and was laughing my head off at something, I suddenly realized things had gone quiet around us, and that Miss Lucy was speaking. She was standing at the same spot as before,

all the time, it’s been allowed to go on, and it’s

not right” I could see more drops coming off the gutter and landing on her shoulder, but she didn’t seem to notice. “If no one else will talk to you,”

A

N o

I remember Laura was demonstrating to me an

especially disgusting way of blowing your nose for when you really wanted to put off? a boy. Miss Lucy was the only guardian present. She was leaning over the rail at the front, peering into the rain like she was trying to see right across the playing field. I was watching her as carefully as ever in those days, and even as I was laughing at Laura, I was stealing glances at Miss Lucy’s back. Iremember wondering if there wasn’t something a bit odd about her posture, the way her head was bent down just a little too far so she looked like a crouching animal waiting to pounce®. And the way she was leaning forward over the rail meant drops* from the overhanging gutter® were only

“Peter, go on. Please tell the others what you were just saying” Peter shrugged. “We were just talking about what it would feel like if we became actors. What sort of life it would be” “Yes,” Miss Lucy said, “and you were saying to Gordon you’d have to go to America to stand the best chance.” Peter J. shrugged again and muttered quietly:

her head, because for some time her gaze kept roving’ over us, going form face to face just as if she were still speaking to us. We were all pretty

relieved when she turned to look out over the playing field again. “It’s not so bad now;” she said, even though the

100 rain was as steady as ever. “Let’s just go out there.

Then maybe the sun will come out too.” * (rain)drops = the bits of water rain consists of

> gutter = Regenrinne

$ I dare say = I suppose/l assume ’ to rove = to wander

Part B: Literary visions of the future

Workshop: Step by step

m

ANALYSIS: ATMOSPHERE (5 ]

In a novel, the atmosphere is the general feeling the author creates by using certain elements such as imagery and setting to guide the reader’s expectation of how the plot will develop. You have already analysed how euphemisms are used in extract 1 to present the society Kathy lives in. Some of the results above can also be applied to find out more about the atmosphere. Checklist

Apart from the use of language, consider these other aspects when analysing atmosphere:

Setting/circumstances ° setting: the meaning of the setting for the

students (e.g. neutral, positive, negative, certain

associations/experiences connected with the

place) ® the description of objects: a certain choice of words to describe something/someone (e.g. as a threat) The narrator’s voice

¢ allusions: expressions, objects, etc. that may refer back to previous events (flashback) or to what is to happen later (foreshadowing)

= contrasts: contrasts (or the opposite: harmony) between characters, objects, setting The characters

e the characters’ language: addressing issues directly or indirectly, use of exaggeration or euphemisms ¢ the way the characters look and behave: characters may create tension by expressing their emotions in what they do and how they look

e imagery: the symbolic/metaphorical meaning

of places, objects, circumstances (e.g. weather conditions) a) Look at the beginning of extract 2 and study the highlighted passages which illustrate: * the setting and circumstances: - the meaning of the place (here: the pavilion) to the students at that time, — the symbolic meaning of the weather,

* the narrator’s voice: the choice of words to describe the situation on the veranda ® the characters: the description of other characters in that situation b) Explain what each of these passages reveals about the atmosphere. Start a grid to note down

the main information.

quotation

D2, p. 342

type of device

“She was leaning over the symbolic the rail at the front, meaning of peering into the rain like | the weather she was trying to see right across the playing field" ((l. 17-20)

[6 ]

— S12: Checklist:

A“ää\gis — prose, p.

| interpretation Miss Lucy appears to be absent-minded and focused on what she wants to tell the Students, which is as unpleasant as the rain.

concrete function/effect The narrator contrasts the weather and Miss Lucy's behaviour on the one hand with the students’ carefree behaviour on the other. The reader feels that something | important is about to happen.

D3, p. 342

Webcode

a) Read the rest of the extract. Continue your grid from task 5 and analyse what each example

You can download

. . . b) Compare your results in class and add any relevant points to your grid. c) Use your grid to write an analysis of the atmosphere in extract 2.

WES-73643-087

contributes to the atmosphere.

COMMENT

D4, p. 243

Miss Lucy is the first one to tell her students openly about their future. Discuss whether she does the right thing and whether she uses the right strategy to confront the students with their fate.

the grid here:

— S8: How to improve your text, p. 375

— S6: How to write

a discussion/ comment, p. 372 225

m

Workshop: Practice

FE

Part B: Literary visions of the future

Analysing atmosphere

PRE-READING (1]

- $12: Checklist:

Looking back at her life, Kathy remembers how she started to develop an understanding that she,

Analysis — prose, p.386

as a clone, was seen as an outsider. Read the extract below and explain what Kathy realizes about . . . . herself and the relationship to the world outside of Hailsham.

Extract 3

Annotations

Maybe from as early as when you’re five or

' foveryshudder at the thought of sb/sth = bei dem

brought into this world and why .- and who . X

so long from now, you’ll get to know how it s feels” So you’re waiting, even if you don’t quite know it, waiting for the moment when you realise that you really are different to them; that there are people out there, like 10 Madame, who don’t hate you or wish you any harm, but who nevertheless shudder at

s theirs. The first time you glimpse yourself through the eyes of a person like that, it’s a cold moment. It’s like walking past a mirror you’ve walked past every day of your life, and suddenly it shows you something else, 2 something troubling and strange.

of your head, saying:

Gedanken an jdn/ etw erschaudern

the very thought of* you - of how you were

six, there’s been a .whisper going at the back «

“One day, maybe not

dread the idea of your hand brushing against

COMPREHENSION

H

From a young age, the children at Hailsham are encouraged to be creative and produce art that is collected at least twice a year by a French-speaking woman they call Madame. The works chosen by her are supposed to go into “the Gallery” although the children cannot be sure that it really exists. Read extract 4 on the next page and summarize what Kathy and Tommy assume about the

— S1: Checklist:

Summary, p. 364

significance of their artwork and “the Gallery”.

ANALYSIS Language awareness

— S12: Checklist:

Analyse the atmosphere and use of language in this extract.

Analysis - prose,

P 386

D5, p. 343

COMMENT

4

B2 a) In January 2018, Chinese scientists revealed that they had cloned macaque monkeys by using fetal tissue. Before you watch a video giving you more information on the issue, make v

sure you

Webcode

Ou

Can

Fndalnkt

Tınd

a

link

to

the video here-

p. 366

A

what the following terms

refer to:

primate | nucleus | fetus/ fetal | genome | ethical

b) Watch a video which provides you with background information on the wider implications of the .

cloning of macaque monkeys. Take notes on:

WES-73643-088 i

— S20: How to listen/ watch effectively,

understand

T

1. what this scientific achievement means for the possibility of human cloning, 2. which ethical concerns are raised by such research.

E

In a Guardian newspaper article from 25 January 2018, author Philip Ball states:

The

cloning

of macaque

monkeys

in China makes

human

reproductive

cloning

more

conceivable. At the same time, it confirms how difficult it would be to clone a random adult

— Adolf Hitler, say - from a piece of their tissue. And it changes nothing in the debate about whether such human cloning should ever happen. Discuss the opportunities from and risks of cloning, bearing in mind the information from the video in task 4 and the plot of Never Let Me Go. 226

; ;

Part B: Literary visions of the future

&l

Extract 4 As we came out of the shop, I was keen to regain the carefree, almost silly mood we’d

been in before. But when I made a few little jokes, Tommy was lost in his thoughts and didn’t respond. We began going up a steeply climbing path,

and we could see - maybe a hundred yards

farther! up — a kind of viewing area right

on the cliff edge with benches facing out to sea. It would have made a nice spot in the summer for an ordinary family to sit and

eat a picnic. Now, despite the chilly wind,

stupid, we both stopped talking until they’d ss gone further up the slope and out of earshot. Then I said: “What thing, Tommy? What thing did Miss Emily let drop?” [...] “She told Roy that things like pictures, poetry, all that kind of stuff, she said they 6 0 revealed what you were like inside. She said they revealed your soul” When he said this, I suddenly remember a drawing Laura had done once of her intestines® and laughed. But something was 6 5 coming back to’ me. “That’s right,” I said, “I remember. So what

we found ourselves walking up towards it,

are you getting at!°?” “What I think,” said Tommy slowly, “is this.

obsessed with this idea. one about people having

o

2

o

but when there was still some way left to go,

Tommy slowed to a dawdle? and said to me: “Chrissie and Rodney, they’re really

A

80

see anyway there was something else on his mind, nothing to do with Ruth, so I didn’t

say anything and waited. [...]

8

about it for a while. 'm sure we're right, there was no talk like that when we were at Hailsham. But there were a lot of things that didn’t make sense back then. And I've

90

“Actually, Kath,” he said, “I've been thinking

@

3

40

45

the best work. But now I think I know. [...]

Well, there was something Miss Emily said 50

then,

something

she let drop®

what’s been making me think.”

Two

women

were

passing

and that’s

by with

dogs

on leads’, and although it was completely

Hailsham

students.

see, Kath, there has to be a way

to judge if they’re really telling the truth. That they aren’t just saying they’re in love, just to defer their donations. You see how difficult it could be to decide? Or a couple might really believe they’re in love, but it’s

just a sex thing. Or just a crush. You see

what I mean, Kath? It'll be really hard to judge, and it’s probably impossible to get it right every time. But the point is, whoever decides, Madame or whoever it is, they need something to go on'” I nodded slowly. “So that’s why they took away our art ..” “It could be. Madame’s got a gallery somewhere filled with stuff by students from

when

they were

tiny.

Suppose

Annotations ' farther = further 2 dawdle /'do:d(a)l/=

walking somewhere or doing sth very slowly

3 veterans = the older students

* to stoke up = anfachen 5 pond = small, usually artificial lake $ to let sth drop = hier: etw verraten ’ lead = hier: Hundeleine 8 intestines =

Eingeweide

9 to come back to = hier: to remember

°to get at sth = auf etw hinaus wollen

''to have sth to go on =to know sth

that gives you an idea about sth else

two

they match. Don’t forget, Kath, what she’s

95

“We never got to the bottom of it, what the

101

S

Gallery was for. Why Madame took away all

for

m

people come up and say they’re in love. She can find the art they’ve done over the years and years. She can see if they go. If

been thinking, if it’s true, this rumour, then

it could explain quite a lot. Stuff we used to puzzle over” “What do you mean? What sort of stuff?” “The Gallery, for instance” Tommy had lowered his voice and I stepped in closer, just as though we were still at Hailsham, talking in the dinner queue or beside the pond’.

made

and they want extra time to be together.

Then you

@

30

been

Suppose two people say they’re truly in love,

deferred if they’re really in love. They’re

convinced we know all about it, but no one

25

Suppose it’s true, what the veterans are saying. Suppose some special arrangement

has

You know, the their donations

said anything like that at Hailsham. At least, I never heard anything like that, did you, Kath? No, it’s just something going around recently among the veterans®. And people like Ruth, they’ve been stoking it up*” I looked at him carefully, but it was hard to tell if he’d just spoken with mischievous affection or else a kind of disgust. I could

Workshop: Practice

got reveals our souls. She could decide for herself what’s a good match and what’s just a stupid crush.” I started to walk slowly again, hardly looking in front of me. Tommy fell in step, waiting for my response. “‘I'm not sure,” I said in the end, “What

you’re saying could certainly explain Miss Emily, what she said to Roy. And I suppose it explains too why

the guardians

always

105 thought it was so important for us, to be able to paint and all of that” 227

m

Part B: Literary visions of the future

Life in the future - just a virtual reality? PRE-READING a) Card survey Imagine what life will be like in the year 2044. Write your ideas on cards (one idea per card) and put them on the wall/blackboard. b) Cluster the cards and find categories for them. c) Discuss whether your class has a more positive or negative outlook on the future and why.

COMPREHENSION a) Read this extract from the novel Ready Player One by Ernest Cline. Check whether any of your ideas about life in the year 2044 match the society presented in the novel. b) The story is told from Wade Watts’s point of view, a teenager living in Oklahoma City. Collect information on his character and the circumstances under which he lives. c) Double circle Talk to your classmates about whether you would like to go to a school like the OASIS public school or not and why.

Ready Player One

kid with half a brain was being encouraged

by Ernest Cline

©

~

)

@

IS

w

&l

shy,

awkward

kid,

with

low

self-esteem

I didn’t

have

a problem

and almost no social skills - a side effect of spending most of childhood inside the

OASIS?.

Online,

talking to people or making friends. But in the real world, interacting with other people

1

o

Annotations ' painfully = here: very 2 OASIS = a virtual reality which is the home of a virtual society and also serves as an online gaming platform; it is used with the help of visors and special gloves bankrupt = here: lacking in sth laden = here: full of principal (AE) = head teacher (BE) grade-point average (AE) = Notendurchschnitt train wreck (AE, infml) = total mess Holodeck = plot device from Star Trek, a virtual reality environment

I'd attended school in the real world up until the sixth grade. It hadn’t been a very pleasant experience. I was a painfully!

— especially kids nervous wreck. I what to say, and courage to speak,

my own age - made me a never knew how to act or when I did work up the I always seemed to say the

wrong thing. ıs My appearance was part of the problem. I was overweight, and had been for as long

as I could remember. My bankrupt® diet of government-subsidized sugar-and-starchladen* food was a contributing factor, but

z I was also an OASIS addict, so the only exercise I usually got back then was running

away from bullies before and after school. [...] Then, one glorious day, our principal® announced that any student with a passing 25 grade-point average® could apply for a transfer to the new OASIS public school system. The real public school system, the one run by the government, had been an underfunded, overcrowded train wreck’ for

3 decades. And now the conditions at many schools had gotten so terrible that every 228

to stay at home and attend school online. I nearly broke my neck sprinting to the ss school office to submit my application. It

was accepted, and I transferred to OASIS Public School #1873 the following semester. [...]. All of my teachers were pretty great. Unlike their real-world counterparts, most of

10 the OASIS public school teachers seemed to genuinely enjoy their job, probably because they didn’t have to spend half their time acting as babysitters and disciplinarians. The OASIS software took care of that, ıs ensuring that students remained quiet and in their seats. All the teachers had to do was teach. It was also a lot easier for online teachers

to hold their students’ attention, because so here

in

the

OASIS,

the

classrooms

were

like holodecks®. Teachers could take their students on a virtual field trip every day, without ever leaving the school grounds.

During our World History lesson that ss morning, Mr Avenovich loaded up a standalone

simulation

so that

our

class

could

witness the discovery of King Tut’s tomb by archaeologists in Egypt in AD 1922.

(The day before, we’d visited the same spot

coin 1334 BC and had seen Tutankhamen’s empire in all its glory.)

In my through pumping s Logging

next class, Biology, we traveled a human heart and watched it from the inside [...]. into the OASIS was free, but

3

Part B: Literary visions of the future traveling around inside it wasn’t. Most of the time, I didn’t have enough credits to teleport off-world and get back to Ludus’. When the last bell rang each day, the students who had things to do in the real world would log out of the OASIS and vanish. Everyone else would head off-world. A lot of kids owned their own interplanetary vehicles. School parking lots all over Ludus were filled with UFOs, TIE fighters, old NASA space shuttles, Vipers from Battlestar Galactica, and other

80

A

8

the real world to finish out my senior year there. I couldn’t risk that. [...] In desperation, I’d tried to find a part-time after-school job, just to earn some walking-

ships filled the sky, zooming off to explore the simulation’s endless possibilities. The kids who didn’t own ships would either hitch a ride with a friend or stampede to the nearest transport terminal, headed for some offworld dance club, gaming arena, or rock concert. But not me. I wasn’t going anywhere. I was stranded on Ludus, the

completely hopeless. Millions of college110 educated adults couldn’t get one of those jobs. The Great Recession was now entering its third decade, and unemployment was still at a record high. Even the fast-food joints in my neighborhood had a two-year 115 waiting list for job applicants. So I remained stuck at school. I felt like a kid standing in the world’s greatest video arcade without any quarters, unable to do anything but walk around and watch the 120 other kids play.

I stopped hitching rides with Aech! at the end

of the previous

school year.

[...] If I

didn’t earn enough credits to pay for my fare

back to Ludus, I'd wind up missing school

support

and

programming

jobs

(mostly

grunt construction work!?, coding parts of OASIS malls and office buildings), but it was

Annotations

9 Ludus = planet within the OASIS where all the schools are 0 Aech = one of Wade's better-off fellow students at

the OASIS public school

""torack up=to get a lot of sth 2 grunt work = unpopular work often given to the lower ranks of the workforce

COMMENT Assess whether the society in the novel can be described as a utopia or dystopia.

WRITING 4] a)

Choose one of the following tasks.

You are a writer for a young people’s online magazine. Write an article in which you write about what the school of the future should look like. The extract from Ready Player One has inspired

— S8: How to improve your text, p. 375

you to think about positive and negative developments in the use of modern technology in this context. OR

You take part in a youth conference on the future of education and have been given the chance to deliver a statement on what schools of the future should look like . The extract from Ready

player one has inspired you to think about positive and negative developments in the use of modern technology in this context. Write a short speech. b

-

S

100 Worse, I'd be transferred back to school in

105 around money. I applied for dozens of tech

most boring planet in the entire OASIS. [...]

9

because I was stuck on some other planet.

9 This was not an acceptable excuse. I’d now racked up!! so many unexcused absences that I was in danger of being expelled. If that happened, I would have to return my school-issued OASIS console and visor.

spacecraft designs lifted from every sci-fi movie and TV show you can think of. Every afternoon I would stand on the school’s front lawn and watch with envy as these

m

Language awareness

— S5: Checklist: Writing a speech,

p.371

Read out examples of texts in class that were written for the two different

tasks in a). Identify similarities and differences between the texts and explain how the required text type influences your way of writing.

Wade is afraid that he might have to go back to his old school. Online, he talks to one of his old classmates who he got along with. Write a chat dialogue between Wade and his former classmate Aaron about their school lives and how they feel about them.

— S2: Checklist: Creative writing,

p. 365

229

m

Part B: Literary visions of the future

What is the true meaning of equality? The short story you are going to read starts as follows:

“The year was 2081, and everybody was finally equal. They weren’t only equal before God and the law. They were equal every which way.” Speculate on what this society could be like and if it should be classified as utopian or dystopian.

a)

Pair work Read the short story Harrison Bergeron by Kurt Vonnegut, Jr. (pp. 230-233). Talk about

your first reaction to the story and to what extent it has matched your expectations from task 1. b) Read the story again and describe the vision of society that the government would like to achieve and the measures that are taken to put this vision into effect.

Harrison Bergeron

“That was a real pretty dance, that dance they

35 just did,” said Hazel.

The year was 2081, and everybody was finally equal. They weren’t only equal before God and the

law.

They

were

equal

every

which

way.

Nobody was smarter than anybody else. Nobody s was better looking than anybody else. Nobody was stronger or quicker than anybody else. All this equality was due to the 211th, 212th, and 213th Amendments to the Constitution, and to the unceasing vigilance of agents of the United

10 States Handicapper General.

Some things about living still weren’t quite right, though. April for instance, still drove people crazy by not being

springtime.

And

it was

in

that clammy' month that the H-G men took ıs George and Hazel Bergeron’s fourteen-year-old

son, Harrison, away. It was tragic, all right, but

George and Hazel couldn’t think about it very hard. Hazel had a perfectly average intelligence, which meant she couldn’t think about anything

20 except in short bursts. And George, while his intelligence was way above normal, had a little

mental handicap radio in his ear. He was required by law to wear it at all times. It was tuned to a government

transmitter. Every twenty

seconds

25 Or 80, the transmitter would send out some sharp noise to keep people like George from taking unfair advantage of their brains. George and Hazel were watching television. There were

tears on Hazel’s cheeks, but she’d

z forgotten for the moment what they were about. On

the

television

screen

were

ballerinas.

A

buzzer sounded in George’s head. His thoughts fled in panic, like bandits from a burglar alarm?. Annotations " clammy = wet and cold ? burglar alarm = Alarmanlage

230

“Huh” said George.

“That dance —- it was nice,” said Hazel.

“Yup,” said George. He tried to think a little about the ballerinas. They weren’t really very w0 good —- no better than anybody else would have been, anyway. They were burdened with sashweights® and bags of birdshot!, and their faces were masked, so that no one, seeing a free

and graceful gesture or a pretty face, would ıs feel like something the cat drug in. George was toying with the vague notion that maybe dancers shouldn’t be handicapped. But he didn’t get very far with it before another noise in his ear radio scattered his thoughts. so George winced. So did two out of the eight ballerinas. Hazel saw him wince. Having no mental handicap herself, she had to ask George

5!

a

by Kurt Vonnegut, Jr.

what the latest sound had been. “Sounded like somebody hitting a milk bottle with a ball peen hammer®,” said George. “I’d think it would be real interesting, hearing all the different sounds,” said Hazel a little envious.

“All the things they think up.” “Um,” said George.

co “Only, if I was Handicapper General, you know what I would do?” said Hazel. Hazel, as a matter resemblance to the

of fact, bore a strong Handicapper General, a

woman named Diana Moon Glampers. “If T was

ss Diana

Moon

Glampers,”

said Hazel,

“I'd have

chimes® on Sunday - just chimes. Kind of in

honor of religion”

“I could think, if it was just chimes,” said George. “Well - maybe make

3 sashweight = Gegengewicht * birdshot = small metal balls

’em real loud,” said Hazel.

5 ball peen hammer = special kind of hammer 5 chimes = a set of bells

Part B: Literary visions of the future

now

in jail, about

Harrison,

but a twenty-one-

S

S

“Ladies

out,”

Annotations 7 glimmering = schimmernd, flimmernd ® that was a doozy (AE, infml) = das war ja ein Hammer/heftig/krass 9 temples = Schldfen

the

Gentlemen,”

bulletin.

She

said

must

the

ballerina,

have

been

wore was hideous. And it was easy to see that she was the strongest and most graceful of all the dancers, for her handicap bags were as big as those worn by two-hundred pound men. And she had to apologize at once for her voice, which was a very unfair voice for a woman to a warm,

luminous,

timeless

again, making her voice absolutely uncompetitive.

“Harrison Bergeron, age fourteen,” she said in a

a S

grackle®® squawk!, “has just escaped from jail, where he was held on suspicion of plotting to overthrow the government. He is a genius and an athlete, is under-handicapped, and should be regarded as extremely dangerous” A police photograph of Harrison Bergeron was flashed on the screen - upside down, then sideways, upside down again, then right side up. The picture showed the full length of Harrison against a background calibrated in feet and inches. He was exactly seven feet®® tall. The rest of Harrison’s appearance was Halloween

and hardware. Nobody had ever born heavier handicaps. He had outgrown hindrances faster than the H-G men could think them up. Instead of alittle ear radio for a mental handicap, he wore

a

o

the

a serious

melody. “Excuse me —” she said, and she began

minute

people start cheating on laws, what do you think happens to society?” If Hazel hadn’t been able to come up with an answer to this question, George couldn’t have supplied one. A siren was going off in his head. “Reckon it’d fall all apart,” said Hazel. “What would?” said George blankly.

and

use. Her voice was

home from work,” said Hazel.

You wouldn’t like that, would you?” “I'd hate it,” said Hazel. “There you are,” said George. “The

since

had

extraordinarily beautiful, because the mask she

said Hazel. “If there was just some way we could make a little hole in the bottom of the bag, and just take out a few of them lead!! balls. Just a few.” “Two years in prison and two thousand dollars fine for every ball I took out,” said George. “I don’t call that a bargain” “If you could just take a few out when you came “I mean - you don’t compete with anybody around here. You just set around” “If I tried to get away with it,” said George, “then other people’d get away with it — and pretty soon we’d be right back to the dark ages again, with everybody competing against everybody else.

about,

announcers,

to say, “Ladies and Gentlemen. He finally gave up, handed the bulletin to a ballerina to read. “That’s all right -” Hazel said of the announcer, “he tried. That’s the big thing. He tried to do the best he could with what God gave him. He should get a nice raise for trying so hard” reading

S

o

“You been so tired lately - kind of wore

a

don’t you stretch out on the sofa, so’s

honeybunch” She was referring to the forty-seven pounds of birdshot in a canvas bag, which was padlocked® around George’s neck. “Go on and rest the bag for a little while,” she said. “I don’t care if you're not equal to me for a while” George weighed the bag with his hands. “I don’t mind it,” he said. “I don’t notice it any more. It’s just a part of me”

all

in a state of high excitement, the announcer tried

“All of a sudden you look so tired,” said Hazel.

“Why

the bulletin was

like

speech impediment. For about half a minute, and

“Boy!” said Hazel, “that was a doozy®, wasn’t it?”

you can rest your handicap bag on the pillows,

as to what announcer,

gun salute in his head stopped that.

It was such a doozy that George was white and trembling, and tears stood on the rims of his red eyes. Two of of the eight ballerinas had collapsed to the studio floor, were holding their temples®.

m

120 “Society,” said Hazel uncertainly. “Wasn’t that what you just said?” “Who knows?” said George. The television program was suddenly interrupted for a news bulletin'2 It wasn’t clear at first A

a

70 “I think I’d make a good Handicapper General”” “Good as anybody else,” said George. “Who knows better then I do what normal is?” said Hazel. “Right,” said George. He began to think glimmeringly” about his abnormal son who was

[EAXeNZ]glof=Te RO

a tremendous pair of earphones, and spectacles

with thick wavy lenses. The spectacles were intended to make him not only half blind, but to

give him whanging!® headaches besides. Scrap metal'” was hung all over him. Ordinarily, there

'°to padlock = mit einem Vorhdngeschloss befestigen ''lead = Blei ?bulletin = news report grackle = a kid of bird

“squawk = sound a bird makes '> one foot equals about 30 centimetres '“to whang (infml) = to bang 7scrap metal = old metal that is not needed any longer

231

m

Part B: Literary visions of the future

@

17

S

18

his rubber-ball nose, revealed a man that would have awed Thor, the god of thunder.

was a certain symmetry, a military neatness to the

handicaps issued to strong people, but Harrison looked like a walking junkyard'®. In the race of life, Harrison carried three hundred pounds. And to offset his good looks, the H-G men required that he wear at all times a red rubber ball for a nose, keep his eyebrows shaved off, and cover his even white teeth with black caps at snaggle-tooth!’ random. “If you see this boy,” said the ballerina, “do not - I repeat, do not - try to reason with him” There was the shriek of a door being torn from its hinges®. Screams and barking cries of

22 0

190

@

19!

stripped them of their handicaps, too. “Play your

best,” he told them, “and I'll make you barons and 23 5

24

breathing Harrison filled the screen. Clanking?, and

huge,

Harrison

stood

- in the

24 5

center of the studio. The knob of the uprooted studio

still in his hand.

Ballerinas,

hobbled?, sickened - I am a greater ruler than

21

o

any man who ever lived! Now watch me become what I can become!”

215

Harrison tore the straps of his handicap harness?

like wet tissue paper, tore straps guaranteed to support five thousand pounds. Harrison’s scrapiron handicaps crashed to the floor. Harrison thrust his thumbs under the bar of the padlock that secured his head harness. The bar snapped like celery. Harrison smashed his headphones and spectacles against the wall. He flung away?® Annotations '8 junkyard = where you bring your waste “snaggle-tooth = with uneven teeth “hinges = Angeln, Scharniere ?'to clank = make a loud sound like metal 2 Emperor = man who rules an empire 1o bellow = to shout or scream loudly

232

And then, in an explosion of joy and grace, into 251

=}

on their knees before him, expecting to die. ‘T am the Emperor??!” cried Harrison. “Do you hear? I am the Emperor! Everybody must do what I say at once!” He stamped his foot and the studio shook. “Even as I stand here” he bellowed®, “crippled,

he sang the music as he wanted it played. He slammed them back into their chairs. The music began again and was much improved. Harrison and his Empress merely listened to the music for a while — listened gravely, as though synchronizing their heartbeats with it. They shifted their weights to their toes. Harrison placed his big hands on the girl’s tiny waist, letting her sense the weightlessness that would soon be hers.

technicians, musicians, and announcers cowered

the air they sprang! Not only were the laws of the land abandoned, but the law of gravity and the

laws of motion as well.

They reeled, whirled, swiveled, flounced, capered, 25!

@

205

was

gamboled, and spun®. They leaped like deer* on the moon. The studio ceiling was thirty feet high,

but each leap brought the dancers nearer to it. It became their obvious intention to kiss the

ceiling. They kissed it. And then, neutraling gravity with love and pure will, they remained suspended in air inches below the ceiling, and 26 they kissed each other for a long, long time. It was then that Diana Moon Glampers, the Handicapper General, came into the studio with a double-barreled ten-gauge shotgun®. She 265 fired twice, and the Emperor and the Empress

2 hobbled = unable to walk properly ® harness = Gurt, Pferdegeschirr #to fling = to throw 2 Empress = woman who rules an empire % mate = here: (sexual) partner 2 willow = Weide

them like batons® as

=}

200

door

dukes and earls.” The music began. It was normal at first —cheap, silly, false. But Harrison snatched two musicians from their chairs, waved

an automobile collision in his head. When George could open his eyes again, the photograph of Harrison was gone. A living, clownish,

—” said Harrison, taking her hand, “shall

we show the people the meaning of the word dance? Music!” he commanded. The musicians scrambled back into their chairs, and Harrison

S

185

Harrison plucked the mental handicap from her ear, snapped off her physical handicaps with marvelous delicacy. Last of all he removed her mask. She was blindingly beautiful. “Now

23 0

consternation came from the television set. The

photograph of Harrison Bergeron on the screen jumped again and again, as though dancing to the tune of an earthquake. George Bergeron correctly identified the earthquake, and well he might have - for many was the time his own home had danced to the same crashing tune. “My God —” said George, “that must be Harrison!” The realization was blasted from his mind instantly by the sound of

“I shall now select my Empress?!” he said, looking down on the cowering people. “Let the first woman who dares rise to her feet claim her mate?® and her throne!” A moment passed, and then a ballerina arose, swaying like a willow?.

22

a

170

® baton = Dirigentenstab

310 reel, to whirl, to swivel, to flounce,

to caper, to gambole, to spin =to dance and turn around in different ways

32deer = Rotwild, Hirsch

*double-barrelled ten-gauge shortgun = zweildufige Schrotflinte mit zehn Schuss

Part B: Literary visions of the future

“Yup,” she said.

“What about?” he said.

“I forget” she said. “Something real sad on 2% television.” “What was it?” he said. “It’s all kind of mixed up in my mind,” said Hazel. “Forget sad things,” said George. “T always do,” said Hazel. 28 “That’s my girl,” said George. He winced. There was the sound of a rivetting gun® in his head. “Gee - I could tell that one was a doozy,” said Hazel. “You can say that again,” said George. @

were dead before they hit the floor. Diana Moon Glampers loaded the gun again. She aimed it at the musicians and told them they had ten seconds to get their handicaps back on. It was then that 270 the Bergerons’ television tube burned out. Hazel turned to comment about the blackout to George. But George had gone out into the kitchen for a can of beer. George came back in with the beer, paused while a handicap signal 275 shook him up. And then he sat down again. “You been crying” he said to Hazel.

m

20 “Gee —” said Hazel, “I could tell that one was a

doozy”

Annotation trivetting gun = Gerdt zum Nieten setzen

a)

Explain how the system of complete equality in the short story affects the characters and their

b)

relationships. Languageawareness

Analyse how the author’s use of language as well as elements of the plot

influence the reader’s perception of the society presented in the story.

a) Card survey In our society, steps are taken to improve equality and the equality opportunities. Consider for example supportive measures to help people with a background/disability/etc. Note down steps that are taken and cluster them on b) Group work Discuss which of the steps towards more equality you support and more critically. Note down the three main results of your discussion. c) Compare the outcome of your discussions in class.

D6, p. 344

— $12: Checklist: Analysis - prose, P

„ 386

of different ethnic the board. which you view

Webcode AI

-

the

end

Of

humanitY?

You can find the videos for tasks 1-4

a) Define what is meant by Artificial Intelligence. . . . . . . E3 b) Watch an informative video about the Turing Test. Before you start watching the film, look at the list of words on the right and make sure that you know their meaning c) Use some of the words to explain what the Turing Test is and how computers were able to pass. d) Compare your definition of AI with the basic idea underlying the Turing Test.

Q vo/13

a) In the film Ex Machina, Caleb has won a coding competition and spends a week at the home of internet entrepreneur Nathan to carry out a kind of Turing Test with Ava, Nathan’s AI project. Watch a scene from Caleb and Ava’s first meeting. Explain to what extent Ava appears human. E3 b) Watch the scene again and analyse what kind of atmosphere is created and how.

Qvo/14

a) Watch another scene. Explain whether there is a change in the relationship of Ava and Caleb. E3 b) Watch the scene a second time. Analyse how cinematic devices are used to underline the atmosphere as well as changes in Ava’s behaviour. E3

Qovo/15

C\?I—E:—73643—089

i watch effectively p. 400 s ; consciousness

— S20: How to listen/

; to measure

;

o fool

Judgg ı Eo mis gad : to mimic

; schizophrenic

; to attribute to

approach

; database phzn;{nenon ; toba € i underlying knowledge

a) Watch a scene with Caleb and Nathan and explain the logic behind Caleb’s stay at the house. b) Assess to what extent the Turing Test proved successful. 233

ET

%

... . 1is 1 Dae anw . Ca< ey __V'.p.. e sceady kocl, thhe vo —yes the hearcl ı&r ı hhcart! = of redl Prle-eclixagx Arops 3 on the deck my Capı

za

olcd

arrı

Narn N

Pair work

Webcode

a) Look at the photos on this double page and talk about * what the photos have in common, * what art forms you recognize, * what part these art forms play in your life. b) Find reasons why humans produce art.

You can download a word list for the Intro and the WordPool here: WES-73643-090

& — S15: How to describe pictures, p.392

Group work

a) In groups of three or four, research one of the following artists and prepare a 3-minute presentation on their life, the work of art and the era in art they represent. Make sure each

group chooses a different artist.

D1, p. 345

Q0

oW

. Michelangelo Buonarroti - The Creation of Adam . Rembrandt van Rijn - Night Watch Caspar David Friedrich — Wanderer above the Sea of Fog . Claude Monet - Water Lilies . Edvard Munch - The Scream Meret Oppenheim - Object (fur-covered cup, saucer and spoon) . Piet Mondrian - Composition with Red Blue and Yellow . Jackson Pollock - Autumn Rhythm

0

T In

S

;

The arts

i.

Marina Abramovi¢ —- The Artistis Present

b) Over the centuries the representation of reality in art has changed considerably. Discuss in class how this is apparent in the works of art you presented in a).

c)

234

Which of these works of art appeal to you most? Develop your personal criteria for

what makes a “good” work of art.

The

a) Read the following statements by artists and art enthusiasts. * Outline the importance of art and artists according to them. * Choose which statement you like best.

The arts, in whatever form they take, create

a vehicle through which society can express its hopes, fears, trends and the beauty of life. 9 Without the arts, a community is just a collection

political commentator)

th

Land

art

(Stella Adler, 1901-1992, actress and acting teacher)

generations with his art. In the Workshop, you will learn how to work on Shakespeare’s plays,

when for ten dollars

Life beats down and crushes the soul and reminds you that you have one.

hes

The second part of the Theme deals with one of history’s greatest writers, who has inspired

Life can’t be all bad

(William E Buckley Jr,

a

Sha kespea re

anti-apartheid fighter and president of South Africa)

(Gordon Sondland, *1967, businessman and diplomat)

q

a whole.

seems to have something to say to us. (Nelson Mandela, 1918-2013,

ä(;ät;i?gäzoäääf and

-

about the significance of art for the individual as well as for society as

Shakespeare always

of buildings inhabited by people who have no

method by which to express their humanity to their own community and to the world.

9

and social impact The first part of this Theme is

producing and consuming art.

(Elizabeth Gilbert, *1969, writer)

Preview

individual expression

* explain to each other why you have chosen that statement. * talk about the importance of art in your own life. This can refer to both

you that the arts belong only to a chosen few, but they are wrong and they are also annoying. We are all the chosen few. We are all makers by design.

@

Between T

b) In a double circle,

The guardians of high culture will try to convince

arts

taking Romeo and Juliet as an

listen to them for ten years.

example.

1925-2008, journalist and

Art is the lie that enables us to

mealize ühe u

e

(Pablo Picasso,

1881-1973, visual artist) 235

—

\/olge [ ol

The arts

ART AND THE ARTS

listeners, readers — are crucial as to what kind so

piece of work that is primarily appreciated by sight (as opposed to other art forms such as

For a long time in Europe, it was only an elite

(also by an elite group

of people). Working-

or an

class men,

and people

(5}

Art is usually short for visual art, meaning a

literature and music). This can be a painting, a sculpture, a decorative object, a photograph installation,

to name

but

a few.

While

to be educated in the arts and to show their art to the world. This has changed over the course 6o

o @ o

mass-produced or illicitly painted on buildings. The discussion of what counts as art is revived each time a new mode of individual expression surfaces. In a broader sense, art can be applied to anything that has been produced by human creativity and imagination with the purpose of being enjoyed for its beauty and/or emotional impact. That

is why the term the arts (also called fine arts)

a S

THE ORIGIN OF ART It was long believed that humans produced the first pieces of visual art around 30,000 years ago. Evidence for that are elaborate cave drawings and sculptures found across Western Europe. Particularly well-known are the caves of Lascaux in southern France with their detailed drawings of animals, humans and ornaments. More recent studies suggest that the skills and imagination

@

3

S

4

necessary to produce

these cave

drawings are basically the same as those of artists today. Therefore it must be far longer ago that these skills were originally developed by humans. Evidence for this view can be found in “primitive” drawings and objects where natural features in the environment were altered to

make them look more like animals or humans. Whether the first artists lived 30,000 or 100,000 years ago, it is clear that consciously producing

something beautiful has been a basic human desire for a very long time.

THE ARTS AND

&a

4

did not have the time, money and connections

of the 20th century as the arts have become

more democratic and diverse. Yet the visual art scene, at least, continues to be dominated by

relatively few curators, patrons and collectors

who get to decide whose works are put in 6s museums or sold through renowned auction houses such as Sotheby’s. SHAKESPEARE’S ART One category for “good” art is its timelessness. If a painting, a piece of music or a piece

of literature stands the test of time and

continues to fascinate

people even hundreds of years after its creation, that

is quite an achievement. William Shakespeare is one of those standout individuals who managed to produce not one but dozens of %o pieces of art, in his case poems and plays, that capture people’s imaginations to this day. His tragedies and comedies are reinvented again and again in theatres and on screen around the world and his stories of love, betrayal, greed, 85 guilt and revenge have inspired countless other artists.

Shakespeare was born in Stratford-upon-Avon,

about 150 kilometres north-west of London, in

1564. Very little is known for certain about his %o life. He married in 1582 and had three children. By

1592,

he had

risen

to great prominence

in London as an actor and a playwright. He

SOCIETY

joined The Lord Chamberlain’s Men, the most

of an individual or a group of individuals, art and the arts are deeply embedded in their social context. Art is usually produced for others

and shortly thereafter became a shareholder in the company. In 1610, Shakespeare apparently

Although every piece of art is the expression

to engage

236

5

of colour

as art, the discussion is more controversial when it comes to pieces that, for example, are

music, film, theatre, architecture and literature.

3

most women

might have been as creative and talented but

refers to all activities producing art: (visual) art,

2!

group of men who were considered artists and whose works were appreciated and consumed

most people can agree that iconic works such

as Leonardo Da Vinci’s Mona Lisa are classified

2

of art is being created and who gets to create it.

a

@

in, so these

others

- the viewers,

successful company

of actors, two years later o

retired to his hometown, where he died on 23 April 1616.

The arts

a)

EWelgelxlele]l

@

Copy the grid featuring different art forms. Then sort the words in the box according to which art

form they belong to. Some words can be used with more than one art form. The arts visual art

‘

music

‘

film

‘

theatre

‘architecture‘

literature

i audience | painting | functional | prose | to sketch | ornamental | surface | performance | modern | harmony | score | rhythm | poetry | contemporary | story | landscape | installation | drama | light | construct | cinematography | screenplay | toact | tocompose | make-believe | todirect | stage | lighting | sculpture | space | character | design | genre | classical | instrument | language | canvas b) Discuss your results in class and make changes to your grid where necessary. c)

Choose one art form and write three meaningful sentences with the words you have sorted.

Find verbs from the text that match the following definitions. 1. to like and enjoy sth 4. to change sth 2. to consider sth as belonging to a certain group 5. to control sth out of a position of power of things 3. to come into view

6. to give sth a new form

Fill in the missing prepositions. 1. Vincent Willem van Gogh (1853-1890) is generally regarded = one of the most famous artists in the history of Western art. 2. There is some evidence _ the young Vincent having proposed marriage to three women. However, they all turned him down and he remained unmarried.

3. After van Gogh had completed his education _ art in Paris he moved to Arles. There he met some artists he deeply admired including Toulouse-Lautrec and Seurat. 4. These artists regarded themselves as revolutionary outsiders and called themselves the impressionists of the “petit boulevard” — as opposed Monet and Renoir, the successful impressionists of the “grand boulevard”.

5. Van Gogh’s art is appreciated

its unique use of colour as a way to express

emotion.

6. Often considered to be his most famous work of art, The Starry Night is dominated a moon- and star-filled night sky. The painting depicts the view outside a sanatorium where van Gogh had to spend some time to recover.

Ul

s

WN =

Rewrite the sentences. Replace the underlined words and phrases with expressions from the text. . Many people do not perceive street art as an art form. . Expressive paintings are made to capture someone’s interest. . Many artists have gained fame only after their passing. . Gustav Klimt's The Kiss is a famous painting of the Art Noveau movement. . In contrast with men, women were rarely given the opportunity to study art.

o

. Central Saint Martins in London is one of the most respected and well-known art schools in the

world. 237

o K3 Webcode You can download a word list for Part A here: WES-73643-091

— S15: How to describe pictures, p. 392

Part A: Between individual expression and social impact Street

art-a

form

Of

art?

PRE-READING

Pair work

a) Describe the pictures and explain the similarities and differences between them. b) Explain which one you like the most and which the least.

c) Discuss whether you think all of these images are a form of art.

D2, p. 345

COMPREHENSION Read the following article and outline the criteria for street art given in it.

O0

Q

v

&

Street art: Crime, grime or sublime? Bethan Bell, BBC News,

16 December 2016 25

Streetartis hard toavoid, evenif youwant

Annotations

| ‚‘"“ttidä’tet// entr,dovt/

to. It creeps

=

2 abundance / o'bandens/ = a large

quantity 3 property = here:

5}

Gegenmittel

houses

along alleyways, .

blooms

across fences, flourishes on flyovers and in underpasses. It's an age when you can awake in the morning to find your house value increased overnight with the emergence of a Banksy on your wall - or even something a bit like a Banksy on

specificity and the (usually) one-off nature .

30

your wall. 35

[...] The internet has also been an influence, according to Richard Clay, professor of digital humanities at Newcastle University. “These images can, and sometimes

example, during the Arab Spring, images of 20

Assad with a Hitler moustache appeared online and could soon be seen in Cairo, Beirut and

Gaza.

The

ready

availability of

examples of street art from across the globe 238

u

.

of street art” might “serve as an antidote' to the super-abundance? of online images and to streets that are often cluttered with mass-produced commercial imagery”. A study from the University of Warwick indicatesthatstreetartinLondonis generally now associated with improving economic conditions of urban neighbourhoods. It's partly down to a “loop effect”. Arty areas

do, go

viral. For example, the painting and then defacement of a mural of Putin kissing Trump in Lithuania. In some cases a photo of a piece of street art online can simply be picked up and adopted in another place. For

informs the practice of artists and the views of their audiences.” He speculates that “the authenticity, the site

40

- such as Brixton - attract more cafes and restaurants that in turn attract the art-loving crowd to move in. Areas outside London can also see graffiti affecting property® prices - in both

directions. Prof Clay says it can polarise opinion: “To 45

most people street art is either an indicator of an area that is vibrant or of one that is

run-down and in need of better policing. It very much depends on individuals’ broader opinions about acceptable behaviours in public space, but it seems clear to me that

S

to be being more widely tolerated by public authorities.” Drawingon wallsin public places isn’t a new ss phenomenon. From the prehistoric cave paintings of Burgundy in France, through gladiatorial fan worship in Roman Lyon to the messages left on the walls of Germany’s Reichstag in 1945 by triumphant Soviet 6l troops, people are determined to leave a record of their existence and experience. Nor is it an activity associated with one particular socioeconomic group, says Prof Clay. “Historically it isn't the case. For 65 example, in Rome you can see graffiti left over centuries by aristocratic visitors to the Eternal City. There is a tendency nowadays to see modern graffiti as being a working class, inner-city phenomenon. While that S

7

has been and

appreciating

a

7

Perspex®,

or

urge to leave one’s mark in public space

reconstructed

crosses

Banksy

boundaries

of class,

gender,

sexuality, ethnicity and religion. It always has and it always will.” Artist Scotty Brave points out there has

jimmied

in

galleries,

removed

from

off walls

and

such

the

as

a car park

in

street, it's not meant to be there. When you

of humour”

Often the placement is just as important as

125 the piece.” [...] N

85 [...] [He] insists graffiti “has always been art. Even if it's arguably* so. I've seen a slashed canvas and a urinal in an art gallery. Why

work

even

goand see it in a gallery it loses its charm, it loses its character.” Artist John Doh agrees: “When a piece is taken from the street and put inside a museum or gallery it can be a real killer.

subcultural visual communication, cryptic language, esoteric social commentary, a visual form

it. It's

Liverpool. Sam Fishwick, a graffiti artist from Liverpool, dismissed the idea of a street art gallery. “It's not street art any more if it's hung up in a museum. It’s raw, it's gritty, it’s on the

always been graffiti that was thoughtprovoking, political and clever. “Modern e times have seen graffiti become many different things. Vandalism, art, politics,

street art. Even

taming

Perspex =

brand name for transparent acrylic glass

becoming more common for images to [be] protected in situ’ with thick pieces of

remains the case in some

cities and with some graffiti writers and crews, it often isn’t the case. The creative the

street art and

Annotations arguably = being a matter of opinion junction box = Verteilerkasten snowflake (slang) = here: derogatory term for sb who thinks they are special in situ = on the spot

IS

not a crude penis scribbled on a police station’s window, or a spray-painted name on a train’s door? It’s all art.” But some residents in Marlborough, Wiltshire, contacted the BBC to complain about some street art that appeared on a junction box® in the town. Kate Tudor says: “Graffiti is vandalism. I still have to pay to have it removed. Why do you assume everyone has a right to express their stuff by painting on public walls? Why would the rest of us be interested in the thoughts of one special snowflake®?” And fellow townsperson Josh Hartshorn argues: “Art is something you choose to see and pay for in your house and graffiti gives you no choice and you have to pay to not look at it.” [..] There’s a fine line, though, between

it appears

@

Hence,

)

a positive phenomenon.

@

~

so more and more people regard street art as

RIS

©

Part A: Between individual expression and social impact

ANALYSIS a) The article includes both arguments for and against street art. Make a list of the positive and negative aspects of street art according to the text. b) Rank these arguments from most to least convincing and discuss your results with a partner. DISCUSSION

4

Choose one of the following statements from the article and discuss it. * “Why do you assume everyone has a right to express their stuff by painting on public walls?” (ll. 96-98) e “It's not street art any more if it's hung up in a museum.” (Il. 116f.)

— S6: How to write a discussion/ comment, p. 372

239

@

Part A: Between individual expression and social impact

Take photos of street art in your neighbourhood or city. Discuss in class which of your findings can be considered art.

Banksy — one of the world’s most famous

street artists

COMPREHENSION (1]

Read the article below and outline the different stages in the house sale. Info

Over the last years, Banksy has become one of the world’s most famous street artists. However, his work cannot only be seen on the streets but also in art galleries and people’s homes.

One of Banksy’s recent pieces was painted on a wall in the Southampton General Hospital. It is a tribute to the healthcare workers fighting coronavirus.

The Guardian, 16 January 2019

DAVE SIMPSON

Crowds, vandals, chaos:

what happens when Banksy sprays your wall? One person struggled to sell their home, another had to remove wall. We meet the people whose lives changed after Banksy left his mark [...] David Anslow, property owner: I had

n

a house in Easton, Bristol

— where Banksy

used to hang out - which I was renting out to students. One day, one of the students phoned up to ask if his “graffiti

artist friend” could do some artwork on

the side. I thought it would be pretty

5}

cool but didn’t think much more about it. Years later, a friend of ours suddenly

book, Wall and Piece, and there was our house, with a 32-foot mural! on it, the full

Annotations ' mural /'mjvaral/ =a

large painting on a

width of the building. It reminded me of

wall 2 council= local

Picasso’s Guernica.

government

The crazy thing is that at the time we

| tg(;;;ä: ere:toadd

* to deface =to

damage on purpose =}

2

240

said, “Did you know you’ve got a Banksy on your house?” He showed me Banksy’s

were trying to sell the house, but couldn’t sell it because of the graffiti. People went, “We love the house, but we’re not buying it with all that stuff on the side” Then we had this bright idea of selling the Banksy and throwing the house in for free as a publicity stunt for the urban art gallery Red Propeller we were starting.

2 I wanted to make sure any buyer would

preserve the mural, but then it all kicked

off. The phone started ringing day and

night.

An

Someone

Australian

offered

£400,000.

from Los Angeles wanted

to

2 take the entire wall to California - the house would have fallen down. When the council® sent someone to clean it off,

the local people went mad and chased them down the street: we were all very ss protective of the Banksy. But once the

news got round, someone broke into the

house, smashed it up and chucked buckets of red paint all over the picture. It was ruined, but then every graffiti artist in x Bristol wanted to tag® it, so it became this collage of graffiti art, with the remnants of the Banksy still visible. When it all quietened down, the house sold for around its value: £160,000. Part ıs of the reason Banksy goes incognito

is because he got into trouble with the council for defacing* public property. [...]

Part A: Between individual expression and social impact

7

&2

CREATIVE

@

WRITING

Imagine you woke up to discover a work of street art on the wall of your family property. Write an

— S3: Checklist:

open letter to your local newspaper in which you explain the situation and express your opinion

Formal letter,

about it.

P- 368

ROLE-PLAY

Group work (5)

Because street art has become an issue in many British communities, an English TV channel has decided to host a talk show with the topic “Street art - vandalism or art?”. The TV host has invited the house owner with the Banksy on his wall,

a member of the city council who wants to ban every

piece of street art, a young woman who frequently tags and sprays in her neighbourhood and a trusted friend of Banksy (as he would not come to the talk show himself). Pick four people to play each of the guests, and a talk show host. Prepare questions (host) and

arguments (guests) according to your role and carry out the talk show.

D3, p. 346

VIEWING Webcode

u

Recently, auctioneers were delighted to be able to bid on a real Banksy. Watch the following video

and outline what happens at the auction.

You can find a link to

the video here:

WES-73643-092

Watch the video again and describe the reactions of people at the auction before and during the event.

— S20: How to listen/ watch effectively,

p. 400

[6

The event was carefully planned. Explain what Banksy’s intention might have been.

The work of art in question is now worth more than before. Comment on this and explain what this

shows about Banksy and the art world.

— S6: How to write

a discussion/

comment, p. 372

Mediation: Barbara. Look at the photos and describe the kind of art German street artist Barbara. creates.

||

|

.

“ Dumusst deine

|

— $15: How to

de;grzibe pictures, P

! Ich muss meine Kein Wunder, ¥ dass Deutschland kaumnoch

Medaillen gewinnt. SS

241

@

Part A: Between individual expression and social impact

— S19: How to improve your mediation skills,

p. 398

You have a friend in Canada who is very interested in street art and wants to know about famous street artists in Germany. You have recently come across this article about Barbara. Write an email

to your friend in which you explain who Barbara is, what she does and why she does it.

O0

Q

A

Barbara: ,,Aber nicht in diesem Ton, Freundchen!*

Pfiffige Kommentare zur Rettung der Welt Von Eva Hepper, Deutschlandfunk Kultur, 4. Mai 2018

So klebt die Aktionistin etwa auf einem Fuß-

gangerschild Spruchblasen neben die Figu35

(5}

Mal albern, mal tiefgriindig: Mit minimalen Eingriffen ergänzt die StreetArt-Kiinstlerin Barbara den deutschen Schilderwald. ,,Aber nicht in diesem Ton, Freundchen!“ heißt der dritte Band ihrer

originellsten Streiche. Ihre Wirkungsstatte ist der Raum, und ihre Liebe gilt dem

40

45

solche Tafeln versteht Barbara geradezu als Einladung zur Intervention. Tatsachlich ist

S

2

Intelligente und witzige Konter Mit minimalen Eingriffen - mit Erganzungen, Randnotizen, Applikationen und Uberklebungen - kontert Barbara intelligent und witzig, was laut Schild untersagt ist. Etwa

50

55

und fast eine Million Menschen folgen ihr mittlerweile

a S

Von aktuellen politischen Turbulenzen gepragt Barbaras Kommentare sind von den politischen und gesellschaftlichen Turbulenzen

Hass-Posts im Internet und der Fluchtlingsproblematik.

— S6: How to write a discussion/ comment, p. 372

242

geheim halt, eine gigantische Fangemeinde hat. 2016 erhielt sie den Grimme Online Award,

60

3

Parolen wie gegen deutsche Schildermanie und den normalen Alltagswahnsinn. [...]

Sowundert es nicht, dass die Kiinstlerin, die ihre Identitat Ubrigens wie Kollege Banksy

Freundchen!® [..]

der letzten zwei Jahre beeinflusst: der Wahl Donald Trumps, dem Erstarken der AfD, den

politisch simple

Mal albern, mal tiefgriindig Barbara ist mal albern, mal tiefgriindig, [...]

wenn sie direkt darunter klebt: ,Dieser Befehlston verletzt meine Gefühle“, ,Hurra, ich klebe noch“ oder ,Aber nicht in diesem Ton,

2!

feln - nichts davon ist vor Barbaras Eingriffen und Umdeutungen sicher. Kiinstlerische Originalitat und hintergrindiger Humor sind ihre Waffen ebenso gegen

die Streetart-Kinstlerin seit Jahren um kei-

nen Kommentar verlegen.

von Trump und Kim Jong Un mit Raketen in den Handen und auf dem Container steht: ,Braune Flaschen müssen in den Altglascontainer, nicht in den Bundestag.” Sexistische Werbung, Verbote jeder Art, Wahlplakate, StraBenschilder, Hinweista-

oOffentliche deutschen

Schilderwald, ganz besonders Verbotsschildern. ,Betreten verboten®, ,Bekleben verboten, Eltern haften für ihre Kinder“ —

ren: ,Woher kommst du, Mustafa?”, steht in der einen. ,Aus meiner Mama“, in der anderen. Der Hinweis auf ,spielende Kinder“ zeigt statt der Piktogramme die Kopfe

auf Facebook

und

Instagram.

Dort wurden allerdings - Verbote überall — jungst Bilder geloscht. Etwa das Hinweisschild auf Bodenwellen, denen

kunterbuntes

Barbara ein

Bikinioberteil verpasst hatte.

Humor ist eben so eine Sache, und die Mis-

65

sion der Kunstlerin wohl noch lange nicht erfüllt: ,Mir ist schon klar, dass ich die Welt nicht retten kann, aber ich mochte es trotz-

dem versuchen® Viel Erfolg!

Comment on whether you consider Barbara’s work to be art.

Part A: Between individual expression and social impact

@

Choosing art as a career PRE-READING

Pair work

What do you think it takes to be a successful artist? Discuss your ideas with a partner.

(2]

Look at the following pictures and explain * which image of being an artist they convey, * why you would consider these artists to be successful or not.

Yaifrose

“‘g_' (Da

$

COMPREHENSION Dutch artist Vincent van Gogh at auctions around the world, about pursuing a career as an Read the article “Choosing art young people need in order to

(1853-1890), whose works today are sold for record-breaking sums struggled to make a living from his art during his lifetime. But what artist today? as a career” by Marion Boddy-Evans and outline which qualifications become successful artists.

ANALYSIS

A 4]

Analyse how the author makes her point. Focus on her choice of words and the stylistic devices she

uses.

DISCUSSION

— $13: Checklist:

Analysis - nonfictional texts,

p. 388

Discuss in class whether being a professional artist is a desirable career. 243

@

Part A: Between individual expression and social impact

O0

Q

Choosing art as a career

IS

5

Is being an artist a realistic and achievable career? Marion Boddy-Evans, 21 February 2018

50

So you want to be an artist. Is this a realistic career choice, or are you going

o

n

to live in a cockroach-infested

flat for the

rest of your life, fulfilling the “starving artist” stereotype? In short, it is not easy being a successful fine artist [...] - but many people do succeed in supporting themselves through a combination of hard work, perseverance, and using their artistic talents and knowledge in a variety of ways to supplement their income from the creation of original works of art. The internet

55

60

has broadened the reach of art and made it possible for artists to increase their visibility 15 to viewers and collectors all over the world,

A S

3

@

3

S

4

courses rather than give up on the idea of an art career. The most important thing is to keep practicing your art and keep growing as an artist. Use the internet for free video

Will I Really Make Enough Money to Live On From an Art Career? The

2!

244

65

]

2

What Qualifications Should You Get for an Art Career? Take a look at all the options available at various fine art or a graphic art degrees/ diplomas and choose the one that will give you the most options - you may think you know what you're going to enjoy, but may end up being surprised by what you enjoy most. Take enough business courses to ensure that you have the skills to sell yourself and your work, and can manage your own business (do the books, pay your taxes, understand a contract etc.). You need good language skills to present yourself and your work — e.g. could you write a good press release for your first show, compose a letter to a gallery without any grammatical or spelling errors? And make sure you can touch-type? — it saves a lot of time! If you can’t afford full-time college, do part-time

making them less dependent on museums and galleries for exposure and marketing.

S

Annotations ' cadmiumred=a pigment often used by artists 2 to touch-type = to type without looking at the keyboard

YA

creative

industry

is

competitive,

70

but

that’s symptomatic of the dedication people in it feel to their work. See it as a challenge to strive and succeed, rather than writing yourself off before you've even begun. [...] Art will not make you the same money as being a stockbroker might, but you have to decide what is more important to you: money or having a job/careeryou thoroughly enjoy. Do you want a fancy car, or simply one that will get you from point A to point B without breaking down? Do you want a fancy designer top or would you rather use the money for a large tub of genuine cadmium red'? Assess your priorities and make your choices accordingly. [...] When you're 90 years old and looking back on your life, would you rather | ; be able to say that you lived an interesting, creative life or that you lived in a huge house, / had a new car regularly, and wished you had found more time for your art? [...]

demonstrations and tips. But I Want to Make a Career as a Fine Artist ...! It takes a lot of determination,

75

hard work,

hard selling, and persistence to make a career as a fine artist. You need to create paintings people want to buy. Are you willing to change your style and subject matter so that people

will buy more? Will

you take commissions, painting to order in terms 80

of size, color, and

subject?

Being a

competent painter isn’t a magic wand. You also need to be able to market yourself and your work. It is possible to make a career as a fine artist, but it is tough and few artists

85

make a living by only selling their work (at least initially). But most artists are good at multi-tasking and thinking out-of-the-box in order to come up with ways to support Y themselves until their painting alone can sustain them. But supplementing your painting with

another

complementary

; creative pursuit is not all bad either.

Part A: Between individual expression and social impact

@

Can you separate the art from the artist? Often referred to as the “King of Pop”, Michael Jackson (1958-2009) was an American singer, songwriter and dancer and also one of the most popular and most successful entertainers of the 20th century. The 2019

documentary

Leaving Neverland by British filmmaker

Dan

Reed

deals with allegations

made by Wade Robson and James Safechuck, who claim to have been sexually abused as children

by Michael Jackson. Jackson had already been accused of sexual abuse in 1993 and then again in 2005. The first case was settled outside of court, and no criminal charges were filed. In the second one he was found “not guilty” by a jury. The documentary has been discussed controversially. Some claim the film to be one-sided and question its accuracy. Others state the accusations are believable and demand a reassessment of Jackson’s legacy. Read the opinion pieces below and outline the arguments for and against continuing to listen to Michael Jackson’s music.

Pair work

With a partner, discuss who you agree/disagree with most and justify your opinion.

LYNDSEY WINSHIP, CHUCK KLOSTERMAN,

LAURA SNAPES AND

SIMRAN HANS The Guardian, 1 March 2019

‘Too big to cancel’: can we still listen to Michael Jackson? Lyndsey Winship: ‘Choosing to listen to his music is a personal reckoning’ Separating

man

and

music

is difficult when

condemn the person, even shelve? the records,

(3}

that man’s output amounts to a cultural phenomenon and his influence went way beyond music. Jackson brought black dance styles into the mainstream. He didn’t invent steps like the moonwalk but he was responsible for bringing them to the world’s attention. He 10 inspired people to dance - especially boys, especially non-white ones - and he is cited by some of the superlative performers of their generation as the person who sparked their desire to move. [...] ı5 But, the allegations against him are hideous. Abuse can never be excused. As a society, what we consume and what we celebrate is what forms our values. Does that mean a ban on his music? It is impossible to erase from

Once people have seen the film, that will be a 2s personal reckoning?, yet it must be possible to

(and much

of its brilliance

was created by others - Quincy Jones, Rod Temperton - not Jackson alone), but choosing to now actively listen to, or dance to Jackson? Annotations ' reckoning /'rekeniy/ = calculation, assessment

Lyndsey Winship is the Guardian’s dance critic

Laura Snapes: ‘It’s a cautionary tale against

idol worship’ I have never really associated Jackson with

his music. I was born in 1989, and grew up in

35a pop landscape where he was decreasingly visible. His songs remained totemic® but so much so that it rarely occurred to me that they had been made by humans, the same way that I never wondered who designed the McDonald’s w0 logo, or what’s really in a can of Coke. The first time I really became aware of Jackson the man was in the build-up to Martin Bashir’s 2003 documentary, which my parents wouldn’t let me watch because it was “inappropriate”. Obviously, I watched it anyway. Since then, I 4 &n

20 our consciousness

30

without being ashamed of the influence his music had on us, the good things he inspired and the careers he started.

2 to shelve = to not use 3 totemic = like a totem, i.e. a symbol that is worshipped

245

@

XTl

RC

Part A: Between individual expression and social impact

have always associated Jackson with allegations of paedophilia, and so I never sought out his albums. Still, the irresistibility of his music crept up 50

on me. The irresistible power Jackson brought

to his music is the same power he wielded? to abuse children and hoodwink® their families into letting him do so. It is the same power that afforded him a coterie® of enablers’ with a vested® 55

S

6

financial interest in ensuring

that the public

x won’t be able to talk about that music to the exclusion of non-musical events, which will

perceived these allegations to be ridiculous. Jackson’s greatest legacy is as an unparalleled example of how the entertainment industry prioritises profit over pain. It’s a cautionary tale against idol worship, and a reminder to question figures who willingly exploit that dynamic.

This is the point where,

incrementally!* change its musical meaning.

Charles Klosterman is an author and essayist. His most recent book is But What If We’re Wrong?

95

for me, the

man and the music become inextricable’, and for ever inadmissible®. Laura Snapes is deputy music editor of the Guardian

10

S

65

Chuck Klosterman: ‘He is too massive to

cancel’

70

survivors, James Safechuck and Wade Robson,

10!

A

[...] What is specifically complicated about the Michael Jackson scenario is the sheer magnitude of his footprint. Even if every worldwide

1

o

least 60m physical copies of Thriller scattered

around the globe. He is too massive to cancel. What will happen, I suspect, is that the ever-

increasing population of transgressive!? musicians (both living and dead) who find

of us were), it is near impossible to turn a blind

the testimonies the director, Dan Reed, presents. There is also a contradiction, or at least a

brilliant and unusually ubiquitous®, so people

246

a

11

12

S

S

85

will eventually be lumped into a separate silo of cultural history. The unspoken rule will be that their work can be consumed and analysed, but not without overtly recognising that they are members of this exiled fraternity. It will be somewhat similar to how a film student can still reference the cinematography of Leni Riefenstahl, but only after first noting her political relationships. Jackson’s work is

most gentle, caring, loving people I knew”, says Safechuck matter of factly. He was also a paedophile, and an abuser. If you weren’t convinced of Jackson’s guilt before (and many

eye to it now, so powerful and incriminating are

themselves recast as irredeemably'? problematic

8

describe the doublethink of abuse. Survivors can hold two contradictory thoughts in their

heads; Michael Jackson was “one of the kindest,

streaming service removed his songs and Apple

Music terminated his catalogue, there are still at

75

Simran Hans: T’m no longer able to square the art with the artist’ I watched Leaving Neverland on my birthday, a bruising 9am screening at the Sundance film festival. The experience was, as you might imagine, somewhat of a downer. Yet, what’s both fascinating and illuminating about this film is the precision with which its two central

tension present for Jackson fans such as myself when revisiting his art. To detach Jackson’s tarnished" celebrity persona from his music and reappraise it as pure and faceless pop commerce because it is more comfortable doesn’t feel right. Listening to him doesn’t feel right, either. I'm not calling for him to be “cancelled” but personally 'm no longer able to square® the art

will always want to talk about it. They just

with the artist; it doesn’t exist in a vacuum. [...] Simran Hans is a film critic for the Observer

Annotations * to wield = to use very effectively > to hoodwink =to make people believe something that is not true $ coterie = a small group of people ’ enabler = sb who makes it possible for someone to continue with a certain kind of behaviour ® vested interest = a strong interest 9 inextricable = intertwined, not possible to separate

"®inadmissible = not capable of being allowed ""transgressive = overstepping boundaries ?irredeemable = without hope of change '3 ubiquitous /ju:'bikwites/ = being everywhere "*incrementally = happening in small steps "tarnished = damaged, disgraced '®to square = here: to bring into agreement

Part A: Between individual expression and social impact

VIEWING/LISTENING

Webcode

a) Watch the video “Can you separate art from the artist” by Rowan Ellis. While watching, note down the correct answer (a, b, c or d). 1. Ellis believes that a) the art and the artist are separate. b) the ties between an artist and a piece

d) What is the context of their art in relation to others and have they been proven to be guilty?

of work are very much real.

c) you should consider the issue from a theoretical standpoint. d) you should boycott art by problematic artists.

2. If you are acting on principle, you a) separate the art and the artist entirely. b) make a decision based on your feelings. c) would not consume the art of problematic artists. d) will not purchase art that will profit

problematic artists, but might pirate it online.

3. Ellis’s third point “perception” relates to

a) power. c) reason.

@

b) feelings. d) money.

4. What questions does Ellis say we must take into consideration? a) What did they do and when did it happen? b) What did they do and have they been proven to be guilty? c) What did they do and what is the context of their art in relation to others?

You can find a link to the video here: WES-73643-093

— S20: How to listen/ watch effectively,

p. 400

5. Why could your decision to boycott a film be more complicated than a decision to boycott a book? a) Films are more expensive to make. b) Lots of different people work on films. c) Fewer people read books than watch films.

d) Authors make more money from books. 6. Why is Kesha used as an example? a) She worked with Harvey Weinstein. b) She boycotted a problematic producer. c) She is an artist people have boycotted. d) She was forced to work with a problematic producer. 7. What problem does Ellis address with boycotting artists? a) It doesn’t achieve anything. b) It stops artists from making money. c) Sometimes people do it just to feel better about themselves. d) It dismantles the structures which

allow these things to happen in the first place.

b) Complete the sentences. If necessary, watch the video again. 1. Rowan Ellis concludes by saying that how to react to an artist’s misconduct is ... 2. Ellis likes her viewers to consider whether a personal boycott might only be aimed at ... 3. She moreover suggests that we should also take a step further and try ...

E3 Group work (3)

Rowan Ellis suggests there are three aspects to consider when dealing with art created by “problematic people”. In groups of three, focus on one aspect each. Explain what is meant and give examples.

Discuss the question of whether we should separate artists from their art. Also take into consideration whether or not they have been convicted of their crime.

— S6: How to write a discussion/ comment, p. 372

247

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Part B: Shakespeare

webcode

You can download a word list for

PartBhere:

Shakespeare and the world that made him The political background When Shakespeare was born, England was ruled by Queen Elizabeth I from the Tudor dynasty. After Elizabeth died in 1603, James I inherited the throne, starting the fateful Stuart dynasty, which joined the

s thrones of England and Scotland but ultimately threw England into a period of religious and political turmoil ending in civil war and the execution of James’ son, King Charles I.

The Elizabethan world view 10 The Elizabethans had a view of the universe very different from ours.

They believed in a hierarchical order of the universe in which all creation was ranked in an unalterable order from God to the angels down to man and from there further down to the animals, plants and minerals. Those higher in the chain possessed understanding and, accordingly, had more authority and responsibility than the ı5 lower beings. This meant that hierarchy and order in the political world were extremely important. Next to the king or queen in the social order came the nobility followed by the knights and gentlemen. The poor were at the bottom of the chain. The father was the head and ruler of the family and children were brought up to fear and respect their parents. Women had few rights.

The theatre in Shakespeare’s time The playhouses 20 Playhouses drew big audiences of more than a thousand spectators, but they were not popular with everyone. The officials who ran the City of London thought that they were noisy and attracted

undesirable people. This explains why a number of playhouses were built outside the city walls on the south bank of the river. Plays were performed in daylight because there was no artificial lighting apart from candles. This 25 meant that the audience could see each other, which made the whole experience

a more communal

one than today. All outdoor playhouses had a central yard that was open to the sky and a raised stage, which

— The reconstructed

Globe Theatre in London opened in

1997

protruded into the yard.

. The audience

=0 For many people, theatre was the main form of entertainment. The theatre was not only a middleclass or aristocratic form of entertainment. Many members of the middle class were in fact Puritans

and opposed to the theatre. A large part of the audience was made up of skilled workers, artisans, clerks, apprentices and women. The companies 3s Each company was named after its aristocratic or royal patron, e.g. The Lord Chamberlain’s Men or

The King’s Men. Companies performed six days a week, putting on a different play each day. The demand for new plays was high. When James I became king in 1603, he and his family became patrons of three main theatre companies. The actors

20 Acting was not considered to be a respectable profession. Women were not allowed to perform on stage and young boys took on the roles of women. It was believed that because actors made a living pretending to be someone they were not, they could not be trusted. The Puritans even believed that theatres could be subversive and upset the natural order of things: common men dressed up as kings and boys as women, thus overturning social distinctions.

248

Part B: Shakespeare

5E

Workshop: Step by step

@

Working on Shakespearean drama

PRE-READING

1

a) Read the prologue to the play Romeo and Juliet and note down what clues the audience is given about the play they are about to watch. b) Describe the structure of the prologue.

Two households, both alike in dignity,

Annotations

] i::ge_::s;fii loins Igarts Oftäe body used to create and bear children

w

n

In fair Verona, where we lay our scene, From ancient grudge! break to new mutiny? Where civil blood makes civil hands unclean.

IS

s From forth the fatal loins? of these two foes

@

A pair of star-cross’d* lovers take their life;

=)

Whose misadventured® piteous overthrows®

misadventured :yunfortunate

overthrow = disappointment

; ;‘r‘;‘;fgll“;bfi;t:g;i

~

Do with their death bury their parents’ strife.

ä;:s'ct;";;t’nfu‘iisnne‘j by the

The fearful passage of their death-mark’d love, 10 And the continuance of their parents’ rage,

Which, but their children’s end, nought’ could remove,

Is now the two hours’ traffic® of our stage; The which if you with patient ears attend,

What here shall miss, our toil shall strive to mend.

¥ E Bl

v/16

a) Group work Consider how you would film the prologue. Think about ° setting, ° cast, e costumes, ° music. b) Watch the beginning of the film from 1997 in which Leonardo di Caprio and

Claire Danes play Romeo and Juliet. What do you find surprising? Compare it

with your ideas.

— $20: How to listen/

‘F’)"aigge‘cf““"e{yv ;

Preview

Webcode

You can find the

video here: WES-73643-095

—

In this Workshop, you will work on one of the most famous scenes in Shakespeare’s plays, “the Balcony Scene” (Act II, Scene 2) from Romeo and Juliet. You will have a close look at the plot, the language Shakespeare uses and the characters. COMPREHENSION:

UNDERSTANDING

THE

PLOT

Since Shakespeare did not work with readers in mind but for the actors who performed his plays and the audience, most of whom could not read anyway, it makes sense to watch the play performed before reading it. a) Pair work Watch this performance of the balcony scene performed by the Royal Shakespeare company. Talk about the feelings it evoked in you.

b) Watch it again and note down .

® the couple’s dilemma, * how they plan to resolve it.

c) Pair work Compare your findings with those of a partner.

Webcode You can find a link

to the video here: WES-73643-096

— $20: How to listen/

Wa;gge‘cfec“"ewv P.

249

@

Workshop: Step by step

Part B: Shakespeare

Now read part of the scene and put these sentences into the correct order.

.

1. Romeo begins to swear his love for her but she stops him, worried that everything is happening too quickly. He is able to reassure her and they confess their love for each other again. 2. The Nurse calls Juliet and she goes inside briefly. When she returns she says she will send someone to Romeo the next day to find out if he wants to marry her. 3. Juliet confesses her love for Romeo, but she is worried that he may not be

telling the truth about his feelings or think that she is too . Romeo, who is hiding in the Capulet garden, is overjoyed Juliet is on the balcony. | 5. Juliet, believing she is alone, professes her love for Romeo ] her sorrow that he is a Montague. 2 6. Romeo reveals himself and surprises Juliet by agreeing to cast off his name.

Capulet’s Garden. Enter ROMEO

ROMEO. But soft!, what light through yonder

window breaks? 5 It is the east and Juliet is the sun! Arise, fair sun, and kill the envious moon,

Who is already sick and pale with grief

That thou her maid art far more fair than she. Be not her maid, since she is envious;

10 Her vestal livery is but sick and green?,

30 ROMEO. She speaks. O, speak again, bright angel, for thou art As glorious to this night, being o’er my head, As is a winged messenger’ of heaven Unto the white-upturned® wondering eyes 3 Of mortals that fall back to gaze on him When he bestrides’ the lazy-puffing clouds And sails upon the bosom of the air. JULIET. O Romeo, Romeo! Wherefore!® art thou Romeo? IS S

O that she knew she were!

ıs Her eye discourses®, I will answer it.

Two of the fairest stars in all the heaven, Having some business, do entreat her eyes

ROMEDO. [Aside.] Shall I hear more, or shall I

speak at this? ı5 JULIET. ’Tis but thy name that is my enemy: Thou art thyself, though not a Montague. What’s Montague? It is nor hand, nor foot,

To twinkle in their spheres? till they return. 20 What if her eyes were there, they in her head?

Nor arm, nor face, nor any other part

The brightness of her cheek would shame those stars,

As daylight doth® a lamp. Her eyes in heaven Would through the airy region® stream so bright 2s That birds would sing and think it were not night. See how she leans her cheek upon her hand

Belonging to a man. O, be some other name.

so What’s in a name? That which we call a rose

By any other name would smell as sweet;

So Romeo would, were he not Romeo call’d,

Retain that dear perfection which he owes! Without that title. Romeo, doff'? thy name,

O that I were a glove upon that hand,

250

a

»

doth =does

o

spheres = paths or orbits of the stars

a

And for that name, which is no part of thee, Take all myself.

N

Annotations T soft! = He tells himself to speak quietly. 2 Her vestal ... green = reference to the dress worn by the Vestal virgins in ancient Rome, who served the virgin priestess of the goddess Vesta, whose insistence on a life of chastity for her virgin priestesses is not healthy according to Romeo 3 Her eye discourses = Her eye speaks to me. Note that it also sounds like ‘Her I discourses’ in the sense of ‘her self’.

5!

©

That I might touch that cheek!

Deny thy father and refuse thy name;

Or, if thou wilt not, be but sworn my love, And I'll no longer be a Capulet.

She speaks, yet she says nothing; what of that? I am too bold: ’tis not to me she speaks.

her wish for him to

JULIET. Ay me!

And none but fools do wear it. Cast it off.

It is my lady, O, it is my love!

and at the same time

@

JULIET appears above at a window.

easily won. when he realizes that

the airy region = the upper air winged messenger = angel white-upturned = turned up so that the pupils can hardly be seen

9

bestrides = stands on or walks across sth

19 wherefore = why

Part B: Shakespeare ROMEO.

I take thee at thy word.

o In truth, fair Montague, I am too fond;

And therefore thou mayst think my ’haviour? light?:

Call me but love, and I'll be new baptis’d; Henceforth I never will be Romeo.

co JULIET. What man art thou that, thus bescreened® in night,

So stumblest on my counsel™?

ROMEO. By a name I know not how to tell thee who I am: s My name, dear saint, is hateful to myself, Because it is an enemy to thee Had I it written, I would tear the word.

JULIET. My ears have yet not drunk a hundred words 0 Of thy tongue’s uttering, yet I know the sound. Art thou not Romeo, and a Montague?

ROMEDO. Neither, fair saint, if either thee dislike.

But trust me, gentleman, I'll prove more true

Than those that have more cunning to be 0 strange®. I should have been more strange, I must confess, But that thou overheard’st, ere I was ’ware®,

My true-love passion: therefore pardon me; And not impute this yielding® to light love 10s Which the dark night hath so discovered™.

ROMEQO. Lady, by yonder blessed moon I vow, That tips with silver all these fruit-tree tops — JULIET. O, swear not by the moon, the inconstant

moon, 110 That monthly changes in her circled orb®,

Lest that* thy love prove likewise variable.

JULIET. How cam’st thou hither, tell me, and wherefore? [...]

ROMEO. What shall I swear by?

JULIET.

s ROMEO. By love, that first did prompt me to enquire.

He lent me counsel®, and I lent him eyes.

I am no pilot'®, yet, wert thou as far As that vast shore wash’d with the furthest sea, so I should adventure for'” such merchandise.

JULIET. Thou knowest the mask of night is on my face,

Else would a maiden blush bepaint'® my cheek For that which thou hast heard me speak tonight.

es Fain' would I dwell on form®; fain, fain deny

What I have spoke. But farewell compliment®. Dost thou love me? I know thou wilt say ‘Ay*?,

Workshop: Step by step

Do not swear

at all.

115 Or if thou wilt, swear by thy gracious self, Which is the god of my idolatry®, And I'll believe thee.

ROMEO. If my heart’s dear love — JULIET. Well, do not swear: although I joy in 120

thee,

I have no joy of this contract® to-night: It is too rash, too unadvised, too sudden; Too like the lightning, which doth cease to be

Ere one can say ‘It lightens.” Sweet, good night!

ı25 This bud of love, by summer’s ripening breath,

And I will take thy word. Yet, if thou swear’st,

May prove a beauteous flower when next we

If thou dost love, pronounce it faithfully:

Good night, good night! as sweet repose and rest Come to thy heart as that within my breast

Thou mayst prove false. At lovers’ perjuries®, 9 They say, Jove® laughs. O gentle Romeo, Or if thou thinkest I am too quickly won,

meet.

120 ROMEOQ. O, wilt thou leave me so unsatisfied?

I'll frown, and be perverse®, and say thee nay, So thou wilt woo*: but else, not for the world.

JULIET. What satisfaction canst thou have tonight?

Annotations

% 2 % 27 % 2

" owes = owns;

2 doff= put off, remove '3 bescreened = hidden * So stumblest on my counsel = comes so unexpectedly upon my secret thoughts > He gave me counsel = He [i.e. love] gave me some advice 16 pilot = navigator of a ship " I should adventure for = I would come, however great the danger '8 bepaint = colour 19 Fain = gladly, willingly % dwell on form = give time to formal ceremonies 2 Farewell compliment = goodbye to formality 2 Ay =vyes 23 perjuries = false statements, lies

© % 32 3

Jove = another name for the Roman god Jupiter, king of the gods perverse = unwilling to give in woo = try to win sb’s love 'haviour = behaviour light =immoral, lustful have more cunning to be strange = are more skilled at being reserved ere I was 'ware = before I was aware of your presence impute this yielding = take the fact that I return your love to mean that I am easily won Which the dark ... discovered = which you have discovered thanks to the darkness of the night circled orb = sphere, orbit

3 Lest that = unless, in case

® idolatry = worship of a physical object or false god % contract = marriage vows

251

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Workshop: Step by step

Part B: Shakespeare

ROMEO. The exchange of thy love’s faithful vow

Re-enter JULIET above.

for mine.

135 JULIET. I gave thee mine before thou didst request it:

And yet I would” it were to give again. ROMEO. Wouldst thou withdraw it? for what purpose, love?

110 JULIET. But to be frank®, and give it thee again. And yet I wish but for the thing I have: My bounty® is as boundless as the sea,

JULIET. Three words, dear Romeo, and good

night indeed. If that thy bent of love be honourable®, Thy purpose marriage, send me word to-morrow By one that I'll procure to come to thee*, Where and what time thou wilt perform the rite®; 150 And all my fortunes at thy foot I'll lay And follow thee my lord throughout the world. 155

My love as deep; the more I give to thee, The more I have, for both are infinite.

115 NURSE calls within. I hear some noise within; dear love, adieu!

Anon®, good nurse! Sweet Montague, be true. Stay but a little, I will come again.

Exit JULIET above. 150 ROMEO. O blessed, blessed night! I am afeard.

Being in night, all this is but a dream,

Too flattering-sweet to be substantial.

Webcode You can find a link to the video here:

WES-73643-097

ANALYSIS:

Annotations 37 would = wish 38 frank = generous %9 bounty = warm generosity 4 Anon = soon, in a little while

*' If that ... honourable = if your love is honourable in its intentions * one that I'll procure to come to thee = a messenger I will send to you

3 the rite = marriage

LANGUAGE

[E Pair work: Dramatic reading

a) Read the following info box, then watch the video. Note down what you learn about iambic pentameter. Info

You should for the following reasons read Shakespeare aloud: * Shakespeare wrote for theatre-goers, who watched the play and listened to the lines. * The spoken word was the only means of communication for most people, since the majority of the population could not read or write.

* Most of Shakespeare’s plays are written in blank verse. The iambic pentameter of the lines gives them a rhythm when they are spoken. * Shakespeare uses many different registers for his characters, e.g. the street language of the poor, the passionate language of lovers, the pretentious language of rulers etc. These are more obvious if the lines are spoken.

b) Use the tips from the video to prepare a dramatic reading of lines 1-80, one of you as Juliet and one as Romeo. Also use the checklist.

Checklist

Dramatic Reading Before you start ° read any annotations for this part so that you understand the text,

= consider who is speaking to whom and what they want, * think about which words should be stressed to best convey the meaning.

252

While you are reading * don’t stop when you reach a word you don’t know, * do not automatically pause at the end of each line but pay attention to the punctuation. Pause briefly when there is a comma, and a longer time for a

full stop.

Part B: Shakespeare

a) Atthe beginning ofthis scene Rome_o is a teenager who has just fallen madly in love. The imagery in his language reflects this

Workshop: Step by step

quotation

Imagery/ interpretation "

state of mind. Look at Romeo’s first speech ~ But Soft, what light through (lines 3-28) and complete the grid.

yonder window breaks?

D4, p. 346

Itis the east and Juliet is the sun!

b) Find examples from Juliet’s lines (119-144) to illustrate her feelings for Romeo .What images does she use to express those .

5

.

,

effect

metaphor:

Juliet = sun

Webcode .

feelings? Compare them with Romeo’s use of imagery.

ANALYSIS:

@

You can download

DS, p. 347

the grid here:

WES-73643-098

CHARACTERS

An analysis of Shakespearean characters needs to take into account what kind of play they appear in. Romeo and Juliet is a tragedy. In many Shakespearean tragedies, the hero’s “tragic flaw” or inner weakness is the main cause of his downfall. Therefore, it is important to look for both strengths and weaknesses in the main characters. However, in Romeo and Juliet, fate also plays a major role. They are “star-cross’d lovers” right from the beginning and their fate is predicted in the prologue.

a) Look at the following list of adjectives and choose those which most appropriately fit * Romeo

» Juliet

— S25: How to work with408a dictionary, P-

+ both of them.

Look up any words you are not familiar with in a dictionary.

Language

support

impulsive | impetuous | passionate | naive | courageous | obedient | disobedient | strong-willed | hesitant | independent | headstrong | determined | immature | intense | emotional | vulnerable | rebellious | cowardly | inexperienced | cautious | innocent | modest | pragmatic | sensible | romantic

b) Find evidence in the scene to support your choice.

c)

E3

D6, p. 347

Despite the role of fate it is possible to recognize weaknesses in Romeo’s character, which helped to bring about their downfall. Discuss * which character trait is most likely to be Romeo’s “tragic flaw”, . . . * whether Juliet might be considered to be the more mature of the two lovers. Use quotations from the scene to support your arguments.

— S11: How to work on a play, p. 384 — S6: How to write a discussion/

comment, p. 372

Speed dating

* Form two groups. One group is Romeo, one Juliet. * Write down at least five questions you (as Romeo or Juliet) would like to ask Romeo or Juliet and write them down. * Sit in two rows facing each other. * Ask and answer the questions of the person opposite you. * After two minutes all Romeos move one place to the left. * Ask the next Romeo/Juliet questions. * Continue until you have talked to five Romeos/Juliets. * Choose the partner you find most convincing and tell him/her why. COMMENT/CREATIVE

a

WRITING

You are an actor/actress and have read that a new production of Romeo and Juliet is being planned. Write a letter to the director explaining why you are perfect for the role of Romeo/Juliet. OR

— §3: Checklist: Formal letter, p. 368

The English playwright and contemporary of Shakespeare, Ben Jonson wrote that Shakespeare was “not of an age but for all times”. Discuss this view, referring to the scene from Romeo and Juliet.

— S6: How to write

a discussion/ comment, p. 372

253

©

Workshop: Practice

FE

Part B: Shakespeare

Working on Shakespearean drama

PRE-READING

— S15: How to describe pictures,

p. 392

1

Look at this picture from a production of the play. Romeo is in the centre. Describe his role.

COMPREHENSION

— S1: Checklist: Summary, p. 364

H

Read the following excerpt from Act III, Scene 1 and summarize the plot. Romeo and Juliet have been secretly married. Later, Benvolio and

Mercutio, two Montagues, meet Tybalt, a Capulet and Juliet’s cousin, on the streets of Verona.

Tybalt is angry that Romeo attended a Capulet ball and has challenged him to a duel.

“ x

But love thee better than thou canst devise*, Till thou shalt know the reason of my love:

TYBALT. Well, peace be with you, sir: here comes

5

‘“ W

ROMEDO. I do protest, I never injured thee,

Enter ROMEO

MERCUTIO.

‘ß

But I'll be hanged, sir, if he wear

your livery: Marry, go before to field, he’ll be your follower; Your worship in that sense may call him ‘man’.?

TYBALT. Romeo, the hate I bear thee can afford No better term than this, — thou art a villain.

20 And so, good Capulet, - which name I tender As dearly as my own, - be satisfied. MERCUTIO.

submission!

5 Alla stoccata carries it away. 25 [Draws]

Tybalt, you rat-catcher, will you walk®?

10 ROMEO. Tybalt, the reason that I have to love

TYBALT. What wouldst thou have with me?

Doth much excuse the appertaining® rage

To such a greeting: villain am I none;

Therefore farewell; I see thou know’st me not.

ı5 TYBALT. Boy, this shall not excuse the injuries

That thou hast done me; therefore turn and draw.

O calm, dishonourable, vile

MERCUTIO.

30

Good king of cats, nothing but one

of your nine lives’; that I mean to make bold

withal?, and as you shall use’ me hereafter,

drybeat! the rest of the eight. Will you pluck your sword out of his pilcher! by the ears!?? Make haste, lest mine be about your ears ere it

be out.

@

IS

w

Annotations ' my man = Tybalt means ‘just the man I am looking for’, but Mercutio playfully develops the idea that ‘man’ can also indicate a male servant. 2 Marry go ... call him ‘man’. = The only way Romeo would ever be Tybalt's ‘follower’ or ‘man’ is if he followed him to the duelling ground, having accepted his challenge. appertaining = justified, understandable devise = imagine Alla stoccata carries it away. = An appeal to the sword wins the day. “Alla stoccata” is Italian for “To the sword”.

254

5 will you walk? = will you go somewhere fight? your nine lives = an allusion to the nine have 3 to make bold withal = to take the liberty ¢ use =treat 19 drybeat = put an end to " pilcher = a negative term for the case of 12 ears = handle of a sword '3 put thy rapier up = lower your sword

with me where we can lives that a cat is said to of ending a sword

Part B: Shakespeare

Workshop: Practice

@

BENVOLIO. Here comes the furious Tybalt back

3 TYBALT. I am for you. [Drawing]

again.

65

ROMEO. Gentle Mercutio, put thy rapier up®.

ROMEO. Alive, in triumph, and Mercutio slain!

Away to heaven, respective lenity?, And fire-eyed fury be my conduct now!

MERCUTIO. Come, sir, your passado™. They fight

Re-enter TYBALT

10 ROMEO. Draw, Benvolio; beat down their weapons. Gentlemen, for shame, forbear this outrage! Tybalt, Mercutio, the prince expressly hath

Now, Tybalt, take the villain back again, That late thou gavest me; for Mercutio’s soul

Is but a little way above our heads, Staying for thine to keep him company:

Forbid this bandying® in Verona streets. ı5 Hold, Tybalt! Good Mercutio!

Either thou, or I, or both, must go with him.

TYBALT under ROMEQ’s arm stabs MERCUTIO,

TYBALT. Thou, wretched boy, that didst consort?

Exeunt MERCUTIO and BENVOLIO

Shalt with him hence. ROMEO. This shall determine that. They fight; TYBALT falls

and flies with his followers [...]

ROMEDO. This gentleman, the prince’s near ally, so My very friend, hath got his mortal hurt In my behalf; my reputation stain’d With Tybalt’s slander, - Tybalt, that an hour

him here,

80

Hath been my kinsman'”! O sweet Juliet, Thy beauty hath made me effeminate 55 And in my temper’® soften’d valour’s steel! Re-enter BENVOLIO

BENVOLIO. O Romeo, Romeo, brave Mercutio’s

dead! That gallant spirit hath aspired the clouds?, s Which too untimely here did scorn the earth?.

85

BENVOLIO. Romeo, away, be gone! The citizens are up®, and Tybalt slain. Stand not amazed: the prince will doom thee death?, If thou art taken: hence, be gone, away! ROMEDO. O, I am fortune’s fool?’! BENVOLIO.

stay?

Why dost thou

Exit ROMEO

ROMEQO. This day’s black fate on more days doth depend;

This but begins the woe?, others must end.

Annotations " your passado = let me see you make a thrust with your sword 'S bandying = fighting '® Romeo has rushed between them to part them. Tybalt then aims a blow at Mercutio, the sword passing under Romeo’s arm. ' that an hour ... kinsman = who, by my marriage with Juliet, has only just become my relative '® temper = character, personality; blacksmiths also ‘temper’ steel by immersing it in cold water when it is hot % soften’d valour’s steel = softened Romeo’s formerly brave and steadfast character

2 2 2 23 % 2 % 27

hath aspired the clouds = has been sent to heaven Which too ... earth = left the earth too soon woe = misery respective lenity = gentleness that is respectful consort = accompany are up =are in a state of commotion will doom thee death = will condemn you to death fortune’s fool = The Elizabethans believed that everyone’s destiny was dictated by Fortuna, the goddess of luck, fate and fortune.

ANALYSIS Language awareness

Examine the changing roles Romeo plays in this scene and analyse how

Shakespeare’s language underlines them. COMMENT/CREATIVE

z

D7, p. 347

WRITING

Comment on Romeo’s description of himself as “fortune’s fool”. OR

Write Romeo’s letter to Juliet explaining what happened in this scene from his point of view.

— S11: How to work on a play, p. 384

— S6: How to write a discussion/ comment, p. 372

— S2: Checklist: Creative writing, p. 365

255

@

PartB: Shakespeare

Shakespeare retold: The Taming of the Shrew PRE-READING

Round Robin

Talk about what makes a “good” husband and a “good” wife. Are there differences between them in your opinion? How do your ideas compare with the expectations of society in general?

THE

ORIGINAL

PLAY

The Taming of the Shrew is a comedy about gender roles. Katherina, the shrew, is a witty and sharptongued woman who refuses to get married. However, her father insists that she marry before her younger sister, Bianca. Katherina finally agrees to marry Petruchio, a clever but rough man who “tames”

her and

makes

her into a “model wife”, or so it seems.

At a banquet to celebrate three

marriages at the end of the play, Petruchio suggests a contest to determine the most obedient wife. Katherina wins with the following monologue, which is open to interpretation. Read the monologue and outline Katherina’s arguments in favour of male supremacy. KATHERINA

Fiel, fie! Unknit that threat’'ning unkind brow And dart not scornful glances from those eyes To wound thy lord, thy king, thy governor. s It blots thy beauty as frosts do bite the meads?, Confounds thy fame® as whirlwinds shake fair buds, And in no sense is meet* or amiable.

A woman moved’ is like a fountain troubled,

10 Muddy, ill-seeming, thick, bereft of beauty, And while it is so, none so dry or thirsty

Will deign to° sip or touch one drop of it. Thy husband is thy lord, thy life, thy keeper, Thy head, thy sovereign, one that cares for thee, ıs And for thy maintenance commits his body To painful labor both in sea and land,

To watch the night in storms, the day in cold, Whilst thou liest warm at home, secure and safe,

And craves no other tribute at thy hands,

20 But love, fair looks and true obedience —

Too little payment for so great a debt.

Such duty as the subject owes the prince, Even such a woman oweth to her husband. And when she is froward’, peevish?, sullen, sour,

2s And not obedient to his honest will,

What is she but a foul, contending rebel

And graceless traitor to her loving lord? I am ashamed that women are so simple

To offer war where they should kneel for peace; s0 Or seek for rule, supremacy and sway

— S6: How to write a discussion/ comment, p. 372

256

When they are bound to serve, love and obey.

Why are our bodies soft and weak and smooth, Unapt’ to toil and trouble in the world, But that our soft conditions and our hearts 35 Should well agree with our external parts? Come, come, you froward and unable worms! My mind hath been as big as one of yours, My heart as great, my reason haply'® more,

To bandy!! word for word and frown for frown.

10 But now I see our lances are but straws,

Our strength as weak, our weakness past compatre, That seeming to be most which we indeed least are.

ıs Then vail your stomachs, for it is no boot,

And place your hand below your husband’s foot: In token of'? which duty, if he please, My hand is ready, may it do him ease. PETRUCHIO

so Why, there’s a wench!!? Come on and kiss me, Kate.

Annotations ' Fie /fai/= expression of

outrage

2

meads /mi:dz/=areas of

grass 3 Confounds thy fame = makes you look bad * meet = appropriate 5 moved = angry, agitated

5 Will deign to = will bring themselves to 7 froward = difficult to deal with, stubborn

¢ peevish = in a foul mood

9

1 " 2 '3

Unapt = unsuited

haply = by chance, perhaps to bandy = to quarrel, argue In token of = as a gesture of Why, there’s a wench! = There, that’s my girl!

There have been many different interpretations of Katherina's last speech. From your knowledge of

Shakespeare’s women, e.g. Juliet, discuss which interpretation is most likely in your opinion. * Katherina pretends to be “tamed” in order that she and Petruchio win the bet. This would suggest a certain mutuality and equality between them.

Part B: Shakespeare

@

* Petruchio’s brutal methods (e.g. lack of food and sleep) have tamed Katherina into submission and she is the “good” wife she is expected to be. * Katherina’s speech is meant ironically. Katherina is telling the audience what they want to hear *

but not what she believes herself. Katherina is the victim of a deal between her father and Petruchio and her speech is full of bitter resignation.

A MODERN

ADAPTATION

IN NOVEL

FORM

Shakespeare has been the source of inspiration for a great deal of modern literature. Anne Tyler’s novel Vinegar Girl, published in 2016, is an example. Read the summary of the novel and discuss how convincing the plot is.

Underappreciated, forthright and opinionated, Kate Battista longs for a life beyond looking after

unproductivity. However, his lab assistant, Pyotr, who has been a brilliant asset and essential to

u

his research, is close to being deported from the

15 country.

His idea of how to keep Pyotr in the country legally

patient with the parents of the pre-school children who adore her.

Meanwhile, her father is seeking a solution to his own problem. He’s finally reached an

a discussion/ comment, p. 372

academic breakthrough that could reverse years of

the household for herself, her father (an eccentric

and adventurous scientist) and her pretty younger sister. Things at work aren’t perfect either, where she is constantly told to be more diplomatic and

— S6: How to write

is scandalous, and he needs Kate’s assistance. She

cannot believe it and is so angry that he could ask anything more of her, however eventually she

20 agrees to marry Pyotr.

Read the extract from the novel and outline Kate’s arguments on behalf of men.

Vinegar Girl

charge, in control; they don’t dare show their

true feelings. No matter if they’re hurting or desperate or stricken with! grief, if they’re heartsick or they’re homesick or some huge dark guilt is hanging over them or they’re

about to fail big-time at something - ‘Oh, I’m okay, they say. ‘Everything’s just fine’ They’re a whole lot less free than women are, when you think about it. Women have been studying people’s feelings since they were toddlers? they’ve been perfecting their

their interpersonal whatchamacallit®. They

know how things work underneath, while the men have been stuck with the sports

competitions and the wars and the fame 25 and success. It’s like men and women are in two different countries! I'm not ‘backing down,

Annotations stricken with =

N

20 radar — their intuition or their empathy or

w

She was conscious of Pyotr’s eyes on her — of everybody’s eyes - [...] but Kate focused solely on Bunny. “Treat your husband any way you like,” she said, “but I pity him, whoever he is. It’s hard being a man. Have you ever thought about that? Anything that’s bothering them, men think they have to hide it. They think they should seem in

as you call it; I’m letting him into

my country. I'm giving him space in a place

where we can both be ourselves. Lord have

s0 mercy, Bunny, cut us some slack*!”

affected by a serious problem toddler = very small child whatchamacallit /'wotfoma ko:lit/=

a word you cannot

IS

n

by Anne Tyler

remember at the moment to cut sb some slack =to be less strict with sb

Bunny sank onto her chair, looking dazed.

She might not was giving up Pyotr rose to 35 around Kate’s eyes and said, And she did.

have been persuaded, but she the fight, for now. his feet and placed an arm shoulders. He smiled into her “Kiss me, Katya”

a) Compare the arguments put forward in the original and the modern version. b) Comment on the arguments put forward by Katherina and Kate Battista.

— S6: How to write a discussion/ comment, p. 372

257

@

PartB: Shakespeare

From a Shakespearean/Elizabethan point of view, write a speech on what consitutes a “good” husband. How should he treat his wife?

— S5: Checklist: Writing a speech, p. 371

OR

Write a speech on what problems women have in present-day society. A MODERN

Webcode You can find the video here: WES-73643-099

— S20: How to listen/ watch effectively,

p. 400

— S6: How to write a discussion/ comment, p. 372

E

©Qovo/17

FILM

ADAPTATION

The BBC production Shakespeare retold: The Taming of the Shrew is set in present-day London.

Katherine Minola is an opposition MP, who is instructed to find a husband to make her more electable. E3 a) Watch the video clip and say how convincing you find the actress’s version of Katherina’s final monologue. b) Discuss the relevance of Shakespeare’s gender theme today.

Henry V: Shakespeare for managers name and explain its message. b) Imagine you had been a soldier in Henry’'s army. Comment on how inspiring you would have found his motivational strategies.

Like the brass cannon; [...] Now set the teeth and stretch the nostril wide,

Hold hard the breath and bend up every spirit ı5 To his full height. On, on, you noblest English. Whose blood is fet® from fathers of war-proof®! Fathers that, like so many Alexanders’, Have in these parts from morn till even® fought And sheathed their swords for lack of argument:

20 Dishonour not your mothers; now attest

That those whom you call’d fathers did beget’ you. [...]

And you, good yeoman?,

Annotations breach = breach in the city walls becomes = suits aspect = gleam portage = porthole, meaning eye socket fet = descended of war-proof = who have proved themselves in a war Alexanders = reference to Alexander the Great, who conquered a huge empire in a short time 8 even = evening

S

=

Disguise fair nature with hard-favour’d rage; 10 Then lend the eye a terrible aspect®; Let pry through the portage* of the head

3

N

Stiffen the sinews, summon up the blood,

not;

For there is none of you so mean and base, That hath not noble lustre in your eyes. I see you stand like greyhounds in the slips!?, Straining upon the start. The game’s afoot: Follow your spirit, and upon this charge Cry ‘God for Harry, England, and Saint George!’

W

Or close the wall up with our English dead. In peace there’s nothing so becomes? a man s As modest stillness and humility: But when the blast of war blows in our ears, Then imitate the action of the tiger;

Whose limbs were made in England, show us here

25 The mettle of your pasture'; let us swear That you are worth your breeding; which I doubt

S

Once more unto the breach!, dear friends, once more;

0

a discussion/ comment, p. 372

Read the following speech, given by King Henry V in Shakespeare’s historical play of the same

o

— S6: How to write

a)

N~

— S14: How to analyse a speech, p. 389

° beget = create/father a child

'° yeoman = ordinary soldier " The mettle of your pasture = the fine character you developed working the land 2 in the slips = on their leads

Now read the excerpt from Richard Olivier's book Inspirational Leadership and name the mistakes

managers often make when trying to motivate their employees. 258

Part B: Shakespeare

@

Inspirational Leadership by Richard Olivier

Henry’s troops have been living in a marsh!

FIRST STEPS - FIRST BLOCKS

that little word,

“more”:

the breach ..” Henry has started

“Once more

out

with

a

unto

for three months, watching their mates die, believe me they know what is wrong. What they need is something that can change

5

=}

n

That’s the whole scene. One speech. It could easily be taken as a stirring beginning to the conflict. The only clue that this is not so is very

reasonable strategy; land at Harfleur in August with 10,000 troops, take it in a week,

push on through France and take Paris by

5! 5

[}

2

COMMON MISTAKES Now Henry needs

25

He

S

6

to

motivate

more

S

in

that

commitment,

better

results

faster

relaxation.

This

is simply

not sustainable

long term. Where’s the motivation in that? Don’t punish people who work hard and get

motivating their “troops” out of their first blocks. If I were to paraphrase a typical first

THE RIGHT IMAGE CHANGES THE

something like the following: “Right you lot.

of imagery. Henry does not simply tell his

modern managers. In workshops, we often give people the opportunity of role play

results.

ENERGY

The key to re-motivation is effective use troops where to go (they know that already),

he tells them how

now

three months,

three months

later, and

you have still not achieved it. You are way behind schedule and severely over budget. What’s more, I am sure it has not escaped your notice that 20% of you are dead, and another 30% have called in sick. What the hell is going on?” At which point the “troops” are about as keen to fight as they would be to jump off a cliff. All the speaker has done is to remind the

listeners

of what

has

gone

wrong.

80

they can be successful

when they get there: “... imitate the action of the tiger ..” The language itself serves to wake people up. If you then actually try to put the images

8

@

S

than

them

demoralised troops. There are several key features to the speech, many of which elude

necessary to call it. I gave you a target when we started; to take this town in a week. It is

45

energy

reminds

that if the troops meet the target in the short term we will give them a bigger target in the

the

I am sure you all know why it has been

4

also

and can quickly cause burn out. It implies

Thanks for coming to the meeting, although

35

a different

but he

without any let up? or time for rest and 6

response to this challenge, it would sound

3

requires

peacetime,

if they succeed they will be one step nearer to peace. We keep asking for more energy,

3,000 are ill, and the

remaining 5,000, as you might imagine, are not keen to head back into “that breach”.

? let up = pause

inclusion then there is separation. You and Them. [...]

a

2,000 troops. Another

unto the breach, dear friends ..” When was the last time you were three months behind delivery on an important project and your

Annotations ' marsh = area of soft wet land

boss called you dear friend? If there is no

Christmas. Sounds sensible enough, except

that, like many big projects, things don’t quite work out the way they were planned at Head Office. The fact is that at the beginning of Act 3 Scene 1 Henry and his troops have been outside Harfleur for three months, during which time they have lost

their energy and create a different result. The first thing Henry does is to include himself in the conversation: “Once more

into the body, it doubles the effect. This is a very similar idea to the “active imagination” techniques used in psychology. “See” the desired results, then think what energy you need to achieve it, then imagine

doing it,

then doit. [...] If you really take the image on board it will change your energy. The right change of energy can change the result.

Language awareness Olivier says that if you want to motivate people, the effective use of imagery is essential. Think of a situation you might experience, e.g. as the captain of a sports team, a class representative, etc. Briefly describe the situation and write a short speech using motivational imagery.

— §5: Checklist: Writing a speech, p.371

259

The media in the digital age

Webcode

You can download

a word list for the

Theme here:

n

In this Theme, you will deal with different types of media and the way people use them. a) Write your own definition of “media”. b) Group work Compare your definitions. Which one is the most fitting? Give reasons.

B3 c)

Read the following definition of media from a dictionary. Compared to your definitions, which differences and similarities do you find? media Communication

channels

through

which

news,

entertainment,

education,

data,

or promotional messages are disseminated. Media includes every broadcasting and

narrowcasting

medium

such as newspapers,

magazines, TV, radio, billboards, direct

mail, telephone, fax, and internet. Media is the plural of medium and can take a plural or singular verb, depending on the sense intended.

— $25: How to work with a dictionary, p. 408

E3 a) Think about what types of media you use. Use a dictionary to look up words, if necessary. b) Make a grid with three columns. Label the columns “nouns”, “verbs” and “adjectives”. Put all the nouns you find into the first column of your grid. . . c)

Exchange your ideas Wlth ? partner.

d) Now add verbs and adjectives related to the topic of media to your grid.

260

OS

blog newspaper

vVEbS

follow ) subscribe to inform

adjectives

feducatlgna( interesting

The media in the digital age

=

l’n&'

¥ _l m

WOl m

@

heKS

Ejfi

ara,

IIKF'\

.I

7 SURF

ST

POA)

GLITTER ATNIGH

Pair work

Preview

B2 Look at the photos on this double page and say * what types of media you recognize,

This Theme deals with the different

* what function they serve.

7z

a) Pair work Look at the diagram below b) Have a closer look at the overlapping these areas. c) Look at the three functions again. Do Discuss which other functions could

and explain it to your partner. areas. Find more examples to add to they cover all aspects of media use? be added.

forms of media and their impacts on society. You will look closely at the key concepts of media literacy and factors influencing public opinion. Moreover, you will analyse statistics dealing with social media and look at the issues of filter bubbles and fake news. Apart from this, advertising and the role of

influencers are also topics you will come across. In the Workshop, you will analyse a feature film.

Three functions of media

entertain

:FTV advert 1

R

inform

F:

1

s_p_o_n;o_re_!d_l;lc_)g-p-o-st_ ! 1

persuade

Webcode

You can download the diagram here:

WES-73643-101

261

——

The media in the digital age

such

as politics,

current

affairs,

audience via mass communication. The press is

ı5 an example of a mass media outlet. Journalists and editors who work for the press seek to document and present the latest information on various topics. Their articles are then published online or in newspapers and distributed widely. o

2

a

2!

S

3

@

3

SOCIAL MEDIA Social media are digital platforms that enable users to connect and communicate with other individuals and groups online. One feature shared by many social media platforms is that they facilitate the propagation of other forms of digital media.

seek out media content that consolidates our own worldview and to dismiss content that contradicts it. The phenomenon that ensues has been described as the filter bubble: unconscious of the fact that algorithms are personalizing their own views consolidated time and again

online, leading to further political polarization in society. Furthermore, the credibility of online media

is increasingly questionable. False news stories and hoaxes, collectively referred to as fake news, proliferate unchecked on social media, leading to widespread disinformation. ADVERTISING AND MARKETING %_

film,

music,

video

games

and

novels are common forms of entertainment media. Many users of social media subscribe to

10 websites devoted to culture and entertainment,

resulting in news feeds populated not only by articles on current affairs, but also by film trailers, clips from popular television series and the latest internet memes.

Find words/phrases with a similar meaning in the text above.

Y

1. 2. 3. 4. 5.

An

INFLUENCER

Advertising is a big part of everyday life. Whether it be spots on the radio

| |

videos, images or news articles with their friends or followers. Besides being used to publish information and advertise commercial products, media is often simply a source of entertainment.

5

their browsing experience, internet users find

A social media user can, for instance, easily share links to

Television,

262

rather than broadening our minds, we tend to

a

matters

science and technology, and the economy. With the advent of the digital age, media has become an all-pervasive part of everyday life. Media literacy is an essential skill, enabling individuals to judge for themselves whether or not a particular media source is reliable. The term “mass media” refers to a range of diverse media technologies that reach their

45

and on TV, billboards or online ads,

advertising is impossible to avoid. While some forms, such as newspaper ads, are declining in importance, other forms, targeting other audiences, are becoming more and more influential. important

trend

is using

influencers

for marketing purposes. When an influencer suggests a product to their followers, this can have a huge impact. Whereas many more conservative marketing experts may have initially been sceptical as to the possible impact

of influencer

marketing,

it has

~

on

FILTER BUBBLES AND FAKE NEWS With so many people in possession of a handheld device with internet access, it has never been easier for people to view the world from various political standpoints. However,

5

0

©

o

5}

OPINION-MAKERS Media are essentially the means or institutions used to publish and broadcast information. Media can influence how people form opinions

now

become quite common in the industry. And many experts predict a further increase in its importance. However, the individual influencer

is extremely reliant on the support of their followers, which means that they have to be careful not to lose this support or their career could be over very quickly.

to make easier notaware atfirst omnipresent gadget

6. 7. 8. 9. 10.

topical news items significant toforesee dependent to godown

5

©

@

The media in the digital age

RYe]gelele]l

@

a) Add more words to the grid. printed media

audio media

magazine

radio

audiovisual media

digital media

b) Write down at least eight sentences about which media you use/read/listen to/access/... and give examples of what you enjoy in particular. c) Combine the verbs i and the nouns.

: : to publish ; P : to broadcast

;

: torelease ;

a film a TV show .

a radio report a novel an article

Label the photos. Which type of TV programme/film/internet phenomenon etc. do they show?

They said “It will be fun” NS

saik

.

4

Write prepositions in the boxes where necessary.

>N

1. Many streaming companies target a young audience. These companies want many teenagers to subscribe _ their service. When you surf the net, you need to be conscious _ which websites you access. Internet companies collect data about your online behaviour, which has implications for the links and advertisements suggested = you. 5. Carelessness may result | serious issues such as identity theft and phishing.

a) Make as many compound nouns as possible. Use a dictionary ifnecessary. §

mass

coverage

b) Choose five words from a). Prepare quizzes with three clues for your partner like the one below.

1. Everybody uses them. 2. They reach a lot of people. 3. TV and the internet are typical examples.

(The answer is mass media.) Read out the clues one by one. Your partner must guess the word.

263

@

Workshop: Step by step

SE

The media in the digital age

Analysing a feature film Preview

In this Workshop, you will learn how to analyse a feature film. You will pay special attention to cinematic devices and their functions in films. Webcode

Vou can find the video here: WES-73643-102

Webcode

Youcanfind

w‘::_‘;‘;’gz;%‘;

©ovo/is

The 2016 feature film Nerve revolves around a game of the same name, which the protagonists get INvolved in. The game starts with the question whether you are a “watcher” or a “player”. a) Speculate on what this game could be about, what the distinction between watchers and players could mean and what the aim of the game may be. B3 b) Watch an extract from Nerve. Find out how the game Nerve works and compare it to your assumptions in a). c) Talk about whether you would like to join the game and, if so, whether you would be a watcher or a player.

© ovo/19

a) Watch the beginning of Nerve. Note down what protagonist Vee, a high school student from

New York City, does. b) Use your notes to write a summary of the extract.

The extract from the 2016 feature film Nerve, directed by Henry Joost and Ariel Schulman, deals with ... B3 c) Compare her media habits to yours and that of your peers. d) Start character fact files for Vee and Sydney. Watch the extract again and note down what you

find out about them. Add points as you watch more extracts from the film.

Webcode You can download

the grid here: WES-7S643-104

a) Infilms, cinematic devices such as camera work, editing and lighting are used to convey a certain atmosphere and influence our understanding of the characters, their relationships and

their problems. Before you identify these, look at the film stills 1-4. Copy the grid below and describe how you perceive the emotional states of the respective persons and their relationships as well as the atmosphere. picture 1 2 3 L

264

D1, p. 348

| emotion(s)/relationship/ atmosphere conveyed romance between Vee and lan, happy atmosphere

type of cinematic device | function/effect

The media in the digital age

Workshop: Step by step

@

4

3

B3 b) Now read about different cinematic devices in the info box on pages 265-266. Note down for each still which cinematic device(s) is/are used and enter them in your grid. Note that not all the definitions have a corresponding still. At the same time some stills may be labelled with more than one term.

B3 c)

Explain the effect the camera work is supposed to have on you with regard to the situation

depicted in the still.

D2, p. 348

Info

Cinematic devices field size (distance between the camera and the object filmed) long shot

a view of characters or a setting from a distance

to provide an overview, often used as an introduction to a new scene or location

full shot

a view of the entire figure of a

to show a person in action or to give an impression of how the characters/

person

the characters and their environment are related to each other medium shot

a view of a person down to his/ her waist

to give a better impression of a person’s looks and behaviour,

often used to present two people in conversation

close-up

a full-screen shot of a person’s face or other body part or object

to reveal a character’s emotions

by showing their facial expressions

clearly; to draw attention to an object

that is crucial to the plot or has symbolic value camera angle high-angle shot

the camera looks down on a

person or object low-angle shot

eye level shot

to make a person/object seem smaller, less important, inferior

the camera looks up at the person or object

to make a person/object seem more

the camera looks straight at a person or object

to provide a neutral view or to present two characters as equal and on the same level

powerful, more important, superior or

even intimidating

265

Workshop: Step by step

The media in the digital age

point of view/camera position point of view shot

a scene is filmed as if looking through a character’s eyes

to experience a situation as if part of the scene, possibly to identify/ sympathize with the character

over the shoulder shot

the camera looks at a character from behind another character’s back

to show two people in conversation

a shot in a sequence of point of

to allow the viewer to perceive how a conversation develops on both sides

reverse-angle shot establishing shot

view shots in which the other character’s perspective is shown

and draw attention to a character’s reaction to what is being said

a shot that provides an overview of a scene/setting

to introduce the viewer to a new location or situation

panning shot

the camera moves horizontally, e.g. from left to right

tilting shot

the camera moves vertically, i.e. upwards or downwards

to follow an object or person, often used to speed up the action and make the viewer follow the plot development

tracking shot

the camera follows a person or object

zooming in/out

the camera moves closer to or further away from a person or

camera

movemen

to draw attention to a detail or connect a detail to its environment

object other cinematic techniques special effects

an unusual piece of action in a film for which technical

equipment is used

often meant to make a scene more impressive or to include features that have not been invented or realized in

our world and society today overlay

the technique of putting a transparent image over another

one to combine two images at the same time

Webcode You can find the video here: WES-73643-105

to add information that the viewer needs in order to understand the scene better or to create a visual effect that reminds the viewer of a different context

I3 ©Qovo/20

At the local diner, Sydney dares Vee to open up to her crush, J.P., but Vee refuses to do so. Sydney

then walks over to J.P. and reveals how Vee feels about him in front of a lot of fellow high school

students. J.P. replies that Vee is not his type. Feeling humiliated, Vee leaves the diner. In order to analyse the extract that follows this incident, work with a partner. A viewing log may You can download help you structure your notes (see p. 267). the example of a a) Watch the extract and note down what happens in the scenes. viewing log here: B3 b) Note down what cinematic devices are used and explain their function in the context of the WES-73643-106 scene. As you cannot document every single detail of the camera work, concentrate on devices that stand out and are meant to guide the viewer’s understanding of the scene. Consider both the elements of camera work described in task 3, but also other features (e.g. lighting, music, special effects) that may be relevant in this context. Webcode

266

The media in the digital age

Workshop: Practice

c) Add more points to your character sheet about Vee. E3 d) Analyse how cinematic devices help to bring out Vee’s state of mind and change in behaviour. Use your notes from the viewing log. EXAMPLE

OF A VIEWING

scene

LOG:

action

cinematic devices

@

— S16: Checklist: Analysis of a film scene, p. 393

| function/effect

Vee cycling home Vee arriving at home Vee in front of her PC

Vee leaving her home and sitting in Tommy's car

B2 Work on either of the tasks below.

Discuss what you think about Vee’s decision to join Nerve as a player. Consider: * what you think of Nerve as a game * how you see Vee's character and situation

— S6: How to write a discussion/ comment,

p. 372

OR

Imagine Vee's caring and protective mother finds out about Vee playing Nerve, especially considering the death of her brother two years before. Write a dialogue between them in which Vee has to explain herself. Consider what you have learnt about Vee and the nature of the game.

FE

— S2: Checklist: Creative writing, p. 365

Analysing a feature film

Unaware that her conversation is broadcast via the Nerve app and watched by Sydney and her friends at a party, Vee expresses her frustration to Ian about always being Sydney’s sidekick and being treated as insecure.

©ovo/21

Watch the excerpt that follows this conversation. Summarize what Sydney does and how her friends and other watchers react.

E3 Analyse how cinematic devices emphasize Sydney’s state of mind and the effect Nerve has on her.

Webcode You can find the video here: WES-73643-107

— S16: Checklist: Analysis of a film scene, p. 393

In a film review for the magazine Variety, Owen Gleiberman says about the dare in this scene:

“It works as the ultimate bad dream of peer pressure - the notion that this is how far someone will go to please her followers. In Nerve, the rule of the Internet mob is all-powerful: You want something because everyone else wants it, and their will becomes yours, a dynamic that can leave your very identity hanging in the air” Comment on this statement based on the scene you have analysed as well as what else you know about the film and its characters.

— S6: How to write a discussion/ comment,

p. 372

267

@

The media in the digital age

Media literacy a) In class, agree on a recent controversial issue. Here are some ideas: alternative energy, gun control, abortion. E3 b) Decide on your personal view regarding that issue. After that, think about how you came to that opinion. List all the sources that influenced your opinion. B3 c) Compare your sources (NOT your opinion!) with those of your classmates. Agree on the three biggest influences on how you formed your opinion.

— S25: How to work

with a dictionary,

a) Look at the information on public opinion from the

Encyclopedia Britannica on page 269.

p. 408

— S1: Checklist:

Summary, p. 364

Some keywords you will need in b) have been highlighted. If necessary, look up their meaning in a dictionary. b)

Read the article and, using all of the highlighted words,

summarize the role of the mass media for the public

opinion as defined in the article.

B3 a) Look at the overview of “media literacy” below and sum up its most important message in no more than three sentences. b) In many countries, “media literacy” is part of the compulsory curriculum in schools. Use the overview to explain why this subject is seen as so important by many school authorities today.

Media are constructions - They don’t simply reflect external reality.

- What goes into them is based on many conscious decisions (e.g. to inform, persuade, move to action, scare, stir up emotions, entertain, sell).

Audiences negotiate meaning - Different audiences can take away different meanings

from the same media. Media

literacy:

Key concepts

- Factors such as age, gender, race, ethnicity, and social

status can influence a person’s interpretation of media.

Media have commercial implications - Itis a business and it must make money. - Businesses and corporations influence content and distribution. Media are social and political - They convey values, power and authority. » They can be non-inclusive and affect social norms regarding acceptance. » They can drive political change.

268

The media in the digital age

slower and usually involve fewer people than in

Factors influencing public opinion

countries where the media uncontrolled.

Environmental factors Environmental factors play a critical part in the development of opinions and attitudes. Most 3}

family, friends, neighbourhood, place of work, church, or school. People usually adjust their attitudes to conform to those that are most prevalent in the social groups to which they belong. @

[]

radio,

television,

and

the

C

are strictly controlled,

word

of mouth

in the marketplace

a great deal of information

is

transmitted by rumour. Word of mouth (or other forms of person-to-person communication, such as text messaging) thus becomes the vehicle for underground public opinion in totalitarian ı5 countries, even though these processes are

@ S

play and

regarding

a major role in defining in influencing individual them.

Political

leaders

in

particular can turn a relatively unknown problem into a national issue if they decide to call attention to it in the media. [...] Opinion leadership is not confined to prominent figures in public life. An opinion leader can be any person to whom others look for guidance on a certain subject. [...] Complex influences Because psychological makeup, personal circumstances, and external influences all play a role in the formation of each person’s opinions, difficult

to

predict

how

public

opinion

on

an issue will take shape. The same is true with regard to changes in public opinion. Some public opinions can be explained by specific events and circumstances,

but in other cases the causes are

more elusive. [...] People presumably

or

neighbourhood then carries the information farther. In countries where important news is suppressed by the government,

a

of mouth

can sometimes perform the same functions as the press and broadcasting, though on a more limited scale. In developing countries, it is common for those who are literate to read from newspapers to those who are not, or for large numbers of persons to gather around the village radio or a community

Opinion leaders Opinion leaders popular issues

it is

S

A S

in some other way.

The mass media play another important role by letting individuals know what other people think and by giving political leaders large audiences. [...] In areas where the mass media are thinly spread, as in developing countries or in countries where

Word

with political, economic, or ideological issues, and

opinions

action. Just before an election, for example, voters who earlier had only a mild preference for one party

or candidate may be inspired by media coverage not only to take the trouble to vote but perhaps also to contribute money or to help a party organization

S

S

but they

@

@ S

the social environment,

are still significant, especially in affirming attitudes and opinions that are already established. The news media focus the public’s attention on certain personalities and issues, leading many people to form opinions about them. [...] The mass media can also reinforce latent attitudes and “activate” them, prompting people to take

television.

Interest groups, nongovernmental organizations (NGOs), religious groups, and labour unions (trade unions) cultivate the formation and spread of public opinion on issues of concern to their constituencies. These groups may be concerned

Internet

— including e-mail and blogs - are usually less

the media

is dense and

most work through the mass media as well as by word of mouth. [...]

The mass media

influential than

network

Interest groups S

pervasive is the influence of the social environment:

Newspapers,

®

when

they

no

longer

change seem

their own

attitudes

to correspond

with

prevailing circumstances and, hence, fail to serve as guides to action. Similarly, a specific event, such as a natural disaster or a human tragedy, can heighten awareness of underlying problems or concerns and trigger changes in public opinion. Public opinion about the environment, for instance,

has been influenced by single events such as [...] the nuclear accident at Chernobyl, Ukraine, in 1986

[...]. Itis nonetheless the case that whether a body x of public opinion on a given issue is formed and sustained depends to a significant extent on the attention it receives in the mass media.

@

The media in the digital age

Filter bubbles and echo chambers E

Mediation

US internet activist Eli Pariser coined the term

— S19: How to improve your mediation skills,

p.398

“filter bubble” in his 2011 book of the same name in order to describe a certain phenomenon he observed when studying people’s online activities.

a) Speculate on what it may refer to based on the term itself as well as its visualization on Webcode You can find a link to the video here: WES-73643-108

b)

the right. Watch a German-language video explaining the concept of the filter bubble to find out if

¥ c)

your ideas in a) were right. Imagine you are taking part in an Erasmus+ youth project on media awareness. Write a short article based on the video in which you explain how the filter bubble works and what

its advantages and disadvantages are.

D3, p. 348

E3 d) Discuss why filter bubbles can have a significant impact on people’s views.

— S13: Checklist: Analysis - nonfictional texts,

p. 388 — S6: How to write

a) Read the article by David Robson on the concepts of filter bubbles and online echo chambers (pp. 270-272). Outline how people’s online behaviour and their political views are related. b) Analyse how the role of filter bubbles and echo chambers is presented in the article. c) Robson finishes his article saying that the “World Wide Web may be approaching its 30th birthday, but we still have a lot to learn about the best ways to navigate the online environment”

a discussion/

(Il 141-144).

Comment on the risks and pitfalls of the internet as a forum of political opinion and the consequences that could be drawn from it.

comment,

p. 372

O0

Q

The myth of the online echo chamber David Robson,

17 April 2018, BBC

Back in the early 2000s many commentators were still marvelling at the freedom of the internet and its democratic potential when the US legal scholar Cass Sunstein offered a stark warning.

“Although millions of people are using the internet ı5 to expand their horizons, many people are doing the opposite, creating a Daily Me that is specifically tailored to their own interests and prejudices,” he

wrote.

They

would,

in

effect,

chambers’, leading to greater 20 country’s politics. [...]

live

in

polarisation

‘echo

in a

s This virtual Wild West, he said, might allow us to

Today, the risks of the echo chamber and the “filter

overcome some of the social and geographical barriers between people, so that we establish a more balanced view of the world around us.

bubble” are considered something of a truism?, explaining the bitter divides in public opinion that often appear to toe strict party lines®. Nearly 78% 25 of Hillary Clinton voters support the Black Lives Matter movement, for instance, compared to just

But it was equally possible that we would

simply

10 erect new fences, as like-minded people siphon' themselves into homogenous groups who all share the same viewpoints and gather their information from the same sources. Annotations ' to siphon = here: to separate ? truism = a general assumption shared by many

270

Y

31% of Trump voters.

But does this really arise from blinkered* online behaviour? Or are more subtle dynamics at work? 3 to toe the line = to obey * blinkered = narrow

The media in the digital age

40

at Oxford University, which examined the browsing histories of 50,000 users based in the US. In line with the received wisdom®, social media and

search users tended to land upon more polarised news sources - Breitbart compared to Fox News, for instance - which might translate to a more

S

8

8

9

overall.

“It

seems

counterintuitive,

direct browsing often just consists of one or two sites that you regularly read - such as the BBC and CNN - while by its nature, social media will expose you to a number of other sources, increasing the diversity,”

says

Flaxman,

who

is now

based

@

10! 5

majority of people reporting a range of opinions in their social media feeds. And the University of

do not match

with their preconceptions.

Indeed,

just 8% of Dubois’s participants scored so low on her measures of media diversity that they could be considered at risk of living [in]an echo chamber, visiting just one or two news services without other perspectives. Dubois emphasises that even 8% of people living in an echo chamber is still a “worrying” number. But it is far less than most pundits’ would have anticipated. [...] Annotations 5 to sway = to move from one side to the other ® received wisdom = a generally accepted assumption 7 pundit = expert

our

political

identities

that we

will devote

extra

cognitive resources to dismissing any evidence that disagrees with our initial point of view, so that we end up even more sure of our convictions. [...] But an alternative possible explanation comes from the psychology of ‘self-licensing’ - the unconscious belief that once we have shown our openin one

situation, we

have

somehow

earned the credentials® to be more prejudiced later on. One study from 2008 found that people who had supported Barack Obama were subsequently more likely to express a potentially racist view, for instance. By reading a few dissenting voices on Facebook or Twitter, we may feel that we have

11

11

o

Ottawa’s [Elizabeth] Dubois has come to similar conclusions with her own studies. Using a survey of 2,000 British adults, she found that the majority of people already reach outside their political comfort zone: they actively seek out additional sources that convey diverse views that

Along these lines, a team led by Christopher Bail at Duke University measured a group of more than 1,600 Twitter users’ political positions before paying them a small fee to follow a ‘bot’® that would retweet influencers from across the political divide. About half of the participants took them up on the offer, but rather than developing a more moderate or nuanced stance on issues such as gay rights, most simply came to be more confident of their initial beliefs. [...] Various psychological theories might explain these findings. One is “motivated reasoning”. Countless studies have shown that we are so attached to

mindedness

@

@

6!

101

at

Imperial College London. Flaxman emphasises that the study is based on data from 2013, and times may have changed. But a Pew survey around the 2016 US Presidential Election broadly agrees with his findings, with the 60

9

but

S

varied,

to the concept filter bubble sites expressing diet was more

121

=}

&i

Crucially, however - and contrary of the online echo chamber and they were also more likely to visit opposing viewpoints. Their media

bubble, by reading more diverse news sources, may actually backfire - leading to more, and not less, political polarisation.

extreme world view. 4

texts

Indeed, there is now evidence that well-meaning attempts to counter the echo chamber and filter

@

Although there’s little doubt that our reading habits shape our political opinions - and it's asyet unclear the extent to which targeted advertising might sway® voter behaviour - some striking recent studies suggest that the influence of echo chambers and filter bubbles may have been overstated. Consider a paper by Seth Flaxman and colleagues

S

30

Advanced

already gained the right to be more dogmatic about our existing opinions. [...] All of which suggests that the problems of political discourse online appear not to come from the range of voices that we hear - as the idea of the echo chamber would suggest - but our unconscious reactions to them. [...] The anonymity of our interactions online seem to make it particularly easy to dismiss other’s views, creating a more hostile environment for debate. [...] “[The influence of] echo chambers in social media has been highly over-estimated. But that doesn’t mean that political polarisation isn’t being driven by other factors,” agrees Dubois. Nor does any of this recent research deny the deliberate manipulation of social media and

8 bot = a computer programme that is designed to perform repetitive tasks such as retweeting certain messages 9 credentials (pl.) = quality

271

®

The media in the digital age

125 the influence that may have had on subsequent political events. A recent study in Science journal, for instance,

S

13

confirmed

that false news

spreads

much more rapidly than verified information from respectable sources. “It’s very possible that most people are not at risk of being stuck in an echo chamber, but they are still being targeted with specific ads based on their behaviour, or they are still being targeted with misinformation,” says Dubois.

135 Although there appears to be no easy solution to this online

disharmony,

experts

such

as

Dubois

hope that media literacy education at schools and university may help, teaching basic critical thinking skills and the ways to identify bias in an 140 argument, allowing us to appraise news sources more thoughtfully. The World Wide Web may be approaching its 30th birthday, but we still have a lot

to learn about the best ways to navigate the online environment.

Fake news Webcode You can find a link to the video here: WES-73643-109

|2

a) Watch a BBC video explaining what fake news is. b) Pair work One of you writes down possible reasons why fake news is produced. The other writes down possible reasons why fake news is being read. c) Discuss your notes for b) with your partner.

(2]

a) Read the article by Ian Leslie and outline why fake news has been popular among media consumers

— S6: How to write a discussion/

in recent years.

b) The scientist David Rand proposes that “history cycle[s] erratically through periods of rationality and forethought followed by conflict and chaos” (ll. 115-117). Following his hypothesis, discuss

comment,

which period we are living in at the moment.

p. 372

O0

Q

Why the invention of the fridge could be responsible for our love of fake news @

The

benefits everyone, which advantage of controlled instance, by the overfood.

Ian Leslie, 10 October 2018, New Statesman

2

272

5}

van

der

the

uncomfortable

truth

is that,

like

problem as much as a supply-side one. If we're ever going to fix it, we will need to 2!

a

aims to inoculate’

its users against disinformation by giving them the opportunity to create some. You can make your own news site (mine reads “Honest Truth Online: what they don’t want you to read!”), design memes attacking climate change science, and post alarming tweets from a fake presidential account.

Sander

drug addiction, fake news is a demand-side

news.It comes in the form of an online game called Bad News, which

designer,

write algorithms that distinguish truth from lies, the fake news problem will be solved. But

A psychologist at the University of Cambridge has developed a vaccine against fake Annotations ' to inoculate = to immunize, to protect against a disease 2 amenable = agreeable

game’s

Linden, hopes that by showing people how it's done, the game will generate “mental anti-bodies” in those who play it, which will then protect them against disinformation. It’s often assumed that if Twitter can delete all the Russian bots, or if Facebook can

[}

The technology then erodes the thinking —- for consumption of

VA

fix our brains. Specifically, we will need to learn, or relearn, how to think. The dominant explanation for why people

believe fake news is that they want to. The theory of “motivated cognition” proposes 20 that people are reasoning backwards: voters take a side and then believe anything that seems

amenable?

to their side, while

The media in the digital age

Q

of what would be the most difficult thing to explain to someone

it to. It sounds like something other people do.

the 1950s: “I possess a device in my pocket that is capable of accessing the entirety of

David

Rand,

a

professor

at

MIT,

has

a

information known to man. I use it to look at

pictures of cats and get into arguments with

on how we think, rather than what we want.

strangers.”

In

Cognitive control underpins humanity’s greatest achievements, from irrigation systems to railways, the separation of powers to the symphony. Given the riches it generates, says Rand, you might imagine

a

paper

on

fake

news,

Pennycook,

co-authored

Rand

argues that

distinguishing those who believe blatantly inaccurate information from those who don’t

is not partisanship?, but the care they take over reaching conclusions. Those who react intuitively and quickly to new information are more gullible* than those who exercise

@

=}

analytical

reasoning,

or what

Rand

@

&o

people who fall for online lies are “lazy, not biased”. He suggests that the biggest factor

— yet you

“cognitive control”. In one of Rand and Pennycook’s experiments, the same people who fell for fake news headlines were more likely to deem® Deepak Chopra® quotes profound. Cognitive control is required to engage in reasoned argument, or make plans, or

do not need

that

this

isn’t

to be John so.

Societies

Gray that

scarce.

Controlled

thinking then

reason to the ability of cats to swim. We can

everyone,

pictures

and

discomfort,

memes

slide

creating “frictionless” user experiences. In the context of news, frictionless means

thoughtless. There is an interesting irony here, out of which Rand has constructed a grand theory of history. The internet itself is a product of cognitive control. It took many minds, applying effortful thinking over many years, to invent and implement the electronic infrastructure

that

now

encourages

us

to

abandon all critical faculties. I'm reminded of a famous Reddit answer to the question

5 to deem =to consider

5 a popular author of esoteric books

produces

do it, but only with effort and

Headlines,

3 partisanship = bias * gullible = naive

plan your food consumption when food is technologies to solve such problems, like the fridge. These technologies benefit

and we’d rather not unless we have to. The internet makes us less likely to think about the news we see, simply because it facilitates instantaneous reactions.

Annotations

about how to survive - for instance, how to

@

=} @

see

invented sophisticated technologies have collapsed into decay and ruin, and they often do so precisely because of what those technologies enable: the machine gun being an obvious example. [...] Rand’s hypothesis is that in an inhospitable, difficult world, controlled thinking has a high reward, because you need to think carefully

calls

quickly across our visual field, spraying emotionally charged messages at us as they go. Technologists like to talk about S

that we would do more and more of it, resulting in inexorable human progress to

do maths. It is hard. Most of us, most of the time, avoid it. The psychologist Daniel Kahneman likens our capacity for analytical

A

who arrived here from

different theory, one that puts the emphasis

with Gordon

S

YA

dismissing any news that does not. That makes sense to me, but then maybe I want @

@

OO0

@

even those who

do not act with

control, which then erodes the advantage of controlled thinking - for instance by the overconsumption of food. Thus does history cycle erratically through periods of rationality and forethought followed by conflict and chaos. Youcan'thelp butwonderwhereweareinthe cycle. After the Second World War, nations

built a complex system of international treaties and trading agreements that formed the basis of an unprecedented period of prosperity, allowing billions of us to live in relative comfort.

It's hard, these

days, to imagine that war or mass chaos might return. Voters and politicians seem increasingly happy to be led by what they feel. A world built on the hard mental labour of cognitive control may be freeing us from the need to think at all.

So what comes next?

273

@

The media in the digital age

Advertising Pair work Read the definition of advertising and talk about its meaning with your partner.

Advertising is a paid, mediated form of communication from an identifiable source, designed to persuade the receiver to take some action, now or in the future. J. I. Richards and C. M. Curran

“

BELIEVE THE ‚ i

LIBERAL

‘@i@! EDIAL {

Y

a) Read the info box and explain the aims of advertising. b) Examine to what extent more traditional and newer forms of advertising differ in this respect. Info

Advertlsmg If you watched TV today, checked your Instagram account, listened to the radio or watched a YouTube video, you very likely came across a brand. More likely, you have been exposed to more than just one brand

determine how effective an ad ultimately is. But, although not always urging us to buy a product or service straightaway, ads raise awareness for a company and can spark a series of events (seeing an advertisement or reading about a business/a product/a service

today. This is all due to advertising. Forms of advertising are for example:

in an article, recognizing a company’s logo, going online and looking at a company’s

e commercials on TV or radio * ads on websites ° text messages

website) which result in a later purchase. Today advertising is in transition: more “traditional” methods are often combined

e *

with new approaches. A traditional approach would be, for example, a TV commercial.

product placement on TV shows sales letters

e event sponsorships

Especially at events such as the World Cup

* telemarketing calls

finals or the Super Bowl, an ad on TV reaches

* emails

an immensely large audience. A newer method would be to induce people via these TV ads to go online and share the ads with their friends on social media. This way the companies reach an even larger audience and thus achieve their goal, namely that people see the ads more often. Also, if a friend shares an ad with you, it is more likely that you will trust this information, since it comes from a person you have confidence in.

Most of these forms of advertising affect us: sometimes immediately, causing us for example to buy a T-shirt online, which we have just seen an influencer wearing on his or her most recent Instagram post. Of course, many factors influence our decisions on whether to spend money on something or not and it is hard to

Group work Do you recognize any of these logos? Talk about * where you came across them, * what you know about these companies and organizations.

274

The media in the digital age

@

There are other features of advertisements which aim at being easily remembered and recognized: slogans and jingles. A slogan is a short and striking phrase which is very memorable, e.g. Snickers’ “You're

Language support You can use these words when you talk about

hot you when you're hungry”. A jingle is a tune o_r a short song which

slogans

jingles

is easy to remember, e.g. the sequence of only five notes used by Telekom.

catch phrase

catchy tune

a) Give examples of more slogans and jingles.

allusion to ...

famous pop song

wordplay/pun

annoying

b)

Language awareness

Group work In a group, agree on three slogans

and three jingles that you find most recognizable.

v

clever idea alliteration

Choose an advertisement of any kind that you find particularly

dramatic music

funny

rhyme

memorable and explain why.

L A 6]

For the start of the 2018/2019 American football season, Nike launched a campaign celebrating the 30th anniversary of its “Just do it” slogan. Watch the advertisement.

a) Nike implements two slogans in the advertisement. The second one is “Don’t ask if your .

.

.

.

.

.

dreams are crazy - ask if they’re crazy enough.” Explain how this slogan is communicated in

the ad and what impact this has on the viewers. b) Imagine you are the marketing executive who came up with the idea for this spot. Prepare a short statement to pitch your idea to your boss.

Webcode You can find a link to

the video here:

WES-73643-110

— S5: Checklist: Wrait;qg a speech, P.

The narrator of the ad in task 6 is Colin Kaepernick, a former American football quarterback for the San Francisco 49ers. He has been a divisive figure since 2016 when he first refused to stand during the American national anthem, instead kneeling to protest racial inequality. This led to a controversy as to whether

his actions (and those of many other American football players who joined his protest) were disrespectful or inappropriate. Nike deliberately chose to work with Kaepernick and faced some backlash in the days following the first showing of the ad: people burnt their Nike shoes and asked others to boycott the company. In the long run, however, Nike's sales surged and it became obvious that the campaign was a huge success. a) Read the online article on page 276 and note down * to what extent the ad was a risk for Nike,

* why it was successful. b) Discuss this statement: “By producing a controversial advertisement featuring Colin Kaepernick, Nike took a stand on a moral issue and

— S6: How to write a discussion/ comment, p. 372

greatly helped the fight against racial injustice in the USA.”

275

@

The media in the digital age

Annotations ' fault line = a crack in the earth; here: an issue that is

O0

Q

v

@&

One year later, what did we learn from Nike’s blockbuster Colin Kaepernick ad?

likely to cause disagreements ? to galvanize =to

cause an immediate

Jeff Beer, 9 May 2019, Fastcompany.com

and strong reaction

in sb 3 Fox News = conservative US American TV channel * Swoosh = Nike's

It all started with a tweet on the afternoon of September 3rd, 2018. Kaboom. Not long after, the full commercial - timed to mark the start of the 2018/2019

5 earned media = value of all the media content

5 NFL season and celebrating the 30th anniversary of the tagline “Just do it” — lit up the cultural discourse like no ad had done

logo

referringto a

in recent memory.

brand that was not commissioned

People

loved

it. People

hated it. People bought Nikes. People 10 burned Nikes. People talked about it at

or ordered by the company, e.g. blog

home, at work, on the news. Everywhere.

and social media

It was divisive because it jumped on America’s biggest fault lines’ —- race, patriotism, sports, and business. But

posts or journalists’ reports

15 according to Nike founder Phil Knight, that

was kind of the point. “It doesn’'t matter how many people hate your brand as long

as enough people love it,” Knight told Fast Company last year. “And as long as you 20 have

that attitude,

you

can’t

be afraid

of

offending people. You can’t try and go down the middle of the road. You have to take a stand on something, which is ultimately I think why the Kaepernick ad worked.” 25 As a piece of marketing, it helped galvanize? those who had been preaching the word “purpose” already for years. That in a post2016 world, brands - and subsequently their advertising — can’t afford to be neutral.

a0 Nike's results seemed to have backed that up. Despite Fox News® and parts of the social mediasphere predicting the Swoosh'’s* downfall, the company claimed $163 million in earned media®, a $6 billion 35 brand value increase,

sales.

and

a 31%

boost in

Influencer marketing 7

Reflect on your own experiences with influencers. * Where have you come across influencers? » If so, what did they advertise and in what way? * Did they advertise anything? ° Why did or didn’t you consider them convincing?

Group work (4) Read the online article “What is an influencer?” — S25: How to work with a dictionary,

p. 408

a) Each group member chooses three of the highlighted terms. Use a dictionary and/or the internet to find definitions for them. Present your results to the other members of your group. b) Together, write a dictionary entry for “influencer”.

O0

Q

v

&

What is an influencer? 22 January 2020, influencermarketinghub.com An influencer is someone who has: -

s

276

»

the power to affect the purchasing

decisions of others because of his or her authority, knowledge, position, or relationship with his or her audience. afollowing in a distinct niche, with whom he or she actively engages. The

size of the following depends on the size of his/her topic of the niche. 10 Itis important to note that these individuals are not merely marketing tools, but rather social relationship assets with which brands can collaborate to achieve their marketing objectives.

The media in the digital age

ı5 What are social media influencers? Over

the

last

decade,

we

have

seen

60

o

social media grow rapidly in importance. According to the January 2019 We Are Social report, 3.484 billion people actively 2 use social media - that’s 45% of the world’s population. Inevitably these people look up to influencers in social media to guide them with their decision making. 25 Influencers in social media are people who have built a reputation for their knowledge and expertise on a specific topic. They make regular posts about that topic on their preferred social media channels and large followings of enthusiastic, 3 generate engaged people who pay close attention to S

70

their views.

@

3

Brands love social media influencers because they can create trends and encourage their followers to buy products they promote.

Types of influencers You can separate different types of influencers in multiple ways. Some of the 20 most common methods are by follower numbers, by types of content [bloggers, YouTubers, podcasters, social posts' only] and by the level of influence. You can also group influencers by the niche in which 15 they operate. This means that influencers who may appear in a low category by one measure

may seem

more

so than

1

million

followers

75

on

at least

the

original

influencers,

Industry experts and thought leaders such as journalists can also be considered influencers and hold an important position 80

for

brands.

[..]

Bloggers

and

content

creators often work with industry leaders and thought leaders, and it is notuncommon

85

90

one

social platform] are also celebrities. Yet both these groups often have less real influence on their audience because they lack expertise in a dedicated narrow niche. ss Some micro and even nano-influencers

were

and they still have a role to play, although their importance as influencers is waning®. [...] One problem with using celebrities as influencers is if they may lack credibility with a product’s target audience. Justin Bieber may be highly influential if he recommended a type of acne cream, but would have little chance of influencing the buying patterns of those looking for a retirement village. Celebrities may have many fans and gigantic social media followings. However, it is debatable exactly how much real influence they hold over those who follow them.

influential when

looked at in another way. For example, many mega-influencers [people with more

[everyday people with between 1,000 and 40,000 followers and people with only a small number of followers, but experts in a specialized field] can have a tremendous? impact on followers in their specialist niche. They may be of significant benefit to a firm selling a product targeting that sector. [...] Celebrities

65

@

95

to see them quoted in blog posts and even used in social media campaigns. The line between traditional media and social media is blurring®. [...] In many ways, the best influencers have built their reputation online for being an expert in some particular niche. They [..] usually have gained their reputation more informally through their online activity. And they have created that reputation through the quality of the social posts they make, the blog posts they write, the podcasts they speak, and the videos they craft and post on their YouTube channels.

Annotations

' social post = post

on social media 2 tremendous /tra'mendas/ = very

big

3 to wane =to become weaker * to blur /bls:(r)/ =to become difficult to

see

Mediation

Together with students from your British partner school you are working on a project about the impact of influencers on young people today. You have found the poster by the Klicksafe campaign online (see p. 278). For Safer Internet Day 2020, the campaign interviewed almost 600 students aged 13 to 20 and the results of the survey are summarized on the poster on the next page. Based on the information given on the poster, write a report for the website of your school project in which you explain how influencers affect young people in Germany.

— $19: How to improve your mediation skills,

p. 398

277

Advanced

texts

The media in the digital age

klicksafe

98%

klicksafe Online-Umfrage unter Jugendlichen

IDOLE IM NETZ. INFLUENCER & MEINUNGSMACHT

KENNEN

SOCIAL-MEDIA-DIENSTE

67%

72% WUNSCHEN

SICH DAS THEMA

UMWELTSCHUTZ Umweltschutz im Fokus

Die Mehrheit der Befragten (70%) wünscht sich zudem, dass sich Influencer mehr für gesellschaftlich relevante Themen einsetzen. An vorderster Stelle steht das Thema Umweltschutz, gefolgt von Politik und Digitalisierung.

N\

66%

°5o% °cze%

@0, @00

Waunschvorstellung: Influencer als Vorbilder und Entertainer

TÄGLICHE NUTZUNG

YouTube ist Spitzenreiter, Facebook abgeschlagen Bei der Nutzungshäufigkeit sozialer Dienste liegen YouTube und Instagram vorne, Facebook und Twitter sind weit abgeschlagen.

70%

NUTZEN FACEBOOK

NIE

Soziale Medien

beeinflussen

können die Meinungsbildung

Fast drei Viertel der befragten Jugendlichen geben an, dass ihre Meinung durch Gesprache mit Freunden beeinflusst wird. Aber auch die starke Nutzung von Social Media zeigt ihre Wirkung: Knapp ein Drittel gibt an, dass soziale Medien die Meinungsbildung beeinflussen, rund ein Fünftel sagt sogar, dass sie explizit von Influencern in ihrer Meinungsbildung gelenkt werden.

Einfluss auf

v

Konsumentscheidungen Knapp die Halfte der jugendlichen Befragten geben an, dass sie keine Produkte auf Empfehlung von Influencern kaufen. Folgen sie dennoch einer Empfehlung, kaufen sie am ehesten Produkte aus den Bereichen Mode sowie Unterhaltung/Technik und Kosmetik.

Fragt man die Teilnehmerinnen und Teilnehmer der Umfrage, welche Rolle Influencer verstarkt einnehmen sollten, wünscht sich mehr als die Halfte der Befragten, dass Influencer Vorbilder sein sollten. Zwei Drittel der Befragten fande es gut, wenn Influencer Entertainment in den Vordergrund ihrer Arbeit stellen würden. Circa ein Drittel erhofft sich, dass Influencer als Wissensvermittler auftreten.

INFLUENCER

FAST SO EINFLUSSREICH WIE

LEHRKRAFTE

Knapp ein Viertel der Befragten sehen ihre Meinung durch Lehrkrafte beeinflusst. Gut ein Funftel gibt an, dass Influencer zu ihrer Meinungsbildung beitragen.

Ergebnisse einer nicht représentativen Online-Umfrage von klicksafe unter Jugendlichen (n=629) zwischen 13 und 20 Jahren. Vom 13. bis zum

26. Januar 2020 konnten die Teilnehmenden, unter denen sich auch Scouts des Projekts Medienscouts NRW

Survey Monkey die Fragen beantworten.

278

befanden, tiber das Online-Tool

The media in the digital age 4 a)

@

Read the online article by Sam Blum (pp. 279-281) and answer the following questions:

1. Why did Jessica Zollman and Daniel Volland stop working as influencers? 2. What is the current situation of influencer marketing and how will it probably evolve? 3. What annoys Brianna Madia about her followers? b) Outline the challenges of being an influencer today.

Name advantages and disadvantages for companies to use influencers as a marketing tool.

Q

VA

Social media

Annotations ! fatigue /fo'ti:g/ =

5}

It didn’t take long for Jessica Zollman to amass® a giant following on Instagram. As the company'’s fifth employee and 95th user of the app in 2011, she was in on the

40

45

10 ground floor® of the tech giant a year after

its launch, advising users on best practices that are now ingrained’ in social media’s DNA. Naturally, scores of® followers flocked to® her account. 15 A photographer by trade'®, Zollman, 34, soon found herself swimming in opportunities for commercial work. So she

o

2

left Instagram in 2013 and joined a photo and advertising agency, where she became a roving'' photographer shooting on behalf of brands and endorsing products with the occasional #sponsored post. Her newfound Insta-fame quickly earned

50

55

60

and

consumers,

influencer

marketing is projected to become

billion

business

by

the

year

2022,

a $15 and

brands are more poised' than ever to throw their cash at the next Kim Kardashian. Yet 65

leaving her scrambling financially. “Market saturation happened,” she says. 0 “People started noticing how lucrative doing

N

hustle /'has(a)l/ =

w

to take a toll = to

Gedrange, Gewühle damage sb/sth gradually to walk away = to stop doing sth to amass /a'meas/ = to collect a lot of sth to be in on the

ground floor (infml) =to be there at the start

to be ingrained = to be fixed so that sth

cannot be changed

scores of = lots of 9 to flock to = to come

together in a large group 1°by trade = having a certificate that says

that one knows how

to do a job

10 rove /rovv/ =to move around 2surge /s3:(r)dz/ = sudden increase '3 validation = confirmation,

approval * poised /poızd/ = ready to do sth

5 shrewd /fru:d/ = clever

amid the influx of capital, companies are becoming increasingly cautious about selecting influencer talent, according to Karen Doolittle, social media director at an

that kind of work was, and so there became

work twice as hard for twice as less,” she says.

brands

Saturated, evolving market The industry remains huge:

25 making a really, really impressive amount of

this new goal of becoming the influencer.” Brands weren’t paying as much because people would work for less - or even for 35 free. “I had to lower my day rate. I had to

but

who are justifiably sceptical of many of the sponsored posts cluttering their newsfeeds.

her a ride on a “beautiful, mysterious train, money” as an influencer, she says. But four years later, the train had sputtered to a halt,

influencers,

feeling of being tired of doing sth

IS

The influencer lifestyle can look amazing, but uncertain incomes, performative vulnerability and the hustle’? for sponsorship can take a toll°. Meet the people who walked away*.

The psychological impact of struggling for work, coupled with the surge' of competition, was enough for Zollman to quit the influencer lifestyle and transition back to the polar opposite: a traditional nine-tofive job. “I just had this moment where I was like: ‘Why am I so ashamed of the idea of having to get a job?’” she says. Relying on Instagram for creative validation' and regular income had left her emotionally exhausted, and getting a steady job felt like the best thing for her mental health. Zollman isn’t the only influencer who's grown disillusioned with what she calls the “song and dance performance” of the industry. Experts say it's evidence of change; a sort of fatigue affecting not only

@

Sam Blum, 21st October 2019, BBC

)

The fatigue' hitting influencers as Instagram evolves

~

00

©

c)

70

advertising firm in Los Angeles. A few high-profile cases of influencer fraud - when influencers have artificially inflated the reach of their accounts or fabricated personal narratives - have helped the public become “more shrewd'™ and discerning”, she

says,

and

there’s

now

a

“hesitancy

279

Advanced

The media in the digital age

texts

75 and

almost

mistrust

on

behalf

of

advertisers. “What's glorified on Instagram

both

consumers and brands” when it comes to

now

influencers.

S

8

8

@

Annotations “metrics = numbers that show the performance of a business "pushback = resistance against an idea

who makes glasses and contact lenses “to bode /baud/ = to be a signofa positive/negative development “'to shed = to lose

135

140

these substantial audiences, I think that will

only continue to grow,” she says. Demand for content also continues to increase, she says, but as competition grows among 9

mid-level and micro-influencers, many”. This oversaturated

/ar'tmoaront/ =

Daniel

market,

combined

@

Volland,

35,

certainly

felt

o @

embodying a cliché as an underemployed freelance creative in the world’s show business capital. “A big component for me was the financial stress - not being able to plan a future, he says. Instagram’s move away from a chronological newsfeed boded?® poorly for his account - hewas consistently shedding? followers and losing engagement. “My audience was continuously declining. I think at a certain point I was

kind of just,

lifestyle

can

resent it on occasion. Brianna Madia, 29, currently lives the #vanlife that's come to represent the epitome of a millennial influencer, documenting her travels through

audience of deleting her she dreams is a flash in not going to

be forever,” she says.

that

way. He left his job as an optometrist’ to become an influencer in 2014, swept up in the hype of Instagram’s early days. But a year later, after travelling the US on two sponsored photography road trips, he found

the

150

with

120 like: ‘What's the point?’” He also felt the platform had changed. Instagram began as something of a creative playground for photographers, but Volland felt that artistic freedom was stifled” as 125 it evolved into a more commercialised platform structured around celebrities and

280

dabbles in the occasional paid post on his 81,000 follower-strong account, he’s now thousands of miles away from the world of sponsored content.

like a dream to followers, Madia says she’s

155

himself living in an Airbnb in Los Angeles,

11

still

grown tired of catering to an “285,000 bosses”. She says Instagram is something that about frequently. “I know this the pan®, and I know that it's

is worth the limited payoff.

11

he

145

“a steady

the incessant demand for content, has 100 forced some influencers to ask if the hustle

10

Though

the desert with her husband and two dogs. While her itinerant®® lifestyle might seem

influencer gig'® will be harder to come by for

to stop sb breathing Zitinerant

Alaska.

Performing, endorsing Even those still living

90 of creators who've been able to generate

210 stifle /'starf(s)l/ =

travelling regularly %flash in the pan = very short-lived success #candidness = honesty %screwed up = not working properly

Anchorage,

posts to artificially boost their performance.

followings. “As faras leaningintothosetypes

@

/op'tomatrist/ = sb

130

Yet despite these sporadic signs of industry pushback'’, Doolittle says brands remain willing to invest in influencers with huge

*gig = job

Y optometrist

One PR agency in Australia even dropped influencers altogether earlier this year, saying influencer campaigns were too expensive and often provided false or misleading metrics'® about brands’ online reach. Influencers, the agency noticed, were liking and commenting on each other’s

is drastically different from what was

glorified on Instagram in 2012," he says. Now, Volland is now back in optometry full-time, running his own practice in

160

She takes particular issue with the kind of “vulnerability porn” she says her audience demands, saying: “How vulnerable can you be? What piece of information can I expose about myself? How wide can I rip my chest open for all of these people?” Jessica Zollman can relate to this idea of performative vulnerability; she says that fans

crave

relationships

with

influencers

and celebrities who display candidness® online. But she says there’s a fine line between relatable truthfulness and trading vulnerability for likes and engagement. 165

Fans,

on the other hand,

level criticism when

can

be quick to

a post doesn’'t meet

expectations: “It can sometimes feel like [fans] are waiting for people they admire or 170

175

look up to to publicly fail for entertainment,” she says. “There’s something kind of really screwed up? about that being normal and acceptable.” Madia also says she’s been asked to endorse all sorts of products she’'d never use: diet pills, tasers, “pink handguns designed for women on the go”. Since her husband earns a steady paycheck, she's

The media in the digital age

AA

RC

@

able to turn misguided pitches down. But authenticity” that’s lacking with the “one and not all influencers have that luxury- if Madia done, hit it and quit it®° content deals” you 10 won't endorse a product, someone else might see scattered across your Instagram will. And the hunt for viral endorsements 210 feed today, she says. To that end, there will has created something of a market frenzy, be more long-term campaigns in the vein with brands farming their products out* to of traditional brand ambassadorships, and an ever-wider net of influencers. This has also a focus on micro-influencers whose 185 created a greater possibility for fakery in smaller audiences are more relatable to campaigns - more influencers endorsing 215 consumers. products they might not actually use, which But it will likely make it increasingly is something fans are quick to notice and difficult for mid-tier® creators like Zollman denounce. and Volland to carve out a niche as the 190 “It's true that audience trust towards financially precarious influencer world irons

Annotations ?"to farm sth out = to zgtg(i)"feifr:(;ic“o sb /'rezaneıt/ = to work well in a certain zef(?r;t[f:; Jaler/ = to make sb less worried

become more saturated,” Doolittle says. If sponsored content “resonates*® and feels relevant, people will engage. If it doesn't, 195 they unfollow.” Jasmine Sandler, a digital

äg;nlyonce'then 3' mid-tier = medium322252,, outits kinks = to lose its

influencers has eroded as the market has 22 out its kinks®.

marketing

expert

in

New

York,

has

seen

influencer campaigns fail when brands “chose the wrong influencer that wasn't relatable to the audience”. As influencer 200 Marketing

moves

forward,

she

says

it’s

going to be about fostering a greater sense of “trust

and

credibility”

between

For Zollman, leaving it behind has been a great decision. She now oversees photography and marketing for a Los Angeles coffee company as its visual

225 coordinator,

and

no longer feels

her self-

esteem is so intertwined with her job. She still maintains an Instagram page and publishes the occasional sponsored post for her 216,000 followers,

but does

“hititand quitit

= do

extremes as sth

develops

so on

230 her own terms.

brands

“I don’t feel like I gave something up,” she

and consumers. Doolittle agrees. To allay?® growing public 205 scepticism, brands will be looking for “partnerships that demonstrate the kind of

says. “I feel like I have a day job so I can still make art, and make art that makes me feel good.”

Group work Imagine you work in the marketing department of a clothing retail company. You want to try a new way of marketing and take using influencers into consideration. Some of your colleagues like your idea, others are against it. Using your results from tasks 1-4, stage a debate considering the pros and cons of influencer marketing.

— S22: How to stage a debate, p. 404

A friend of yours dreams of becoming a successful influencer. Write an email in which you either warn or encourage him or her.

Find two different examples of influencers. 1. Research their background: were they already famous before being active on social media or did they become famous through social media, etc.? 2. Which products/services do they advertise? 3. How are the products/services advertised? Which channels are used and which means of advertising, e.g. videos, posts, etc.? Evaluate these influencers’ overall credibility. Justify your opinion.

5|

Legitimate marketing instrument or deliberate deception? Comment on the practice of influencer

marketing.

— S6: How to write a discussion/

comment, p. 372

281

The world of work Jobs at risk from automation Highest and lowest probability Waiters

73%

Shelf fillers

72%

Elementary sales occupations

71%

Bar staff

71%

Kitchen and catering assistants

69%

Dental practitioners Secondary school teachers Senior professionals in education Higher education teachers Medical practitioners 80

100%

Source: Office for National Statistics

aag

3 Webcode

You can download

awordlistforthe Theme here: WES-73643-111

@) Read the quotations on jobs and careers below. Choose the one that appeals to you most.

p) Form a group with classmates who have chosen the same quotation. Exchange reasons for hoi your choice. _

c) Inclass, present your quote and the reasons why it appeals to you. d) Discuss * the attitudes towards jobs and careers the quotes imply, e other factors that may influence people’s attitudes towards work.

The only place where success comes before work is in the dictionary. Donald Kendall (*1921, former CEO of Pepsi Cola)

Don’t confuse having a career with having a life.

Choose a job you love, and you will never have to work a day in your life. Confucius (551-479 BC, Chinese hilosopher,

i

pher)

Hillary Clinton (*1947, American politician, : . ) edlplomat, lawyer, writer and public speaker)

A job is not just income. It is dignity, hope, purpose. Leila Janah (1982-2020, founder of two companies that give work

The expert at anything was once a beginner. Helen Hayes (1900-1993, American actress)

282

to people in need)

e

The Future of work ‘m}'

Employee engagement

/ÄÄ

Employee experience

%

@ "&9

Work-life balance

g =2

g et hours & ocation

E

E

.

Humans act like robots

Process-centric tasks (puzzle)

A, i_:ri .

Humans work with

Focusing on projects

E @

)

is power Long-term employment

‘m

Work-life integration

e [3 @

Pens & paper

Paperless, digital & connected everything

robots & Al

04?,0

FeS E decisions Intuition drives

@

P

Data drives decisions

Strategic and creative tasks (mystery)

S‘s}

ä

Retire when dead

Retire at 65

.

o

Q. ;:‘M fl.h

Static workforce

SE g‘

-

:i:

Dynamic workforce

Company acts like a factory

R Ö

Company acts like a laboratory

Move for a job

*

Move for job & life

ilé

ore orkepece

9 >

i

JACOB(L)MORGAN TEnr

gnla

D

The Past

s

The

cOn

Future

The world of work is not what it used to be. The pictures and infographics on this double page show how it is changing. a) Look at them and write down at least five changes. b) Form a double circle: *

Present your findings to your partner.

* Discuss which of these changes in the workplace you are aware of, in particular those relevant to you and your generation.

Preview

This Theme is about the experiences people have at work. It also deals with the changes and developments in the world of work. In the Workshop, you will analyse an article:

v Changes in the world of work usually require an adaptation by the workforce.

a) Note down your ideas: Which skills and qualifications should a modern employee bring to the table? What is expected of him/her? b) Share your ideas with a partner and change or edit your notes if necessary. c) Referring to the list of skills on p. 284, say what employers are currently looking for in an employee. Talk about * what surprises you, * what is similar to/different from your own ideas. d) Note down at least two of the skills which you

——

looking at the purpose of rhetorical devices and strategies used by authors of articles v focusing on the use of imagery in articles

* think are the most important ones for you when looking for a job in the near future,

* think you have already mastered quite well, * would like to improve.

Explain your choices in class.

283

\WelgelleTe]lM

The world of work

THE FUTURE

OF WORK

n

One topic occupies international organisations,

governments, companies and individuals alike: the world of work and how it is changing. One of the biggest issues is technological changes and their consequences for the workforce. How will

automation and artificial intelligence (Al) affect

the availability of jobs for humans? Predictions

@

o

concerning job loss due

to automation

vary

widely — from studies claiming that as much as half of jobs will disappear in the next 20 years to more optimistic predictions, for example by the OECD, that it may be more like 14% of jobs.

At the same time, new jobs will emerge due to technological changes, and just because a job

greater importance to sustainability and CSR

the actual rate of automation

will

[} a

the service industry might be more obviously

at risk, higher-skilled professionals will have to deal with the fact that Al can analyse and do research faster than humans and might one day be able to learn like a human. S

good at prioritizing good at research coordinated adaptable development-oriented strategic goal-oriented having an overview friendly service-minded thorough robust entrepreneurial curious

for their loved ones.

Whatever

PREPARING FOR A CHANGING WORLD OF WORK

Automation is an important but not the only

factor shaping the world of work. It interacts

@

responsible positive communicative experienced flexible passionate educated efficient independent specialized dynamic ambitious team-minded analytical decisive

that companies will have to come up with new incentives to attract the best talent. Studies have shown that the Generation Z

be, it is clear that every area of work will be affected by technological changes. While factory workers and lower-skilled employees in

with other developments such as globalization and changing demographics. Many people are

talking about about what

future employees

will have to bring to the table to increase their

S

Top skills employers are looking for:

can be automated does not mean it has to be. Although, objectively, robots could be helpful in the care of the elderly and children, surveys

have shown that people prefer humans to care

employability (see list above) and how they will have to adapt. They will need to engage in lifelong learning. They cannot necessarily

(those born between

1996 and 2010) attaches

(corporate social responsibility) when choosing

an employer. For that age cohort it does not suffice to simply have money thrown at them — they prefer to work for organizations whose values correspond with their own. In contrast to their “predecessors” on the job market, the Millennials, they also consider it more important that work and life are separated and that they do not have to be available around the clock. DECENTRALIZATION One development that is already well under way is the decentralization of work. Thanks to cloud computing, mobile technology and widespread internet

access,

remote

Working

has

become

a noticeable trend for anybody working on a

computer. Increasingly, employees do not have to be on location — at least not all the time. Instead, they can work from home or other places, such as coworking spaces. For many 75

future generations of workers this will

expect to company;

have a permanent position in a rather, the gig economy, where

then move

on, will grow, and they will need

A mean that they B\ can choose

as humans, such as emotional intelligence and creativity. Yet, changes in the world of work not only require the employees to adapt. An ageing

want to live rather than having to move where

professionals sign on for certain projects and &a

m

to hone the skills that make them stand out

so population in industrialized countries means

A

where they

the job is.

The world of work

R"Welgelxee}l

@

Below is a list of typical summer jobs for US high school students. For each job, choose four adjectives from the list on p. 284 that describe relevant skills and briefly explain why this is the case. 1 lifeguard 4 movie theatre attendant 7 shop assistant 2 camp counselor 5 dog walker 8 tutor 3 pool cleaner 6 newspaper delivery person 9 barista

a) Label the photos according to the aspect of the world of work and its future they illustrate. Use expressions from the text. b) Think of your dream job or a job you are likely to choose. Choose two aspects from a) that you consider highly relevant for that job. Give reasons for your choice.

RESPECT

INNOVATION

GSTOMERS

CN INTEfit\IT\{

u(t ALITY

VALUE CO

R

TRUS

E

HONE—TA’

ELVAL ES.. ETHICS

Quf\LITq

Copy the grid and fill in the corresponding words. Use a dictionary, if necessary. |Webcode You can download the grid here: WES-73643-112 verb suffice

sccuny

adjective sufficient

—

noun sufficiency

preferable

emergence predict interactive engage location replacement create

Read the text again and write definitions for the following words and phrases. If necessary, consult a monolingual dictionary. automation | lifelong learning | gig economy | incentive | ; sustainability | age cohort | predecessor | decentralization 285

m

Workshop: Step by step

5E

The world of work

Analysing an article

PRE-READING a)

Pair work Talk to your partner about the following questions:

* Which field would you like to work in? * How did you come to this decision? If you don’t know the field yet, who or what can help you to come up with ideas? b) “Following your passion” — / is one of the ideas often “n] 7 considered when thinking about | which professional career to the right and discuss possible advantages and disadvantages of this approach. c) Michal Bohanes is an entrepreneur from London.

His attitude towards following

/

% @

.

A

R

choose. Look at the cartoon on

§

=

!

ä

&

]

PENORSP

your passionto find a career “OH, THAT...YEAH, FOR A LoNG TiME I DID . . FOLLOW MY PASSION, BuT EVERYONE SAID I is very clearly expressed in the SUCKED AT IT. SO Now IM AN ACCOUNTANT. “ heading of his article on p. 287: “Following your passion’ is dead - here’s what to replace it with”. Think of reasons he might give for his opinion and what alternative ideas he might suggest to his readers. COMPREHENSION a) Read the article and divide it into two parts. Note down the lines. b) Take notes on * Bohanes’ arguments against the idea of following one’s passion when looking for the right job and * what he suggests instead. c) Pair work Compare your speculations from 1c) to your notes. Were your ideas right? Preview

——

In this Workshop you will be asked to analyse an article. In order to do so, you will need to look closely at the rhetorical devices and strategies commonly used in articles.

ANALYSIS B2 a) Webcode You can download the

grid on p. 287 here:

WES-73643-113

286

Languageawareness The rhetorical devices and strategies in the info box on p. 287 are often used in articles to help the authors convey their message or convince the reader. Reread the first part of Bohanes’ article (ll. 1-52) and find examples of those rhetorical devices and strategies. The different colours will help you. In a grid, note down the device, the text reference (evidence) . . . . and explain how they support Bohanes in making you understand and approve of his message

(analysis).

D1, p. 349

The world of work

Workshop: Step by step

rhetorical device | evidence (lines)

analysis (effect)

rhetorical question

The author introduces the topic by asking a question that many readers will answer positively. Thereby he includes them on a personal level. Additionally, he uses the rhetorical question to prepare a clear display of his own opinion expressed in the following answer: "If so, please stop doing that.” (L. 5)

or strategy

“have you ever told them Uust follow your passion'?" (L. 3f.) |

@

Info

Rhetorical devices and strategies in articles register * formal * colloquial/informal

syntax * parataxis (n.), paratactic (adj.), i.e. simple sentence structure * hypotaxis (n.), hypotactic (adj.), i.e. complex sentence structure

choice of words, e.g. e positive

* negative

e humorous/sarcastic e emotive e technical

rhetorical question

imagery * metaphor * personification * simile/comparison contrast/antithesis exaggeration/hyperbole

use of pronouns e first person singular e first person plural * second person

alluding to and quoting expert opinions/statistical data examples illustrating the author’s point

b) Have a closer look at the images marked yellow in the article. Copy them and use your own B3 c)

words to explain their meaning.

D2, p. 350

Use your notes and the grid from a) and b) to write an analysis. Analyse how Bohanes uses

structure a text,

language in the first part of his article in order to convince the readers of his opinion.

O0

— S9: How to p. 378

Q

Y

— $13: Checklist: Analysis - nonfictional texts,

p. 388

‘Following your passion’ is dead - here’s what to replace it with Michal Bohanes, Forbes, 5 July 2018

that interests and passions are fixed, rather

than fluid and evolving as we age and gain wisdom and experience. Those who follow

When someone in your life is asking the important “What should I do with my life?”

5 If so, please stop doingthat. and forever. Because it’s Among the worst out there, original food pyramid and get after a date.

Yes, completely, garbage advice. right next to the playing hard to

the

20

research paper [...] flaw of this undead

trope: “Finding your passion”

presupposes

mindset

are

much

more

likely

when it becomes difficult to carry.”

This advice culture 25

10 A recent Stanford identifies the main

fixed

to give up when obstacles arise. As the authors say, “Urging people to find their passion may lead them to put all their eggs in one basket but then to drop that basket

that

is ubiquitous value

in parts of our

short-term

emotional

comfort above other mental states. By putting emotion (“what activity do I enjoy doing most?”) on a pedestal, we are perpetrating various major and minor crimes against reason and common sense:

287

m

Workshop: Step by step

Following

that

60

you have one. But many people don’t. While 30 everyone has a unique combination of talents, most people’s inner orchestra does not coalesce into playing a tune they can hear and dance to. So when you tell them

65

to follow

your

some

passion

The world of work

presupposes

mystical

inner

voice

that

35 just isn't there, you're leaving them feeling unnecessarily inadequate. It ignores the market. Unless you have a trust fund waiting for you, you'll have to feed yourself and others. But by putting 20 your interests before market demands, you're more likely to end up driving an UBER than a Maserati. I know what I’m talking

n

1

Steve Jobs (1955-2011) was best known for being the co-founder and long-standing chief executive officer (CEO) of Apple Inc. Commencement speech = speech given to students at their graduation ceremony; it is a tradition typical of US American

putting the cart before the horse. Armies of ı5 students studying pointless degrees like Gender Studies or Sociology are another good example of putting interests above market exigencies. Or as Harry Briggs, Venture Capitalist and former Partner at BGF 5 Ventures, puts it: “If you just want to pursue something you enjoy, that might be a sign of laziness rather than genuine passion.” [...]

universities, and

3

5

@

often it is a person of public interest who gives the speech Jobsian = referring to Steve Jobs

I could go on. But more interesting than dismantling the passion principle is to ponder the question what to replace it with. What SHOULD your advice be as your loved one grapples with the purpose monster? [...] When

I was starting out in my career, I, as

millions of others, was

inspired

by Steve

The positive counterpoint to Jobsian® narcissism (simply assuming that your recipe can be universalized, not acknowledging that most people don’t have a passion to follow when they're starting out) is Ben

Horowitz’

far less well-known

Commencement speech in which he says, 75

at the 10:50 mark:

“Following your centered

through take 80

=}

Annotations

about: My first startup was a case study in

70

Jobs’! “connecting the dots” Stanford Commencement speech? where he extols the virtues of following your bliss. [...] I wish he had had the humility to say This has worked for me, but I’m just one guy. And a freaking genius, at a scale the world sees about once every two or three generations. So find your own path. [...]

85

90

passion

view of the world.

When

you go

life, what you'll find is what you

out of the world

money,

is a very “me”-

cars,

over time

stuff, accolades

—

—

be

it

is much

less important than what you’ve put into the world. So my recommendation would be follow your contribution. Find the thing that you're great at, put that into the world, contribute to others, help the world be better and that is the thing to follow.” That sounds like a far more durable blueprint for career success and life happiness. On that road, you'll develop that passion you are now trying to find amidst the rubble of conflicting priorities.

COMMENT/DISCUSSION

4 [ croost |

Choose one of the following tasks.

— S6: How to write a discussion/ comment, p. 372

- S9: How to

S”;J%”re atext, P-

288

“Following your passion presupposes that you have one. But many people don’t.” (Il. 28f.) Comment on the quotation, referring to both Bohanes' line of argument and your own experiences.

OR Reread the second part of the article (ll. 53-91). Bohanes rejects the advice of following one’s

passion and supports the idea of “follow[ing] your contribution” (L. 83) instead. Explain the

difference between these two approaches towards choosing a suitable career and discuss their possible merits and risks.

The world of work

FE

Workshop: Practice

m

Analysing an article

PRE-READING

Pair work

Work with a partner. Choose one cartoon each and describe them to each other. Explain what they imply about the use of social media in connection to finding a job and discuss the implications.

— $17: How to work On cartoons,

p. 395

gl

K

"| see you had the foresight to like us on Facebook."

Sol lOOked Qt_‘JOUf FQCQbOOk Pl‘lge

0o

...oh man..theres no way youre

getting this jobl

COMPREHENSION Read the article on p. 290. Outline the author’s view on social media with regard to one’s career. ANALYSIS

W

Examine the rhetorical devices and strategies the author employs to convince the reader of her

view on the use of social media. DISCUSSION/WRITING:

D3, p. 350

LETTER

TO THE

— $13: Checklist:

Analysis — nonfictional texts,

EDITOR

p. 388

R 4]

Choose one of the following tasks. Discuss the advantages and disadvantages the use of social media can have on your career.

— S6: How to write

. . . . . . . . The author suggests using social media to display hobbies and interests that might be attractive

t, p. 372 5 ;(;mg:n kl'_ot

OR

a discussion/ .

ecklst

for potential employers. Write a letter to the editor either agreeing or disagreeing with this kind of

Letterto the editor

conflation of the private and professional sphere.

p.370

289

m

Workshop: Practice

The world of work

(< How social media can help and hurt your career Utilize privacy settings So, you removed all potentially offensive material

Liz Seasholtz, Social Hire

a o

72%

use

social

of all Internet

media

users

are

every day. on

from

social

media. And social is no longer just a platform for communicating with your college roommate or your grandma. People, organizations and companies all over the world can see your activity on social media. And the people you work for - or who are considering hiring you? They're looking. [...] Is social media hurting your career prospects —or could it actually help you land your dream job?

&i

Millions of people In fact,

On

o

from

Twitter

to

Facebook

to Instagram,

decision making processes. According more than a third of employers screen candidates using their social media And as social media use continues to

S

@

S

@

grow, that number will only continue to rise.

If you stopped reading this and rushed to delete all your college pictures from Facebook, you're not alone. But it’s not all bad news. For job seekers, employers’ use of social media in the hiring process presents an opportunity as much as it presents a potential risk. [...] Presenting a professional image Your social media profile doesn’t need to be as dressed up as your resume (unless it’s LinkedIn, of course). But it should still be professional. Don't post anything that potential employers or hiring managers would find off-putting. This includes references to drugs or alcohol, lewd' posts or photos, and negative comments about previous employers, as well as racist, sexist or otherwise discriminatory remarks. A good rule of thumb? If you have to ask, you probably shouldn't post it. [...] Annotations " lewd

7

/lu:d/ = obszön

2 5k =referring to a run of five kilometres 3 an NGO focusing on building houses for people in need

platforms that you use primarily for personal

Take advantage of social media A lot of attention is given to the negative effects that social media can have on career opportunities. But social media can be beneficial, too. [...] Social media gives employers a fresh, different look at a candidate. And social media can even be used to showcase qualities that don’t necessarily belong on a resume. Use your social profiles to show off your unique personality, your sense of humor, or your charitable nature. @

@

Do employers really care about social media? You use social platforms to look up your friends’ old pictures and posts all the time. Butemployers don’t really have time to hunt down their employees and potential candidates on social media - do they? Actually, they do - and they are. Hiring managers and employers are increasingly incorporating social into their to Forbes, potential accounts.

next step? Control

interactions, like Facebook, set your privacy settings so that only those closest to you can see your posts, uploads, and tagged photos. However, keep in mind that if you work (or hope to work) in a creative industry, like entertainment, your potential employers may want to see your personality on social media [...].

We’ll take a look.

media,

your social profiles. The

what prospective employers can see through your privacy settings. [...]

Don’t shy away

from posting (politically correct) jokes, musings on culture or current events, or photos of you running that 5k? or helping out with that Habitat for Humanity® build. [...] And even if your activities on social media don’t make you look like a saint or qualify you for the next Nobel Prize, social profiles can still be used to show that you are a well-rounded, interesting person. If you spend hours playing chess, share your interest by liking or sharing chess-related things. Your hiring manager will see that you have passion, as well as the ability to think critically and make informed decisions. If you love knitting and make your own scarves, hats and tea cozies, use a

social platform to display your creativity. Perhaps most importantly? Use social media the way

it was

intended

- to connect,

network

and

interact with people who have things in common with you. Follow big names in your industry on Twitter. Share content

related to the company

or

field you want to break into. Make connections, start conversations, and get your name out there — it will go a long way when it comes to setting yourself apart from the competition. [...]

The world of work

m

Coworking - the workplace of the future? a) Take a look at the photos. Compare the office spaces and what working there might entail.

— S15: How to

b) Pair work Choose the photo that shows the office space you think you could work in best.

deggzibe pictures, P.

Explain your choice to a partner. c) Class survey Conduct a class survey and compare the reasons for your choices.

a)

.

©co/10

.

.

.

.

Listen to a radio report on the concept of coworking. Find out which of the photo(s) above .

v

.

reflect(s) best what the report says about coworking spaces. Explain why.

b) Listen again and take notes on typical features of a coworking space - concerning both actual

Webcode ou

can

Find th Tın

audio here:

e

WES-73643-114

work and the environment it provides.

c) Compare your notes with a partner’s. Add points you have missed. d) Use your notes to write a short definition that explains what a coworking space is and how companies expect to benefit from it.

— S20: How to listen/ watch effectively,

a) Read the article “Why I hate coworking spaces” and summarize the article’s general view on coworking spaces in a few sentences. b) Go through the article again and note down the pros and cons of coworking spaces that are mentioned. Then think of more pros and cons and add them to your lists.

— S1: Checklist:

g o

p. 400

Summary, p. 364

— S13: Checklist: Analysis - non-

Analyse the strategies that the author uses to convince the readers of his view.

E3 d) As a writer for a young people’s online news journal you have been asked to write

fictional texts,

a comment

on coworking spaces. Write a commentary/an opinion piece in which you use your notes from

b) as evidence to support your opinion.

D4, p. 351

Q

Q0 Why

I hate coworking

spaces

willing to take

a bet

on

a discussion/ comment, p. 372

vm

I've literally never had a successful experience in a coworking place. And I've tried loads!

Yes. All coworking. I hate it. Even your awesome coworking space. There’s clearly a huge trend towards coworking in the world right now. With s the rise of huge remote companies and startups

— S6: How to write

coworking isn’t actually working.

Jake Peters, Medium, 21 July 2016

Sure, the free coffee’s great. It's awesome

being able to connect with other people working on awesome projects that I

remote

workers, people are longing for a sense of community. [ getit. But I still hate it. 10 The biggest issue is that - for me, at least —

p. 388

20

otherwise wouldn’t have met. As a social experience, it's brilliant. working environment, it sucks.

As

a

A lot of the work I do right now is creative. I write copy, design ads and hack code. I do my best creative work in the mornings.

291

m

The world of work

Annotations ' foosball = Kicker,

TischfuBball

? untenable =

impossible to carry on

Usually before dawn. Before most souls are 25 out of bed. Before some are even in bed. It's just how my brain works. A bit groggy + very quiet === super creative Add in some noisy coworkers and a bunch

40

of caffeine, I'm a mess.

20 Peopleare loud. People in coworking spaces especially so. Taking calls, interrupting people, playing foosball'. Give me a break. I can’t concentrate.

My work suffers. I feel

guilty for not working my best, but make no 35 real effort to change it.

45

It's the same way I feel when it's noisy at home. For me, it's just an untenable? working environment. Give me peace and quiet any day. The pointis, find out what works for you. Just because everyone else loves coworking, doesn’t mean you need to. It's great for a ton of people. For some of us, it sucks. Find where you work your best, and work will be a whole load easier.

The future of work Webcode You can find a link to the video here:

WES-73643-115

PRE-READING: WATCHING Watch the video on Microsoft’s visions for the future of work.

Round Robin Share your first impression with the class.

— S20: How to listen/ watch effectively,

p. 400

a) Watch the video a second time. Take notes on 1. what new/advanced technologies the video shows. 2. how these new technologies affect the lives of the people in the video. Webcode

You can download

the grid here: WES-73643-116

— S6: How to write a discussion/ comment, p. 372

b) Pair work Compare your results with a partner’s. Use your notes to fill in the grid: technology | people affected students

|female oceanologist (Kat Liang)

|waiter

|businesswoman/

|businesswoman's

boss

father

c) Pair work: Collect advantages and disadvantages of the new technologies in the video. d) Comment on whether you would like to live and work like the people in the video when you leave school.

COMPREHENSION — S1: Checklist: Summary, p. 364

Yuval Noah Harari, an Israeli professor of history, published the non-fiction book Homo Deus in

2015. Read the extract below and summarize how he sees the future of work. Focus on problems that, according to the author, the next generation will have to deal with.

Homo

Deus

by Yuval Noah Harari In the nineteenth century the Industrial Revolution created a huge new class of urban proletariats, and socialism spread because no other creed managed to answer the

s unprecedented needs, hopes and fears of this

new working class. Liberalism eventually defeated socialism only by adopting the

292

best parts of the socialist programme. In the twenty-first century we might witness the

10 creation of a massive new unworking class:

people devoid of any economic, political or even artistic value, who contribute nothing

to the prosperity, power and glory of society. This ‘useless class’ will not be merely ı5 unemployed - it will be unemployable. In September 2013 two Oxford researchers, Carl Benedikt Frey and Michael A. Osborne,

The world of work

published “The Future of Employment”, in which they surveyed the likelihood of 20 different professions being taken over

co created by an insurance agent!).

telemarketers and insurance underwriters! will lose their jobs to algorithms. There is

ss will probably be irrelevant by the time they are forty. Traditionally, life has been divided

assistants? - 94 percent. Tour guides — 91

per cent. Bakers — 89 per cent. Bus drivers 35 — 89 per cent. Construction labourers® —

S

4

&n =} a

lives,

and

to

humans may be unable to do so.

The coming technological bonanza’” will probably make it feasible to feed and support effort from their side. But what will keep them occupied and content? People must

these

useless

masses

even

without

any

might spend increasing amounts of time within 3D virtual-reality worlds, that would

twenty years.

probably require much more creativity and flexibility than current run-of-the-mill®

ANALYSIS 4] a)

Languageawareness

they do all day? One answer might be drugs and computer games. Unnecessary people

es provide them with far more excitement and

emotional engagement than the drab reality

someone who assists a lawyer construction labourer = Bauarbeiter/in veterinary assistant = Tierarzthelfer/in pattern recognition = Mustererkennung run-of-the-mill = gewohnlich bonanza /be'nenza/

= a situation in which people become very rich very fast to deal a mortal blow to sth = etw den Todesstoß versetzen

bum = lazy person

outside. Yet such a development would deal a mortal blow® to the liberal belief in the sacredness of human life and of human o0 experiences. What’s so sacred about useless bums® who pass their days devouring artificial experiences in La La Land?

Analyse Harari’s rather bleak view of the future of work and how he uses

arguments and stylistic devices to achieve this.

/peera'liig(ad)l/=

reinvent

if not most

per cent, because their job requires highly sophisticated types of pattern recognition®, and doesn’t produce huge profits. Hence it is

Of course, by 2033 many new professions are likely to appear, for example virtualworld designers. But such professions will 5!

their

repeatedly. Many

so do something, or they go crazy. What will

improbable that corporations or government will make the necessary investment to automate archaeology within the next

5

themselves

working. Very soon, will become utterly way for humans to be to keep learning

cent. Lifeguards — 67 per cent. And so forth. There are of course some safe jobs. The likelihood that computer algorithms will

displace archaeologists by 2033 is only 0.7

4

throughout

A

88 per cent. Veterinary assistants* — 86 per cent. Security guards — 84 per cent. Sailors — 83 per cent. Bartenders - 77 per cent. Archivists - 76 per cent. Carpenters — 72 per

followed by a period of this traditional model obsolete, and the only stay in the game will

N

into two main parts: a period of learning

Annotations insurance underwriter = someone who provides insurance paralegal assistant

w

Most of what they currently learn at school

@

S

happen to sports referees, 97 per cent that it will happen to cashiers and 96 per cent to chefs. Waiters - 94 per cent. Paralegal

Since we do not know what the job market will look like in 2030 or 2040, already today we have no idea what to teach our kids.

~

at high risk. For example, there is a 99 per cent probability that by 2033 human

a 98 per cent probability that the same will

3

designers (try to imagine a virtual world

next

IS

the

=)

within

twenty years. The algorithm developed by Frey and Osborne to do the calculations estimated that 47 per cent of US jobs are

©

algorithms

old cashiers or insurance agents will be able to reinvent themselves as virtual-world

S

A

2

computer

jobs, and it is unclear whether forty-year-

©

by

m

D5, p. 352

b) Use your findings to explain this quotation: “What's so sacred about useless bums who pass their days devouring artificial experiences in La La Land?” (ll. 90-92) c) Compare Harari’s view to the one presented in the Microsoft video. Which scenario for the future do you find more likely? Give reasons.

— S13: Checklist: Analysis — non-fictional texts,

p. 388

CREATIVE WRITING Imagine you are a high school job counsellor. Taking into consideration what you have learnt from Harari and the Microsoft video, design a leaflet to help students decide about their future careers. 293

m

The world of work

Employability — S17: How to work on cartoons,

p. 395

a) Describe the cartoon on the right and explain what it implies about the expectations young professionals have to face. b) Discuss what you think of these expectations.

Mediation

— S$19: How to improve your mediation skills,

p. 398

— S7: Checklist: Writing a blog post, p.374

You are an exchange student at an American high school. Your class is participating in a project dealing with the dangers and benefits of the changing world of work and has asked you to provide a German perspective for the school blog. You found the following article on the internet. Write a blog post outlining the challenges German employees have to face in the changing world of work.

O©

“Organizational skills,

leadership qualities, diplomas, experience, computer savvy. You'll have no problem squeezing 80 hours into a 30 hour week.”

Q

YA

Herausforderungen in der neuen Arbeitswelt Bundesministerium ftir Arbeit und Soziales, 2. Mai 2018 Das Thema psychische Gesundheit rückt dabei für BGM'-Experten mehr und mehr in den Vordergrund. Denn die ansteigenden

25

psychischen Erkrankungen der letzten Jaho

Annotations ' BGM = Betriebliches Gesundheitsmanagement 2BMAS = Bundesministerium für Arbeit und Soziales

20

Durch den Anstieg der digitalen Medien und der Nutzung von E-Mails entstehen außerdem Informationsüberflutungen. Die Arbeitsprozesse beschleunigen sich, weil sie auf Basis immer schneller und häufiger eintreffender Informationseinheiten ablaufen. Somit steigt die Wahrscheinlichkeit, dass

re haben ihre Ursachen auch in der immer

sich die Arbeitnehmer

schneller werdenden

fühlen. Von den

Arbeitswelt und wei-

teren Folgen der Digitalisierung.

Uber

80

Prozent

Deutschland 10 mations-

der

Beschéftigten

in

30

nutzen aktuell digitale Infor-

oder

Kommunikationstechnolo-

gien bei ihrer Arbeit (BMAS?, 2017). Doch nicht jeder kann damit umgehen. Stichwort permanente Erreichbarkeit: Am Abend noch fur den Chef telefonisch erreichbar sein

15 oder am Wochenende Die

Grenze

wird immer

zwischen

Maßnahmen

Arbeit

heitsförderung

Freizeit

kann

schnell

ins Wan-

40

heute

Mitarbeiter dabei zu unterstützen

E-Mails bearbeiten. und

von

belastet wird

also zunehmend Flexibilität und Agilität gefordert. Sie benötigen ein gutes Selbstmanagement und müssen ihre Energie zielgerichtet und fokussiert einsetzen lernen. Außerdem wird die Gestaltung von Pausenund Erholungszeiten immer bedeutender. Um

unscharfer und eine gesunde

Work-Life-Balance

ken geraten.

35

Arbeitnehmern

psychisch

der von

betrieblichen zentraler

sind

GesundBedeutung,

wie beispielsweise Angebote zur Entspannung oder Workshops zum Thema Zeitmanagement.

Aspiring to be the perfect employee and acquiring all those skills and qualifications can seem like a daunting prospect now that you are coming close to finishing school and starting your career. But do not despair just yet - you are probably a lot more qualified than you think! Consider an “average teen” your age whose interests are basketball, swimming, playing the drums in a band and gaming. The teenager also has a part-time job in a gaming shop.

294

The world of work

m

a) Based on these characteristics, note down skills this person brings to the table when applying for a job. b) Round Robin Present and explain a few of your results. c) Below you find an extract from the careers website of the New Zealand Government's Tertiary Education Commission. Compare your ideas to the suggestions below and complete your notes.

Positive attitude I am present, honest, respectful, friendly and hard-working. | look forward to things.

Communication I listen. | ask questions. | show respect when | communicate to all sorts of people.

Teamwork I work well with peopleto achieve a common goal. I contribute to the team.

Self-management ook after myself. | am responsible, on time and prepared for the tasks | have to do.

My interests +

Basketball

*

Swimming

+

Band - drums

+

Gaming

+

Thinking skills I weigh up options and figure out ways of doing things. | will get help when | need it.

Willingnessto learn I am open to leaming new tasks, skills and information. | accept advice and learn from feedback.

Resilience I meet challenges. | learn from my mistakes and find new ways of doing things.

My employability skills

careersnz ) mana rapuara aotearoa V

@ ! !isten and show respectto my coaches, managers, the refs and the other team.

d)

®

! ask questions to ensure ! understand what my coach wants me to do. | offer suggestions when appropriate.

@

! needtowork well with all team members and the team comes first.

()

1tum up to practice and games early and am ready to play.

@

1 follow my coach's direction to improve my game.

©

Myjobis to motivate and encourage my team. | use my thinking skills to understand the competition and co-ordinate my team.

(@

!!earn from our losses and pick myself up and move on.

E

What about you?

* Copy the grid into your exercise book and fill in your own skills profile starting with your hobbies and interests and deriving employability skills from them. * Present your profile to your classmates and ask them for aspects you did not consider. My interests

‘ My employability skills ‘

Part-time job in gaming shop

Word of advice: We usually perceive ourselves differently to the people around us. Ask your friends, family,

classmates and teachers how they would describe you (e.g. your interests, your personality or your skills). You might be surprised by their

answers.

295

m

The world of work

A job in a shop: Working on a short story PRE-READING a) Think-pair-share Many high school graduates continue their education at university. However, there is a wide range of non-academic jobs available to | them. * Look at the list of typical apprenticeships in Germany. Add more jobs that | do not require a university degree. * Find a partner and exchange your lists. Choose jobs from the list that you would be interested in and give reasons for your choice. * Exchange your ideas with another pair. b) Class survey Conduct a class survey to find out which non-academic jobs are most popular in your class. ; Typical apprenticeships in Germany: ; cook | shop assistant | carpenter | nurse management assistant

dental technician roofer

| painter

| hairdresser

| mechanic

| plumber

| cutting machine operator

| bricklayer | bank clerk | goldsmith | tailor | laboratory assistant

| electrician

| optician

|

|

| receptionist | secretary |

| photographer

| child care worker

|

mechatronics technician COMPREHENSION a) Read extract 1 of Nina LaCour’s short story Print Shop. Evie, the protagonist, is in her final year at high school. Find out what kind of part-time job she has got and whether you would be interested in doing it as well. b) Explain in your own words why Evie has chosen that job. c) Compare Evie’s motivation to what you have said in task 1.

Print Shop by Nina LaCour

n

Extract 1 I should start with Print Shop. The romance of it: the dark wood and the ink smell, the papers everywhere, sheets of it cascading off every surface. The old lights on the desks and the framed monotypes and screen prints. The mugs of steaming tea and Eduardo with his accent and Neve with her pregnant belly and especially Alexander 10 the shop owner, the artist — holed up' in his office at all hours while his husband, Terry, calls and sighs and eventually shows up with a frown and dinner on a tray.

Annotations ' holedup=hiding, not coming out

And me, the bell jangling as I walk through ı5 the door in the beginning of the summer for my interview. I chose this shop because it was the only one I could find that didn’t work digitally. They didn’t even have a website. Everyone is always telling my 2 generation that we aren’t going to know how to engage with people. We’re all going to end up with computer chips implanted in our brains and screens stuck in our eyes like contact lenses. But no one gives us any 2 solutions, so I decided to find my own. Plus, I wanted to learn how to make that kind of magic. Ink and metal and screens and paper. I wanted to do something with my hands.

ANALYSIS — S12: Checklist: Analysis — prose,

p.386

296

Read extract 2 of the short story. Analyse how the narrator shows the difference in expectations on Evie's and her employer’s side. Consider both content and language.

=surporr6 pp 353

The world of work

was, like, the principle of hope. We were actually a bit perplexed by the phrasing but there was something sort of poetic about it.

n

Welcome Principle Hope” She spun in her chair, listening to the person on the other side of her call, and waved at me. I lifted my hand to wave back, and as my

eyes

adjusted

morning o

2

to the

from

dim,

the

bright

a S

3

placed on a newly cleared off patch of desk with a chair right in front of it. A chair that might as well have had my name on it. A laptop. My heart sank.[...] She hung up. “What a shit show. But welcome! Eduardo! She’s here!” Eduardo appeared from the supply closet? “Happy first day,” he said. But it was not quite the happy day I had imagined

@

3

because,

at their

request,

I was

soon seated in front of the sole’> computer in the shop I had chosen for its lack of computers.

“This is a really exciting day for us,” Neve said. “We've been trying to convince Alexander for years that we need to have S

4

an online presence. Business is okay, but we rely almost exclusively on repeat customers,

and some of our updating—* “Replacement,”

equipment

Eduardo

could

said.

use

“more

ıs replacement than updating, unfortunately.” DISCUSSION/CREATIVE

z

should be central, but not too

prominent. More photos of the shop than ss the man. He likes to stay behind the scenes.

So we need Twitter, Facebook, Instagram ... What else? Snapchat? Pinterest? Flickr?” “Wow;” I said. “I don’t even have all those.” “We can start small,” Eduardo said. “Just a

Annotations ' landline = Festnetztelefon 2 supply closet = a small room where things are stored 3 sole =only * to impart = to pass on your knowledge > to engulf = to completely surround, to

overwhelm

co couple. What would make the most impact?” “Twitter, maybe?” They were eager, ready to believe me

dusty clutter of the

front office, I saw something. It was like one of those pictures in kids’ activity books: Find the object that doesn’t belong. But instead of

“So we need to reach a new pool of customers. We’ve been thinking about it, and then you walked in. A real-life Millennial. And we knew you could be the one to make it happen for us” “We need to hold on to our image,” Eduardo said. “Analog. Classic. A little ... quirky.” [...] “Alexander

summer

blending into the scenery, it leapt out at me. Too silver and too new, too deliberately 2

5

=}

So I was standing in the doorway. I was ready to travel back in time, to when people looked into each other’s faces instead of at their phones, and used landlines® to place calls, and worked with wood frames and cans of ink and brushes. The bell jangled and the door shut behind me and I heard Neve’s voice saying, “Ohhh ... Principal not principle. Shit. Okay. We thought it

6

a

o

n

Extract 2

@

no

matter what I said. Neve was wide-eyed and nodding; Eduardo’s head tilted like a giant bird’s, watching me for guidance. It was not at all what I expected. I thought they would be teaching me. I thought I'd be watching them this way. It was my first day of my first-ever job, and I came ready to take notes

0 and try and make mistakes and learn from them. I was ready to absorb, but instead they

were asking me to impart*. I was trying not

to let the disappointment engulf® me. Trying not to think so much of the colors of ink and 7s the techniques I’d been studying. This was not what I wanted,

but it was

something

I

knew how to do, so I resolved to make the

best of it. If it helped keep this business going, then I would do what I could.

so “Social media is great, but we need something to direct it to,” I said. “We need

a website.”

“Alexander said no website,” Neve said.

“What about just a landing page?” I asked. es “An image, your contact info. That’s all we’d need. Super minimal” Neve glanced at the closed door of Alexander’s office, even though he wasn’t

there yet. Eduardo shrugged. “A good o0 compromise,” he said. What Alexander doesn’t know won’t hurt him”

WRITING

B3 Discuss to what extent an internet presence is indispensable for a company these days. OR Write an email to Evie in which you give her advice on whether she should stick with the job or not.

— S6: How to write a discussion/ comment, p. 372

297

m

The world of work

Making ends meet: Working on a play a) List the sources of income young people typically have in order to * finance their free-time activities (including holidays) while still at school, * cover their living expenses and other costs when studying at university. b) With a partner, discuss which of your ideas from a) seem most or least attractive to you and why. Across cultures — S18: How to analyse statistics, p. 396

a) Look at the statistics below and say what they show about US university students and the issues of work.

b) Discuss what this means for their university studies and their everyday lives.

U.S. students work more than they attend class

85% of students work while enrolled in college

U.S. students spend more time working paid jobs than going to lecture, studying at home or visiting the library. They encounter an average funding gap of over $80,000 when obtaining a college degree.

work out of financial

do not work

necessity

amount parents say they contribute

$82,103

average funding gap work to earn extra money

$99,417:

average student spending over the course of their degree

Students spend on average visiting the library going to lecture studying athome

[l

1.5 hours

[N [N

2.3 hours 2.8 hours

hours working

N

MoClEeeChpy

132

(e.g. eating, sleeping, free time)

4.2 hours

Language support

Talking about statistics: The pie chart illustrates ...

The bar chart shows ... The first chart visualizes ...

The area shaded in green/... represents ... What becomes clear from the chart is that ...

If you combine the information from ... and ..., you realize that ...

298

hours| Source:

HSBC’s The Value of Education. Graphic reporting by Sarineh Khachikian,

Daily Bruin contributor, https://dailybruin.com.

The world of work

m

Read the production notes for Annie Baker’s Pulitzer Prize-winning play called The Flick about a

movie theatre of the same name, where long-term employee Sam introduces his coworkers, Avery and Rose, to their duties. Speculate on the characters’ motivation to work in a run-down movie theatre.

Characters SAM, thirty-five. Shaved head. Caucasian. He often wears a beat-up Red Sox cap. He used to be very into heavy metal. AVERY, twenty. African-American. Bespectacled. He wears red, slightly European-looking sneakers. In love with the movies. ROSE, twenty-four. Caucasian. Sexually magnetic, despite the fact that (or partly because?) her clothes are baggy, she never wears make-up and her hair is dyed forest-green. SKYLAR/THE

DREAMING

MAN,

twenty-six

Setting

A falling-apart movie theater in Worcester County, MA. The set is the raked movie-theater audience, ten to fifteen rows of red seats with a dingy carpet aisle running up the center. The upstage wall is the back wall of the movie theater, with a window into the projection booth. There is a metal door leading out into a hallway which leads out into the movie-theater lobby. We, the theater audience, are the movie screen. The beam of light from the projector radiates out over our heads. Summer 2012.

Note

Sam and Avery wear the same degrading movie-theater uniform in every scene. It is a polo shirt (probably dark blue or purple or maroon) with a little name tag/pin, and black pants. Maybe the polo has “The Flick’ embroidered in yellow or white on its chest pocket? Because Rose is the projectionist she doesn’t have to wear a uniform. But maybe she wears the black pants anyway. Or the same pair of jeans every day. [...] a) After the cinema has been sold to a new owner, Mr Saranac, Avery writes a letter to him in

which he expresses his view on the planned changes. He reads out this letter to Sam. Explain what these lines reveal about Avery’s character and his attitude towards his job.

b) Imagine you were Mr Saranac reading Avery’s letter. Write down his thoughts in the form of an

interior monologue.

Even though Avery and his colleagues expect a reaction to the letter when Mr Saranac calls Avery to his office, the new owner does not talk about the letter, but accuses Avery of embezzling? some of the takings. The employees have engaged in a long-standing scam? called “Dinner Money”, which

Annotations ' aficionado = sb who loves sth and knows a lot about it

Annotations to embezzle = to steal money that you have been trusted with scam = making money by deceiving people

N

However. | urge you to think twice about this decision. You are the only theater in Worcester County, and one of only eight theaters in [the] entire state of Massachusetts, that still use a film projector. This is an honor, Mr Saranac. You are carrying a torch and | strongly encourage you not to extinguish it. [...] Movie aficionados’ like myself come to this theater because of syour film projector. And as more and more movie theaters in the United States convert to digital projection | predict that the brave few that continue to use film will become highly valued.

299

m

The world of work

IS

Annotations stub = the part of a ticket that is torn off when you enter a cinema, theatre, etc.

and used as proof that your ticket has been checked

was passed on from one generation of employees to the next. Being dissatisfied with their low wages, the employees have stolen some of the takings and thrown away the corresponding number of ticket stubs* so that it seems as if fewer tickets were sold than in reality. a)

Read the following extract from the play and describe the situation the employees are in.

b) Analyse how the characters behave in this situation. Consider the stage directions and what the

characters say.

D7, p. 353

c) In small groups, discuss the employees’ behaviour. Compare the results of your discussion in — S11: How to work with drama, p. 384

d)

class.

Use your knowledge of the characters to practise a dramatic reading of the scene.

The Flick

SAM. Fuck. Fuck!

by Annie Baker

[.] AVERY walks in, also in a new uniform. He looks deeply shaken. They fall silent.

23

s ROSE. How’d it go? o0

Well -

Pause. ROSE. Well, yeah. But what was —

ss AVERY. And he thinks it’s me.

Pause. I mean, he thinks it’s all me. Pause.

SAM. Did he say anything about the letter? AVERY. He figured out Dinner Money. 15 ROSE. Wait, what?

Annotations

' register = here: Kasse

AVERY. He figured it out. Apparently there was like too much money in the register! from last month and that’s like a sign that people are 20 stealing and then he found the shoebox with the stubs underneath the —

like -

AVERY. He was mad.

Sox cap any more.

Pause.

AVERY. I guess he like ... he wanted to make sure we were good employees, or SAM. So - so what was ...

SAM. He told me I couldn’t wear my Red 10 AVERY. Oh. That sucks. ROSE. He’s got a weird face, right?

awhole new system and a credit-card machine! We’re not gonna steal from

him!

AVERY. Hey.

AVERY. Uh -

ROSE. Wait, why does he care? He has like

ROSE. Because of your letter? 10 AVERY. There was a note for Sam in the

box. In my handwriting.

(To SAM.) From the weekend you were

ıs

gone. I guess he recognized my handwriting? Idon’t know how he recognized it. Pause.

ROSE. So what did you ... AVERY. I mean, I didn’t rat you guys out. so

ROSE and SAM both try not to show that they are relieved. SAM. Well.

Okay:. So we just need to uh. To uh.

To uh -

ss AVERY. Well, I was thinking that you guys could go to him and like fess up to your side of it too and like tell him that you 300

The world of work

were the ones who told me to do it in the first place and then like — « ROSE. Wait.

o ROSE. Do you have anything to say about this? He shakes his head no, averting his eyes.

What? AVERY. — and then maybe he won't like — ROSE. Waitwaitwaitwaitwait.

s

o

7

%®

100

Hold on hold on hold on. Let’s all like stop and take a deep breath. Pause.

Why should we tell him we were the ones who told you to do it in the first place? Pause. Which by the way is kind of a um what’s-it-called revised way of looking at it. If I recall correctly you were pretty happy to take fifteen bucks every night. AVERY. Because if we say that us were doing it and it was employee tradition like you

Pause. ROSE. Whoa. 8 Okay.

AVERY. That’s none of ROSE. And M p ; And you havea ause. AVERY. I don’t see how

AVERY. My dad isn’t rich. 120 ROSE. And Sam is thirty-five and he lives in a shitty attic above his crazy parents.

SAM winces but does not say anything. Pause.

And this is our like - this isn’t like a job

ı25

we have while we go to college.

This is what we like — feed ourselves

evil.

Sam?

—

thousand dollars in student loans to pay off and my mom is a secretary. And I don’t have a rich dad.

x ROSE. Yeah, well, that would have been like

SAM is still silent. They all stand there.

your business. fre ride. rieht? free ride, right?

‚; ROSE. Because I still have like twenty

That’s a really intense thing to ask of ... AVERY. ... I didn’t tell on you.

Okay. Great.

ROSE. I'm just curious. Your dad teaches semantics at Clark, right? AVERY. Yeah. SemiYeah. I told you that. „ ROSE. How much does he make?

That’s really intense. to ask us to do.

and ROSE look at him, betrayed.

How much money does your dad make? 10; AVERY. Excuse me?

all of like an said and that

and like ... not fire me. ROSE. He'll fire all of us. AVERY. I mean, or he’ll like let it go.

No? He shakes his head no again. Both AVERY Horrible, horrible silence. (Politely, to AVERY.) I'm just um ...

from us

everyone did it maybe he’ll understand

@

with.

Pause.

[...]

SAM. Uh-huh.

6 |

Sam says: “So we just need to uh. To uh. To

uh —” (ll. 53f.). Write an email to him in which you express your view on how the employees should resolve the situation. OR Referring to the extract and the cartoon on

the right, comment on what makes a good colleague.

BLAME

ear S

[ M

CULTURE

M

HER!

HIM!

— S6: How to write a discussion/ comment, p. 372

301

Urban, suburban and rural life

COUNTRY

VILLAGE

POPULATION !

L2Zh-6 (weekenps)| 27

(mon-FRI) [ *

"What's the night-life like?"

Webcode You can download a word list for the Theme here:

WES-73643-117

a) What do you associate with life in the country and life in the city? Note down your ideas in three minutes. b) Group work Exchange your ideas and add any new ideas to your notes. c) Group work Talk about where you see yourself living in ten years.

H — S17: How to work on cartoons, p. 395

Jigsaw

a) Form groups of four and decide on one cartoon (1-4) you want to work on. Analyse your cartoon in detail. 1 Describe the cartoon, including both visual and textual elements.

2 Analyse the cartoon, taking into account - its visual and textual elements, - the problem(s) it illustrates,

3 b)

- the cartoonist’s opinion. State the central message of the cartoon and explain how the cartoonist gets it across.

Form new groups of four with at least one expert for each cartoon.

1 Present your cartoons to each other. 2 Talk about whether you have any personal experience of the issues illustrated in the different cartoons.

3

302

Discuss whether the messages of the cartoons correspond to your views and experiences of city and country life.

.

Urban, suburban and rural life

@

|61 23456789 |

€43

M

AB Y

4

It might take a few years, but Pete knew that one day he would get to know the neighbors.

Viewing

— S20: How to listen/watch

a) Watch a video clip about urban life.

1 Describe the picture the video paints of urban life. . . . . . . 2 Watch it again and note down the information given on the following

aspects:

.

D

1

Describe the picture the video paints.

2 Watch again and note down what factors have caused Wallmow to survive and thrive.

Preview

Webcode You can find a link

L‘\”é’;e;’é%i‘; h:r;

c) In the light of what you have found out about urban and rural life, reflect on your conclusion in task 1c).

d)

Webcode You can find a link to the video

here: WES-73643-118

- the number of people living in cities, - the negative effects on the environment, - the positive aspects of urban life.

b) Watch a video clip about rural life in Germany.

effectively, p. 400

Compare the ways urban and rural life are presented in the two

This Theme deals with different aspects of urban, suburban and

rural life, now and in the future. In

the Workshop, you will analyse the

narrative perspective in two prose

fexts: v identifying the narrative

perspective in an extract

clips. In what ways do they illustrate or emphasize the themes they deal

v finding out about the narrator

with? The following aspects might help you:

v analysing how the narrative

* how information is put across

® the pace of the two films ® the camera work o

* real people vs. animation * the atmosphere created by sound

——

perspective influences the

reader’s perception of a situation v analysing the effects of the use of the modes of presentation showing and telling

303

\V/olge [ 2ole] 8

Urban, suburban and rural life

THE VILLAGE Villages are small settlements in rural settings.

@

o

n

They have between 500 and 2,500 inhabitants

o

2

a

2!

and are larger than hamlets but smaller than towns. Villages often have a central pointaround which a close-knit community life evolves. This can be a market place, a place of worship or common land on which the villagers let their livestock graze. The English term “commoner”, ie. someone with a humble background, was derived from this practice. The Industrial Revolution had a profound impact on village life in Europe. On the one hand, it led to rural flight, meaning that people migrated from the villages to towns and cities to work in manufacturing. This phenomenon rendered many villages deserted, meaningless and poorer than before. On the other hand, the increased exploitation of natural resources and the proliferation of factories in rural areas led to the growth of many other villages into towns and eventually even cities.

TOWNS AND CITIES First industrialization and then the growth of the service sector led to urbanization at an unprecedented scale. It is believed that today more than half of the world’s population lives in towns or cities. The UN has projected that by 2050 it will be two-thirds, with India, China

S

3

@

3

S

4

and Nigeria at the forefront in urbanization. The social consequences are manifold. The attraction of cities has led to skyrocketing property prices all over the world. In New York, for example, it is not unusual to pay a monthly rent of 4,000 Euros for a 2-bedroom apartment. Council housing brought some relief, but often the housing estates, particularly blocks of council flats, became hotspots for anti-social and even criminal activity. With property development lagging behind and affordable rents out of reach for millions, urbanization

&a

4

can lead to the so-called urban sprawl: the haphazard growth of cities. At best, this means that rather plain and uninspiring commercial strips and residential areas come into existence. At worst, it leads to the growth of slums or other informal settlements with makeshift buildings and no sanitation. Urban

=}

5

304

planners,

architects,

civil

engineers,

traffic planners, politicians and NGOs are all trying to meet the challenges posed by urbanization and especially by the trend

towards megacities and metropolitan areas with more than 10 million inhabitants. They develop ideas and tools for making cities greener, public ss transport more reliable and urban spaces more

child-friendly.

SUBURBANIZATION Suburbanization describes the movement of residents from the centre to the outskirts of a co town or city, where there is more space. People living in the suburbs usually have jobs in the city and commute to work daily. Although towns and cities have always grown outwards, the idea of having large residential areas at 6s the margins of urban spaces really took off in the United States after the Second World War. Returning soldiers and their families longed for a house with a garden - which was not affordable in the city centre — and the rapid 0 motorization of society meant that getting to work and back was no longer considered a problem. Other countries underwent similar developments —- yet there is no place on earth where more people live in the suburbs than in 75 the US. Despite its advantages, life in “suburbia” has also become a bit of a cliché. The image of the ~

@

suburbs as well-kept, but bland and uniform

and its inhabitants as narrow-minded and so prissy is the topic of countless books, films and TV series.

GENTRIFICATION As many city dwellers left for the suburbs, older apartment blocks in the inner city often ss went into decline as they did not have modern facilities such as sanitation and heating. With comparatively low rents they were favoured by

low-income groups, who often inhabited small

flats with several people. Gradually becoming Rose keeps asking Avery about his father’s income although he signals that he does not want to talk about this matter. However, she wants to highlight the differences in their social and economic positions as Avery comes from a better-off background. This makes him less dependent on his job at the cinema.

Here are a few more examples of lines from the extract. Explain what they reveal about the characters in that situation:

1. ROSE. This is what we 2. ROSE. Yeah, well, that 3. AVERY. Because if we tradition like you said

like — feed ourselves with. (L. 126f.) would have been like evil. (Il. 90f) say that all of us were doing it and it was like an employee and that everyone did it maybe he’ll understand and like ... not fire

me. (ll. 76-80)

4. SAM. So we just need to uh. To uh. To uh - (ll. 53f)

® Urban, suburban and rural life Workshop: Practice El SUPPORT FOR TASK 2B (P. 312) Read the quotes from the text in the left column of the grid on p. 355 and complete the grid with the statements below. 1. Assuming a more limited perspective, the narrator exclusively focuses on Salima’s behaviour and reactions. 2. The omniscient narrator reveals information about/comments on both Salima’s and Nadifa’s biographies. 3. The omniscient narrator exaggerates the women'’s reaction to the cool air from the lift. 4. Adding the plea to god, the narrator adopts the characters’ (probably Salima’s) way of speaking. 5. The narrator presents Salima'’s thoughts and feelings about the hypocrisy of the deal. A _ Alludes to the fact that it is normally people of colour who work as guards or doormen. The fact that even at the reception desk there is a white person highlights the classiness of the “rich” as

354

B

opposed to the “poor” part of the apartment block. Itis underlined how dire their financial situation is that they have to worry about an hour's additional rent for the van.

C

The fact that Salima realizes that others make a profit out of her poverty helps the reader to

D

recognize the social injustice involved. Makes the reader identify with Salima’s state of mind.

Diff section

They had been on journeys that

Makes the reader aware of the

were much, much longer and far,

hardship the two women

far more difficult. (ll. 7-9)

already experienced as asylum seekers.

... before the sixty-minute mark, when they’d be billed for another hour’s rental (ll. 21f.)

of the time. They noticed this, too.

(ll. 44-50)

It becomes obvious how desperate she is to escape the unbearable heat - and how desperate to live a more comfortable life than in refugee

camps or shelters. Being omniscient, the narrator does not only comment on the type of guard, but also makes clear that the two women

immediately see the difference.

“..we're moving in today. On

Salima is presented as the protagonist, the driving force in

the...” Salima waved down the road. “On the other side?”

their undertaking/venture; she avoids the humiliating reference to

(ll. 52-54) ... shining chrome and unsmudged glass which now had ... Nadifa’s kids’ faces and hands smearing slowly across it. Oops. (ll. 61-63)

the “poor side” of the building. The narrator concludes the description of the luxurious lobby and the kids’ behaviour with a colloquial interjection.

... a blessed gust of air conditioning ... almost brought them to their knees. The beaded sweat on their backs and legs ... (ll. 73-76) Salima grasped the system and the logic in an instant. The only reason she’d been able to rent in this building ... (Il. 102-104) ... she now saw an important truth: even the pettiest amenity would be spitefully denied unless the landlord was forced by law ... (I.114-117)

have

The omniscient narrator anticipates what will happen, if they do not speed up their moving in.

... they decided that ... among other things that had to be completed, along with the lobby, and the doors and please god, air conditioning (ll. 32-37) The guard ... was white... unusual ... you saw brown people ... most

.

An impression of the women'’s physical exhaustion in this hopeless encounter is conveyed, which makes the reader sympathize with Salima and her friend. The narrator can read the protagonist’s mind and presents Salima as a smart person who sees through the system. Through Salima’s disillusionment, the reader understands that allowing her to rent in Dorchester Towers does not stop social segregation and discrimination against her. Webcode You can download the grid here:

WES-73643-138

355

.

Diff section

SUPPORT FOR TASK 3 (P. 312) a) Consider the impact the extract has on you. Is it easy to empathize with Salima, Nadifa and the kids? How do you experience their situation? The topic of social segregation in building projects is not only treated in fiction, but made the headlines in several newspapers in 2014. Which of the two types of presentation seems more

effective as a means to make people aware of social problems? Copy the grid and add two more statements from the list in each of the four categories.

Webcode

Vou can download

pros (+)

L.

fiction

the grid here:

cons (-) .

.

* the problem is personalized/related to a person

WES-73643-139

.

| ¢ may be exaggerated/unrealistic s -

. ..

o ..

°

non-fiction

* * * * * * * * * * * * *

° matter of fact, factual

* limited chance of identification

°

°

°

°

perspective of the “victims” is adopted protagonist voices the criticism of social segregation provides political background reader is shocked by social injustice injustice can be experienced by the reader detailed description of place and people involved allows empathy provides facts and figures quotes from different people can be used to give a more complete picture more trustworthy focus on characters may seem one-sided or biased more easily understandable may be boring might be perceived as a single incident and not as a general problem

b) Add any other arguments you can think of. c) In your comment you might want to weigh different arguments in favour or against fiction or non-fiction. For this purpose, the following phrases may be helpful. Use at least four expressions in your comment. on the one hand ... on the other hand

however

| (and)yet

; compared with ...

| nevertheless

| while | whereas

| although/though/even though

|

| despite/in spite of ... | in contrastto ... |

SUPPORT FOR TASK 4 (P. 312) When you are asked to assume the role of a character in a story to rewrite it from that point of view, it is important to understand who that character is. To prepare for your task, the following steps may be helpful:

1. Collect information about the respective character from the text. » What do you learn about Salima/the doorman? * How does Salima/the doorman behave in the confrontation in the lobby? * How does Salima/the doorman talk? What kind of language do they use? Consider their respective social backgrounds.

356

Diff section

.

2. Imagine the situation: the posh appearance of the lobby, the pile of Salima’s and Nadifa’s things and the unruly kids, the arrival of “proper” residents. * How would the situation be experienced by Salima/the doorman? * What would go through Salima’s/the doorman’s mind? 3. Go through the list of adjectives and make sure you understand them. If necessary, use a dictionary for help. Choose two adjectives to describe e your view of the doorman,

e your impression of Salima, * how Salima perceives the doorman, * how the doorman perceives Salima, and give reasons for you choice. ; stressed | exhausted | desperate | aggressive | hurt | humiliated | intimidated | unnerved | provocative | annoyed | provoked | resilient | calm | domineering | rude ; impudent | arrogant | patronizing | harsh | dismissive | contemptuous | ; condescending | repulsive | offensive | frustrated

|

4. Of course, your presentation of the incident from the perspective of one of the characters must be in line with the original text. As an example, compare the following outlines and decide which ones do not conform with the original. A The doorman feels sorry for the two women and allows them to use the lift on the posh side of the apartment block.

B The doorman can’t wait to see the women gone because they are a disgrace to the luxurious surroundings he feels part of. C The doorman feels sorry for Salima and her friend, but knows his job as private security man means to guarantee the safe and carefree atmosphere of the well-to-do residents.

Texts Working on poetry E3 SUPPORT FOR TASK 1B (P. 315) Use some of the words and expressions in the box to complete the sentences. There may be more than one possibility. however

| in contrast to | on the contrary | whereas

i bycontrast

| while

| consequently

| unlike | similarly |

| atthe same time

1. 2.

the first poem is about happiness in love, the second one deals with disappointment in love. the second poem, which contains a lot of metaphorical language, the first poem lacks in imagery.

3.

I generally prefer poems that rhyme,

4.

her first poems, which usually consist of five separate stanzas, her later poems are often only one stanza long.

I must admit that some rhymes are not convincing.

5.

Both poems deal with generational conflicts. The first one,

problem of education. 6. The poet does not employ a variety of poetic devices.

, focuses specifically on the

his language sounds more like prose.

357

.

Diff section

From big city to small town: A novel extract E3 SUPPORT FOR TASK 3A (P. 316) Choose adjectives from the box to match the behaviour of the people described in the following sentences.

assertive | cautious | conceited | condescending | dominating | good-natured | impulsive | loyal | obstinate | outgoing | outspoken | reticent | self-controlled | selfish | self-effacing | sensitive | sociable | uninhibited

—

SOVWXNDUAWN=

. He doesn’t think before he acts, which can cause many problems. He had many chances to change his job but he stayed with the same company for 20 years. . There is no point in trying to change her mind. She won't listen. . She is not afraid to voice her opinion. . He'll always help you if you need him, he is so friendly. . Iwish he'd stop saying what a fantastic person he is. . She’s always telling me what to do. . He never boasts about all the things he has achieved. He’s very modest. . I hate the way she always looks down on other people. . He seems to get on well with everyone.

Gentrification: Working on a podcast E3 SUPPORT FOR TASK 1B (P. 317) Use the grid below to distinguish positive and negative effects of gentrification.

Webcode

You can download

the grid here: WES-73643-140

358

positive effects .

.

* reduction of crime * new investment in ...

negative effects .

.

* increase in rents . ..

Common

Common In this section,

mistakes

.

mistakes you will take a look at some

of the most

common

mistakes

which

non-native

speakers make when they learn English. Typically, confusion can arise when using adjectives and adverbs, punctuation and so-called false friends. Most mistakes are easy to avoid if you know what to look out for.

Adjectives and adverbs Using adjectives and adverbs in English can often pose a stumbling block for German speakers. This is because the German language often does not have a separate adverb form: the adjective and adverb forms usually look the same. In English, however, it is essential to differentiate between the

two and to use the correct form. THE FORMATION OF ADVERBS * Most adverbs are formed by adding -ly to the adjective: quick — quickly * Sometimes the spelling changes: adjectives ending in -y: easy - easily adjectives ending in -ic: fantastic - fantastically * Add in a... way to adjectives already ending in -ly: friendly - in a friendly way Watch out for these exceptions. You should memorize them. * The adjective is good. The adverb is well. She is a good player. She plays well. e Some words are both adjectives and adverbs, e.g. fast, hard, straight, late and right. This is a fast train. (= adjective) It goes really fast. (= adverb) * Some adjectives form adverbs that have a different meaning, e.g. hard, fair and late. hard (= hart in German) # hardly (= kaum) fair (= fair in German) # fairly (= ziemlich) late (= spät in German) # lately (= in letzter Zeit) He works really hard. # He hardly works at all. USING

ADJECTIVES

AND

ADVERBS

Adjectives tell you what something or someone

is like. Adverbs tell you how something is done.

It is important to consider what type of word you are describing in a sentence before choosing an adjective or an adverb. * Use an adjective to modify nouns: Sandra is a quiet person.

(adjective + noun)

* Use an adverb to modify verbs: Bill speaks quietly.

(verb + adverb)

* Adverbs are also used to modify adjectives and other adverbs: Henry is an extremely close friend. (adverb + adjective) Jane laughs incredibly loudly. (adverb + adverb)

359

.

Common

mistakes

Watch out for these exceptions and memorize them: *

Use an adjective to modify verbs that tell you how someone/something is, e.g. be, taste, feel, sound, look, appear, seem, smell, become and get.

The weather is great. The food smells good.

* Some verbs can be used with either an adjective or an adverb, depending on whether the noun or the verb is modified.

The customer looked angry. (the adjective angry says something about the noun customer) He looked angrily at the waiter. (the adverb angrily gives information about the verb looked) * Remember: If the verb can be replaced with a form of to be, you must use an adjective. The customer looked angry. = The customer was angry. = adjective COMPARISON OF ADVERBS You have probably already got the hang of forming the comparative and superlative of adjectives. This differs when using adverbs. Make sure to form them correctly: e The suffixes -er and -est are added to adverbs with one syllable: fast, faster, fastest e For adverbs ending in -ly, more and most are used: easily, more easily, most easily e Some adverbs have irregular comparative and superlative forms: badly, worse, worst well, better, best little, less, least

Look at the following sentences. Check if you need an adjective or an adverb. Complete the sentences with the correct forms. a) That soup looked 1 (delicious). I really wanted to try some! Mum told me to dish it up 2 (careful), so I didn’t make a mess. She should have told me not to eatittoo 3 (quick). It was still 4 (fair/hot). b) You'll never believe what happened to Tom Jones at work! He's been 1 (wrong) accused of stealing ideas from someone else. He seems 2 (innocent) to me. He works 3 (independent) and everso 4 (creative) - he doesn't need to steal people’s ideas. It's just 5 (total/unfair)! c) Youlook 1 (tired). - I know. I 2 (hard) slept last night. Things have become 3 (real/ difficult) at work. My boss always looks at me 4 (critical), and he 5 (rare) praises me. In the past, he used to tell me how 6 (good)Iwas doing my job. I have noidea what's different now! d) My son threw the ball 1 (high)into the sky, and it 2 (sudden)disappeared amongst the treetops. Normally, I'm not really a |3 (courageous) person. However, I 4 (brave) climbed to the top and fetched the ball down. My heart was beating so 5 (fast).

Look at the following text. Can you spot the mistakes? Correct them and rewrite the text. It’s no wonder Tom didn’t improve his marks. He hard worked on his presentation! Although he

chose the visuals real good, he often spoke too quick. To make things more badder, he made his teacher angrily by arriving lately. He was prepared poor, and that’s why he stuttered constant throughout the presentation. As a result, his teacher didn’t mark him as high as he had hoped.

360

Common

mistakes

.

Punctuation Punctuation is another area which leads to Germans making mistakes in their English. Therefore, it is important that you are familiar with the correct usage of commas, colons and apostrophes among others. In English, the wrong use of such punctuation can sometimes change the entire meaning of a sentence, making it difficult to understand.

COMMAS The rules regarding when

to use commas

in English

are less strict than

in German.

Reading

a

sentence out aloud, with or without commas included, can often help you to place commas correctly in the sentence. In some cases, however, the rules are very specific and differ from German. * Relative clauses There are two kinds of relative clauses: non-defining and defining relative clauses. Non-defining relative clauses give additional information that is not essential to understanding the main clause. The sentence would still make sense if a non-defining relative clause was left

out. This is my friend Julian, who is on exchange from Germany. Remember: always use a comma to separate the non-defining relative clause from the main clause. Defining relative clauses give essential information about the nouns they define. The sentence would not necessarily make sense if you left them out. Janet is the girl who is sitting next to your brother. Remember: never use a comma to separate a defining relative clause from the main clause. e Two main clauses In German, two main clauses can be separated by a comma. If conjunctions like und or oder are used, the comma

is optional.

Das Konzert ging weiter, die ndchste Band kam auf die Bühne. Entweder ich gehe morgen|,] oder ich gehe erst néchste Woche. In English, two main clauses can only be separated by a comma if the second sentence starts with a conjunction like and, or, but or so.

The teacher collected all exam papers, but some of the pupils hadn’t quite finished. If there is no conjunction between the two main clauses, you have to use a full stop or a colon to separate them.

The teacher collected all exam papers. Some of the pupils hadn'’t quite finished. COLON In English, colons are most commonly used for introducing lists or second main clauses. These second main clauses often explain or expand the previous ones. Remember: in British English, the first word after a colon should not be capitalized even if it

introduces a complete sentence. Only use a capital letter if the first word is a proper noun or an acronym. David has four pets: two dogs, a cat and a mouse. He was sacked from his job: the company realized he had missed all of his deadlines. He knows all about different diseases: AIDS is one of them. In American English, you may find other examples of capital letters after a colon. 361

.

Common

mistakes

APOSTROPHES In English, apostrophes are used in short forms and to denote possession. * Use an apostrophe in short forms of verbs/pronouns to indicate the missing letters. Here are some examples: verbs:

I've =1 have she’s = she is or she has he’ll = he will

pronouns:

let’s = let us

Remember: only use short forms in spoken or informal written English. They should be avoided in formal written English. * Use an apostrophe in genitive forms to denote possession, e.g. Jane’s dog, the children’s food. Remember: when the last letter of the noun itself is an -s, you should add an apostrophe and another -s (e.g. Thomas’s car). In colloquial English, an apostrophe is sometimes simply added on the end (e.g. Thomas’ car). Remember: in plural nouns ending with an -s, the apostrophe comes right after the -s, e.g. the pupils’ uniform.

Look at the relative clauses. Are they defining or non-defining? Decide if there should be a comma or not. a) We watched the film ? which you had told me about. b) The Spanish restaurant in Normanton ? which everybody is talking about ? is very good. c) Ilove your new car ? which is a great size. d) She visited a place ? which she had never been to.

False friends False friends are pairs of words from German and English which look or sound similar to a word in the other language but have completely different meanings. Speakers can often get confused by these pairings. Of course, there are no rulings to avoid this confusion. Instead, it is important to memorize the word pairs.

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English word

German translation

False friend in German

English translation of false friend

apart

auseinander

apart

distinctive

art

Kunst

Art

sort, kind, type

bald

glatzkopfig, kahl

bald

soon

body

Korper

Body (Kleidung)

bodysuit

box

Schachtel

Box

loudspeaker

brand

Marke

Brand

fire

caution

Vorsicht, Warnung

Kaution

security deposit

chef

Koch

Chef

boss

confession

Beichte, Gestandnis

Konfession

denomination

Common

fatal

todlich,

fatal

disastrous

mistakes

verhangnisvoll herd

Herde

Herd

cooker

high school

weiterfuihrende Schule

Hochschule

university

Roman

romisch

Roman

novel

sea

Meer

See

lake

spot

Fleck, Pickel, Punkt

Spott

ridicule

to wink

zwinkern

winken

to wave

a

Look at the list above. Explain the following misunderstandings. a) A German woman is leaving for the hairdresser’s. She says to her English boyfriend, “Bye, darling. I'll be back bald.” Her boyfriend replies, “Oh, no! Please don’t.” b) A German man walks into a shop for electric goods. He says to the shop assistant, “I'd like to buy a herd.” The shop assistant answers, “I’m sorry, Sir. The pet shop is next door.”

Pair work Write a short dialogue like the ones above in which false friends lead to a misunderstanding.

Look at these false friends. Some are in English and some in German. Use a dictionary or the internet to find out why they are false friends.

pickle

Aktion

fabric

Rente

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Skills section

S1

Checklist: Summary

A summary is for someone who has not read a text and needs to know the essence of what it is about. The readers of your summary do not expect you to go into detail; instead they want a short version of the text. Therefore, a written summary only gives a general idea of what the text is about

and the most important information. Dos

Before writing: v Read the text carefully and highlight key words and/or key sentences. v Divide the text up into parts or subsections. v/ Find an appropriate sentence or keywords to summarize each subsection. Writing an introduction: v/ The introductory sentence of your summary should include the author, title,

type of text, the place and date of publication, and the main idea. In other words, you need to answer these wh-questions: —

_ _ _ _

Who is the author?

When was the text published? Where was it published? What type of text is it? What topic does the text deal with? State the underlying problem or conflict, and not simply its content.

Writing the main part: Y Focus on the essentials/on basic facts. y Use the present tense. v Use your own words.

v Use formal language. v Use connectives to link your sentences. Don’ts

X Don'tinclude irrelevant details. X Don't use the present progressive.

X X X X

Don’t Don't Don't Don't

use quotations or direct speech. give your personal opinion. start analysing the text. try to create suspense.

Language

Introduction: e The short story/novel/article/poem/... “[title]” ... e

The extract from the short story/novel/...

“[title]” by [author] ... e ... written by [author] in [year]... e ... written by [author] and published in [source] in [year] ... e ... deals with/is about/shows/illustrates ...

support

Stating the topic/purpose of a text: e The text/story ... is about/shows/presents/ depicts/alludes to/refers to/criticizes/ targets/comments on/exposes the fact

that/the problem of ... Main part: * According to the author, ... e The author believes/claims/emphasizes/ states/points out ... e From the author’s point of view, ...

e The author is of the opinion that ...

364

Skills section

.

S2 Checklist: Creative writing A.

Continuation of a prose text

When you are asked to continue a prose text you have read, it is important that you write in a similar way as the author. Pay attention to the author’s style and the developments in the story. Decide if your continuation is plausible and fits in with what has happened before. Dos

Content:

v/ Stay in line with the plot and atmosphere. — You are not entirely free as you are expected to show in your text production that you have digested the original text. You have to use the information

— —

from that text as a basis for a plausible sequel. Mention certain features (places, details of landscape or weather) that have been introduced. Make sure you present the characters in a way that does not contradict their previous behaviour unless this change in character is part of your story.

—

If possible refer back to events in the text you have dealt with.

Point of view (narrative perspective): v/ Adopt the same narrative perspective:

— —

First-person narrator Third-person narrator - Omniscient (knowing and commenting on all the characters’ thoughts and feelings, foreshadowing future events etc.) - Limited (having insight into one of the characters’ thoughts and feelings only)

Language:

v/ Stay in line with the author’s style and try to imitate it. — Consider the amount of descriptive as opposed to dramatic passages that mainly consist of dialogue. — —

—

Use either long, elaborate sentences or short simple ones like the author. Employ imagery (symbolic or metaphorical language) if it occurs in the

original text; you need not always think of new images but pick up the ones used and extend them. Adopt the author’s use of language to place a character in a particular social class or reveal his/her emotions.

365

.

Skills section B.

Change of perspective

You may be asked to consider the fictional situation from the point of view of a different character, writing e adialogue e adiary entry/an interior monologue ° aletter to a friend Dos

Content: y Consider the relationship between the characters involved, their age, their

social standing, the way they might be personally affected by what has happened. Y For your character, imagine how he/she feels in the circumstances. v Decide how he/she would comment — On the situation or conflict, — on other characters and their behaviour. Language:

v Age, relationships to other characters, social class and profession determine the way a person speaks. v Make sure you use an appropriate register (formal, informal, colloquial, scientific, educated etc.).

v/ Emotions may alter a person’s behaviour and speech. v Use typical elements of spoken language like exclamations, incomplete sentences (ellipses), questions, etc. Don'ts

X Don't stray from the original text you were given. X Don't create an entirely new universe. X Don’t quote when you refer back to instances in the original text, but make the references part of your own narrative.

C.

Change of narrative perspective

You may be asked to rewrite an extract from a novel or short story using a different narrative perspective. In this case your text will be mainly based on the same content but you will have to modify it according to the narrative perspective you have to work with. All the information above

about changing perspective is relevant here as well, but there are also other things you have to bear in mind.

a) First-person narrator When you are asked to retell a story as a first-person narrator, first determine what the character from the extract who has now become the narrator is like. In the original text, identify how he/ she experiences the situation and how he/she would talk about it. Even though you have to keep the main elements of the plot, you can rearrange them to include the narrator‘s thoughts and feelings or comments he/she might make. Depending on the character, his/her age and social background, the style you have to use will differ, e.g. with snappy and clipped colloquial wording for a teenager or a more elaborate choice of words and sentence structure for a parent, teacher,

b

~—

judge etc.

Third-person narrator: omniscient or limited As an omniscient narrator you can look inside all the characters in the extract: you know their thoughts and feelings. You might even know how the story will end and provide some foreshadowing. However, the elements that you include should be in keeping with the original text.

366

Skills section

.

As a limited narrator, you retell the story from the perspective of one of the characters, but you use the third person. Rememberto limit your focus to the things your character knows about. Dos

Content:

y Use the tense of the original text. v As a first-person/third-person limited narrator —

determine the narrator’s character,

—

include his/her views, feelings, thoughts about the incident or conflict dealt with in the extract or the people involved, limit your text to what he/she actually knows or experiences, include speculations or hopes and worries where he/she has no obvious knowledge, stay within the framework of the original text.

— — —

v/ As an omniscient narrator

— —

refer to thoughts and feelings of all characters, add comments and judgements on what is happening or on the characters’ behaviour and the possible outcome of the narrative.

Language: Y As a first-person narrator

—

adapt your style to the narrator’s character, consider age, social background, emotional state, etc.

— use elements of spoken language. Y As a third-person narrator (limited or omniscient), you are quite free in what kind of language you use.

Don'ts

X Don't invent things that are not linked to the original text. X Don’t simply imitate the style of the original text.

When a first-person narrator is telling

e X often thought that .../wondered why .../

the story, features of spoken language like questions, incomplete sentences or exclamations are often included: e Why on earth haven'tI...? e How could X do this? e Seriously?/The nerve!/Brilliant!

doubted if .../underestimated ... e X had lost all self-respect/hope/ inhibitions. e To his/her relief/surprise/annoyance ...

When an omniscient/limited narrator is telling the story, the feelings and thoughts of the narrator/different characters can be

presented. Phrases to describe feelings may be helpful: ° Xfelt/was lonely/misunderstood/relieved/

An omniscient narrator might comment or hint at a future outcome or include judgements: e [t was obvious/to be expected/proved inevitable that ...

e It was only much later that he/she found out/understood ... e This would prove to be a problem when ...

overwhelmedy/...

367

.

Skills section

S3 There

Checklist: Formal letter are

many

different types

of formal

letters that you

a letter of request, a letter of inquiry, a letter of complaint,

could

be expected

to write,

e.g.

a letter of application (often called a

covering letter). Whatever kind of letter itis, the response you get will greatly depend on the way the letter is written. Formal letters are generally precise and to the point, without unnecessary detail.

It is also important that you adopt the right tone, i.e. it should sound business-like rather than emotional. Finally you must also think about the layout of your letter and the type of language you use. The language used in this type of letter should not be chatty and personal but rather formal and reserved. Before you start writing you should first ask yourself:

Who am I writing to? Why am I writing? What do I need to tell them? What do I want them to do? Dos

Before writing: y Observe the rules for the layout of a formal letter (see next page). y Use formal language. y Choose a more formal font for your letter or email if you use a computer, e.g. Times New Roman or Arial. v Draft and edit your letter or email before you send it. Poor grammar and

punctuation or spelling mistakes do not make a good impression. v/ Plan the structure of your letter to include the following parts:

Salutation and introduction: v Address the person you are writing to correctly: — If you know the person’s name write: Dear Ms (for a woman whose marital status is not known) Mrs, Mr, Dr Smith, etc.

— If you do not know the person’s name: Dear Sir or Madam, v Start the first sentence with a capital letter. y State the purpose of your letter in the first paragraph.

Y Refer to any correspondence that may already have taken place. Main part:

v Organize your ideas into paragraphs. y Include important and/or relevant details such as exact names, dates and

addresses, e.g. where you saw the job advertised, when and where you bought the defective goods etc. Y Keep to the point and avoid unnecessary details. Y Be polite and tactful. Conclusion and ending: v Outline how you expect the recipient to react, e.g. send you information, give you a refund, reply to your application etc. Y End the letter in the appropriate way: — Yours sincerely if you address them by name in the salutation — Yours faithfully if you use Sir or Madam in the salutation Y Type your full name and sign the letter by hand. Don’ts

X Don't write your name above the address. X Don't use inappropriate or informal language, e.g. slang, short forms, abbreviations, ...

368

Skills section

Language support Say why you are writing: to reply: e In response to your letter of September 23rd ... to complain: e I am writing to express my dissatisfaction with ... e Unfortunately, I am forced to write this letter in order to complain about ... to inquire: e I am writing to inquire about the possibility of ... * [ would be very grateful if you would send me further information about ... e Would you kindly tell me how ...?

Say how you expect the recipient to reply to ...

your complaint: * Under the circumstances, I feel an apology should be offered. * I would be grateful if you could deal with the problem as soon as possible. e [ must insist that you refund me my money

immediately. your inquiry: e I would like to thank you in advance for your assistance. * Please accept my thanks for your help. your application: e [look forward to hearing from you.

* I will be glad to supply you with any further information you may require. * [ have attached/enclosed the following documents.

to apply:

* I wish to apply for the post of ... e I am writing to apply for ... * With reference to your advertisement in the Daily News of March 3rd, I should like to apply for the position of ...

The example formal letter below details the general layout that your letter should conform to. 68, Wood Lane

Romford RM12 8]Y

[email protected]

November 1, 2018 Ms Diane Poole

The address of the person

DebenhamsLtd.

be on the left.

Dear Ms Poole,

s

you are writing to should

Say why you are writing the letter in the first paragraph.

P

1 D

Romford

With 24th, final time

5

t

RM10 6NX

reference to your advertisement in the Romford Recorder of October I would like to apply for a summer job in your Department Store. My examinations finish on June 23rd and I will be available to start work any after that date.

Write your address and email in the top righthand corner or on the left above the recipient’s

address. Leave a line and write the

date below your address.

I am just completing my final year at Hornchurch Grammar School and have applied to do Business Studies and French at Bristol University in October. Meanwhile, I would like to gain some experience in a large organization such as yours, and of course earn some extra money to help finance my university course.

In the last part of the letter, say how you expect the recipient to reply.

Having worked in a local supermarket on Saturdays for the past two years, I have gained a lot of experience in dealing with customers. I also greatly enjoy working in a team and was always a popular member of any group presentation at school because I always do my share of the work. In my last year at school I was a prefect and also captain of the hockey team, which shows I have a sense of responsibility towards others. My teachers have always considered me to be a reliable and conscientious student. I have attached my CV and will be glad to supply you with any other information you require, for example, the names of referees. Thank you for considering my application. Ilook forward to hearing from you soon.

The main part of the letter should include any other necessary information.

Yours sincerely,

End the letter in an appropriate way.

S. Goodenough Sandra Goodenough

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Skills section

S4

Checklist: Letter to the editor

Readers of newspapers often write a letter to the editor to comment on something they have read, usually in the hope that the letter will be published in the newspaper. When writing a letter to the editor, take the aspects for writing a formal letter into account. Use formal language, but include strong statements.

Before you start writing the letter, you will need to note down

important facts

and points from the text you are reacting to. Note down any other ideas you have and arrange all of them in a logical order. Dos

Introduction: v Start with Sir, or Madam, v Leave out any introductory or closing remarks with which you show your politeness or personal interest. Concentrate on the point you are trying to make. v Name the article you refer to at the beginning of your letter.

v Give the reason why you are writing the letter, i.e. what you support/criticize/ would like to comment on about the article. Main part:

v Follow a clear line of argument and stick to the most important point(s). Y Explain why you share or oppose the author’s point of view. y Support your arguments with evidence and examples. Conclusion:

Y End with a strong statement that sums up your position and/or says what you expect from future articles on the issue. y Just sign your name and state your place of residence at the end. Don’ts

X Don't use Yours sincerely/faithfully at the end.

X Don’t quote from the original article unless it is absolutely necessary. X Don't retell the article and explain it to the editor, but explain your view.

Language support Starting the letter: I am writing to you in response to the article ...

Having read your article ..., I would like to point out ... In the article ..., the author ... claims that ...

The article ... by ... raises the question of whether ...

Expressing your opinion in the main part of the text: e I would like to congratulate you on ... e I personally believe that ... e I could not have put it better myself. e Itis beyond doubt that ... e You are absolutely right when you say .../I utterly agree with you that ... e I wholeheartedly endorse ...

370

As a firm believer in .../As a supporter of ..., I totally agree/I see no reason why ... Although I understand why ..., I cannot

accept the overall conclusion that ... I see the author’s point, but I still feel that ...

I think ... is mistaken if he/she believes ... What you need to keep in mind is ... I would question the argument that ... Your author overlooks the fact that ... Ending with a strong statement: e The question can no longer be whether ..., but ... * However, doesn’t the evidence I have cited prove that ...? * Allin all, there can be no doubt that ...

* Ultimately, what matters is (that) ...

Skills section

.

S5 Checklist: Writing a speech When you give a speech, you are aiming to get people to agree with your views. As your speech will only be heard and not read by your audience, you have to be careful how you present what you have to say. Speeches are meant to be spoken, so your language should not be too formal. You may use short forms and contractions like don’t, we're, haven't, I'm, etc.

It may help you to read out loud to yourself what you have written to check whether your style creates the desired effect. Plan the structure of your speech to include the following parts: Introduction: v Directly address the audience at the beginning. Y Begin your introduction with an “attention-getter” to capture your audience’s

Dos

attention, e.g. a story, a rhetorical question, a quotation.

v Clearly state the topic of your speech and your personal stance on it. Main part: Y Explain the topic/problem. v Quote facts and people to persuade your audience. v Show your emotional involvement and appeal to the emotions of the audience. Conclusion: Y Briefly highlight your main points and end with something strong, e.g. an appeal for support. v Show that the speech has ended, e.g. by thanking your audience for listening. Don’ts

X Don’t put too many ideas in your speech, but give the listeners two or three important things to remember. X Don't just read the speech out loud to your audience. X Don't use expressions that are too complex. X Don’t write very long sentences - listeners must be able to follow your point. X Don’t use modifiers, e.g. might be, possibly, probably, more or less - you must be very direct and specific to be convincing. Language support

Introduction:

* Address the audience: Ladies and gentlemen, Fellow students, My friends, Members of ..., My fellow countrymen, etc.

Main part: e Relate your speech to your listeners. Use receiver-including pronouns and words like we, us, our,

my friends, etc.

* Use connectives to structure your speech: firstly, finally, etc. Link the different points by using phrases such as: Having discussed ... it is now appropriate to mention ... * Use adverbial phrases to underline your own convictions and win over

the audience: undoubtedly, certainly, undeniably, definitely, indeed, paradoxically, surprisingly, strangely enough, primarily, first and foremost, above all, etc.

e Include rhetorical questions like: Don’t we all agree/want to ...? * Include stylistic devices like repetition, exaggeration/hyperbole, alliteration, etc.

Conclusion: e Finally, fellow friends of the environment, ... e Clearly indicate the end of your speech: Thank you for your attention, ladies and gentlemen.

371

.

Skills section

S6

How to write a discussion/comment

Many tasks require you to write an argumentative text. Often, this is to be in the form of a discussion

or a comment. For both kinds of tasks you will have to state your opinion on a given question. In a discussion, you will need to weigh up arguments in favour of both sides of a debate in order to come to a well-founded conclusion, whereas a comment allows you to focus more on your opinion. But if it helps your case, you can also include arguments for the other side. discussion

comment

Know what your line of argument is before you start writing. To accomplish this, prewrite or brainstorm your ideas on paper until you have developed a working thesis. preparation

Write a rough outline that begins with a thesis statement. A thesis statement is an argument that you want to prove. Three to five facts or examples that support your thesis must follow next in the outline. The

last item must be a conclusion that essentially restates the thesis. The first sentences should be an interesting introduction that presents introduction

the problem your argumentative essay will discuss. The last sentence of the paragraph should clearly state the thesis or the basic question, argument or problem. First line of argument Look at the problem from one side (e.g. the side of those in favour, the arguments for a particular question). Write a handful of

paragraphs - at least three - that support your thesis. If you are making an argument about a literary text like a novel or poem, you can select quotes from the text that support your argument. If you are discussing a political controversy, choose reasons that bolster your claim, and find relevant quotes and main part

statistics to cite.

Second line of argument Then consider the problem from a

different side (e.g. the side of those against, the arguments against a particular question). Address any counterclaims in the main body of your argument as well. For example, if your argumentis in favour of capital punishment, refute

commonly held beliefs about why capital punishment is either morally

wrong or ineffective. Counterclaims might not apply in a literary argumentative essay, but usually do in one about politics.

372

4 Your line of argument Look at the problem from your point of view. Refer to at least three aspects of the topic and say what your position is on these. Do not forget to give

plausible reasons for what you think. Support your view by means of examples, statistics, relevant quotes etc.

[5 Other lines of argument (optional)] Although not strictly necessary for a comment, it might be useful to also refer to views of an issue that are in opposition to your position. It might help to prove your point when you

show that you are able to think of counter-arguments and how you deal with them. But again: plausible reasons supported by evidence are essential.

Skills section

note:

e Instead of discussing first arguments in favour and then arguments against, you may also contrast each argument for with an argument against the issue right away. e The examiner does not expect you to consider every argument there is. So, instead of listing, say, twelve different points, it is a good idea to

concentrate on about three, preferably the most important aspects and discuss these in detail.

6

conclusion

Conclude your comment/discussion with a paragraph evidence presented and restates the thesis. Here you perspective makes more sense or is more justified to this point, also add personal feelings about the topic, the topic in the context of other related issues and/or how the issue in question might develop in the future. repetition of arguments must be avoided!

that sums up the say which side or you. You may, at say how you see give an outlook on In any case, mere

Language

Introduction e The text/book raises the question of .../ introduces the problem of ... e The problem/issue that is touched upon here is ...

e The statement/text illuminates the basic problem/dilemma of ... Lines of argument: my point of view

e Considering the fact that ... e Another important point/factor/argument IS ...

e You also have to take into consideration that ...

e I am convinced (that) ... e Above all, it is important to note .../it must be said .../one cannot ignore (that) ... e to be in favour of sth ® to (strongly) support/oppose sth ® to argue for/against sth Lines of argument: balancing points of view * On the one hand ..., on the other hand ... e Whereas A ..., B ...

support

In contrastto A, B ... From B’s point of view, however, ...

Looking at the problem from A’s side, you have to admit that ... Supporters/Opponents of .... argue/might argue that ...

Another argument/point/reason that is often put forward is ... Others maintain/claim/assert that ... Personal conclusion

I rather agree/disagree with ... As opposed to ..., I definitely believe that ... In my opinion, .../As I see it, .../ Personally, ... As far as I am concerned, ... Finally, I would like to point out that ... Taking into account what has been said so far, I... Having considered the different arguments, I ...

Looking at the two sides, I have to say ... To sum up, I am of the opinion that ... To come to a final conclusion, I think ...

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S7 Checklist: Writing a blog post In an exam, you may be asked to write a blog post. A blog is a regularly updated website run by an individual or a group. Blog posts are usually written in a personal, informal or conversational style to engage with readers. It is important to keep in mind who you are writing for. Your target group

determines what you write about and how you do it. Dos

The structure: y Give the blog post an eye-catching title that will grab the readers’ attention.

This is the first thing they see. It will help them decide if it is of interest to them. v Outline the main point in the first paragraph. This will help readers decide whether they want to read on. v Put the details in the following paragraphs. v/ Add background information if necessary. v End with a conclusion that invites comments or reactions from your readers and other bloggers. v/ Add your name if you wish to. Your style: v Write in a friendly and informal style. Y Use first person L. v Try to include references to your own experience.

v Describe rather than tell. For instance, instead of saying you thought a book was great, try to explain why you enjoyed it. v Use vivid words, conjunctions and modifiers to make the reading more interesting and to improve the flow. Y Keep your sentences short and simple.

v Always be polite, informative and respectful of other cultures and opinions. y Ask your readers to respond to what you have written. v On the next page, you will find some useful phrases, but make sure your blog post has a personal touch. Don’ts

X Don't be overly negative. X Don't try to impose your beliefs on others. X Don’t be rude or impolite. X Don't waffle. X Don't include links to commercial sites or inappropriate materials.

X Don't give specific names, places, addresses or contact details.

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Skills section

Language

support

Introducing a topic

Adding further detail

e In tthis blog, I’m going to be discussing ...

* Butthat’s not all.

e Today, I want to address ... ® [t seems that everybody is talking about ...

* But what’s more, ... e That’s all well and good, however, ...

at the moment.

e Today’s topic IS ... Introducing an opinion e [ think/believe/reckon/find ... e As faras I'm concerned, ... e ['ve been thinking about this over the last few days and ... e ['ve got to be honest, I think ... is fantastic. e I'm not a massive fan of ...

S8

* Nonetheless, there’s

.

a whole other side

to this. e Let’s not forget ... Concluding e Whichever side of the debate you're on, I'm sure you’ll agree this is a really interesting subject. e That’s where we are at the moment, but we'll have to watch how this develops in the future. e Just to sum up this week’s post, ...

How to improve your text

Once you have written your text, read it carefully again and check whether you have considered the criteria listed below. Revise your text accordingly. a) Content: * Has your * Have you * Have you * Have you

text taken all aspects of the assignment into consideration? given evidence to support your arguments? referred adequately to the text that has to be analysed (lines, quotations)? avoided repetitions?

b) Structure and logical order: * Are the following parts included? - introduction, introductory sentence - main part, divided up into several paragraphs - conclusion ° Is the text clearly structured and therefore easy to follow with the help of visible paragraphs

and a clear order of arguments or examples? c) Language and style: * Have you used the correct tense, e.g. the simple present tense in a summary? * Have you used the correct language, e.g. formal language in a letter to the editor? * Are your sentences complete and not too long or complicated? * Have you avoided waffling, i.e. excluded all unnecessary words? * Have you varied your vocabulary by using synonyms? Look at the language support on the next page for some ideas. * Do you use connectives effectively to make your text coherent? Again, the language support will help you.

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Language

Synonyms: certain adjectives and nouns You should ban the following words from your range of vocabulary — at least when writing a formal text like an analysis or characterization: SAD HAPPY INTERESTING

NICE BAD SITUATION

Use some of these synonyms instead: e For “sad” people you could use: downcast, depressed, downhearted,

dejected, dispirited, frustrated, discouraged, sorrowful e Fora “sad” atmosphere you could use: dark, gloomy, dismal, dreary, depressing, desolate, melancholy, hopeless, cheerless, bleak

e For “happy” people you could use: cheerful, contented, relaxed, pleased,

SUppOI’t

For “nice” people you could use: amiable, kind-hearted, good-natured,

gentle, congenial, easy-going, pleasant, sympathetic For a “nice” atmosphere you could use: cheerful, relaxed, pleasant, harmonious,

idyllic, picturesque, familiar, friendly, warm For “bad” people you could use: despicable, contemptible, loathsome,

hateful, detestable, reprehensible, awful, vile, mean, repulsive, horrible, dreadful,

terrible For “interesting” you could use: appealing, exciting, fascinating, remarkable, significant, captivating, intriguing, attractive For “situation” you could use: circumstance, case, state of affairs, condition, predicament, position, dilemma

delighted, light-hearted, merry, lively, vivacious, animated, buoyant, spirited

Language support

Synonyms: “author” Depending on the type of text you are writing about, use one of these synonyms instead of the word “author”:

e literary texts: novelist, playwright, poet, writer

* newspaper articles: journalist, reporter, columnist, writer, essayist

blames sth/sb ... criticizes ...

reproaches sb for ...-ing ... rejects (the idea of) ... abandons the idea of ...-ing ... opposes the idea of...-ing ... refutes the argument ... claims/maintains/argues that ... assumes/supposes/presumes that ...

Varying your vocabulary: “the author says”

Similarly, you should avoid writing “the author says”, but use more precise alternatives instead. Here are several examples of verbs you could use: The author ... ° refers to ... ° alludes to ... e talks about/mentions ... * addresses the issue of ... ° examines ... ° raises the question of whether ... * weighs up the arguments ... e is in two minds about ...

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asserts ... believes ... states ... insists ...

emphasizes ... sides with ... backs up his argument with ... is in favour of ...-ing ... puts forward another argument ... doubts ... attacks/accuses sb of ...-ing ... leaves ... unanswered ... avoids this issue ... does not consider ...

Skills section

Language

Connectives Use some of these connectives to ensure that your text continues to flow for the reader: * Connectives to show sequence: firstly, secondly, thirdly next consequently previously simultaneously afterwards subsequently finally later

before Firstly, ... In addition, ...

Equally important, ... * Connectives to show time: soon then

by this time as soon as meanwhile

presently e Connectives to compare different aspects: in comparison furthermore

likewise similarly moreover

.

support

» Connectives to give specific examples: for example for instance in this case

specifically with regard to that is to say that For example, ... Also ... In addition, ...

Connectives to contrast: in contrast whereas

nonetheless however

on the contrary nevertheless although conversely despite this in spite of the fact that regardless even though Connectives to signal conclusion: in conclusion therefore as a result (of this) in short

generally all in all

because of this evidently

in addition

additionally otherwise On the one hand, ... On the other hand, ...

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S9

How to structure a text

When analysing a text or commenting on an issue, for example, you should not only pay attention to the content and the correct use of language (grammar, choice of words, etc.), but also to the structure of your text. In order to write a well-structured

text, you

should

follow the structure of introduction

- main

part — conclusion. Make sure that you plan how to present your ideas effectively in a sequence of paragraphs before you start writing. Moreover, you should make the relationships between your points clear by using connectives, e.g. to express cause and effect or to point out contrasts and contradictions. Apart from creative writing tasks, which require you to follow the specific criteria for the kind of text you need to produce (e.g. a newspaper article or a letter), there are basically three types of texts you may be asked to write, especially in an exam context: 1.

comprehension (e.g. Describe/State/Outline/Summarize/...)

2. analysis (e.g. Analyse/Examine/Compare/Explain/...) 3. argumentative writing (e.g. Comment on/Assess/Discuss/...) Below are some tips to help you structure your texts for all three general text types. INTRODUCTION

general tips

comprehension

analysis

argumentative writing

Refer back to the task, if necessary.

* Give the general

* Make a general

* Make it clear what makes the issue you discuss topical or controversial. e Explain its relevance with regard

information on the

statement that

text at hand (e.g.

sums up what you are expected to

author, title, etc.). e State the issue the text deals with.

Example:

find out.

to the text at hand, if possible or

necessary. ° Express your general view on the issue. Example: Analyse White Mike's character in the passage at hand.

Example: Discuss whether a gap year is worth taking after school.

chapter 23 of

Although White Mike is an experienced

Nick McDonell's novel Twelve, first

drug dealer, his acute observation and

Thousands of students decide to take a year off from education once they have graduated from school and do not want to start studying straight away. As the article “Why Malia Obama is right to take a gap year" has suggested, a gap year may provide valuable

Summarize White Mike’s encounter with Lionel and Jessica. The extract from

published in 2002,

ability to empathize

deals with how White Mike becomes aware

make him start to

of the destructive

nature of the drug

cope with the effects Twelve has on his job

Twelve and its

as a dealer.

consequences.

realize that he cannot

experiences. However, [ do not

believe that travelling the world for a year, which is what most people seem to do, is of much benefit

for your personal development or your career.

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Skills section

MAIN

PART

general tips

comprehension

analysis

Divide the text up into paragraphs that each deal with one aspect. Link ideas and paragraphs, e.g. with connectives and participle constructions.

* Presentthe

Follow this structure in your paragraph writing: e P - Point: an introductory sentence that outlines the point you are trying to make in this paragraph so that the reader immediately knows what you are referring to ° E - Evidence: examples from the text (including quotations) - in an argumentative text also arguments and examples that you know from other contexts — that can be used to prove your point (P) * A - Analysis: explanation of your examples/quotations/ arguments to make it clear which function your evidence (E) has in proving your point (P). Express your general

relevant content in

your own words.

.

argumentative writing

view on the issue.

Example: Summarize White Mike’s encounter with Lionel and Jessica.

Having been called by Jessica, White Mike is joined by another more professional dealer, Lionel, to meet her.

Feeling uneasy in Lionel’s company, White Mike walks to the meeting point at 91st Street where he already notices Jessica from a distance.

Example: Analyse White Mike's character in the passage at hand.

Example: Discuss whether a gap year is worth taking after school.

White Mike

What kind of activity you do in your time abroad needs to be chosen wisely if it is to be relevant beyond your gap year. If you intend to become a doctor, it might be a good idea to volunteer in a hospital or nursing home. Similarly, those interested in a career in social work or education are more likely to profit from spending some time in a nursing home or school. As

empathizes with Jessica and tries to establish some kind

of relationship with her. At one point he “tries to look her

right in the eye but can't catch her gaze”. As White Mike is aware of Jessica's

inexperience in dealing with that kind of situation and her

strong urge to buy Twelve, he hopes to make her focus on the deal and not

come across as an easy victim for Lionel. By trying to make eye

a consequence, the choice of a

subject for your university studies or your apprenticeship is bound to be a more informed one and you may already gain practical experience in a field that will come in handy when approaching relevant topics at university.

contact, he hopes to

keep her focused and possibly guide her through the situation without losing respect and dignity.

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Skills section

general tips

comprehension

analysis

argumentative writing

Refer back to the opening paragraph,

e Usually, no conclusion is

e Summarize the most important findings concisely without repeating all the details and using the same words again.

* Draw a conclusion by weighing up the pros and cons and stating your opinion clearly.

Example: Analyse White Mike's character in the passage at hand.

Example: Discuss whether a gap year is worth taking after school.

As it has become clear above, White Mike is the character that connects

All in all, White Mike displays a more

Jessica as a high-

much a person like Jessica is changing as a consequence of taking and demanding more

Allin all, I strongly believe that a gap year needs to be filled with meaningful activities to justify taking a one-year break. Partying for a year in the sun is definitely not worth postponing your studies for, whereas internships or social work can be justified both with regard to career opportunities and personal development.

if possible, at least

implicitly.

necessary unless you need to lead over to the

analysis. Example: Summarize White Mike's encounter with Lionel and Jessica.

school student who

is roughly his age and Lionel, who

represents the drug dealing part of White Mike’s life. In order to see how White Mike's character deals

with this particular

sensitive side as he realizes how

Twelve. Furthermore, he is aware of his

own role as someone linking two very different worlds

situation, his

he is not part of —

behaviour deserves a

Jessica’s circle of

closer analysis.

wealthy teenagers and Lionel’s world of violence and crime.

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Skills section

S10

.

How to work on poetry

Many students feel insecure when asked to analyse a poem. However, working on poetry can be very rewarding. The following tips will help you to read, enjoy and work successfully with poetry.

Step 1: First reading The aim of the first reading is to get a general sense of what the poem is about. At this stage you should not worry if you do not understand all the lines but concentrate on your first impressions. Try to identify the topic/subject of the poem. If possible, listen to someone read the poem out loud in order to get a feeling for the rhythm of the poem. If there is no recording, read it out loud to yourself or to a partner. The poem appears to be The poem is concerned Listen to this reading of the about the end of the world with the destruction of the poem Fire and Ice by Robert and whether this will be world either by fire or Frost and read two first caused by fire or by ice. by ice. impressions.

Step 2: Studying the poem a) Annotations While studying the poem you should keep a set of notes. Preferably these notes should be annotations on and around the poem itself. If you are not allowed to write in the book, make a large copy of the poem, on which you * underline or highlight key passages or words. * write down short explanations of your thoughts and interpretations. * use question marks ? or wavy lines —— to mark passages that you find difficult to understand. * use exclamation marks ! to show that you agree with or are impressed by an idea in the poem. use different colours to highlight recurring ideas or emotions.

Annotations

Poem

Form

Fire and Ice

Theme of the poem, end of the world/destruction of mankind?

Some say the world will end in fire, S N

The contrast between fire and ice.

From what I've tasted of desire _

Lines of four or eight

I hold with those who favor fire. !

syllables.

What does the narrator mean by “tasting desire"? Reference to Frost's own romantic experiences? .

The poet thinks the end of the world

ome

say ın 1ce.

But if it had to perish twice, | 1think I know enough of hate T

© say

that

f

that for R

will most likely come as a result of | Is also great

fire. | agree that it is more likely than an ice age.

And would suffice.

ion

i

I8

| Three different rhymes.

End-stopped lines (lines 1,2,4,5,9) .

enjambment

(line 7)

Robert Frost

b) Form and rhythm What makes a poem a poem and not a piece of prose? Look what happens if Robert Frost’s lines are written as prose.

Some say the world will end in fire. Some say in ice. From what I've tasted of desire I hold with those who favor fire. But if it had to perish twice, I think I know enough of hate to say that, for destruction, ice is also great and would suffice.

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Skills section

The language remains but the poetic effect is lost. Form and rhythm are necessary to transform the lines into a poem.

* Form refers to the type of poem, e.g. sonnet, and the way it is organized. Poems are usually organized in groups of lines called stanzas. Many poems are organized into stanzas of equal length (3 or 4 lines). Contemporary poems, however, often contain stanzas of varying lengths,

without a formal pattern. * The rhythm of a poem refers to the way its sound pattern is organized. It is determined by its stressed and unstressed syllables and by punctuation. The poem Fire and Ice is not organized into stanzas of equal length but consists of nine lines of either four or eight syllables. The form is what . . Söme say the world will énd in fire makes this poem so special. Söme say in ice

If you listen to the poem again, you should be able to detect a rhythm. The stressed syllables are marked

with .

From what I've tasted öf desire I hold with thése who favor fire.

Many of the lines can be read as iambic. That means that an unstressed syllable is followed by a stressed syllable. But this rhythm is not consistent. In the first two lines the poet makes a

point of stressing the two different views on the destruction of the earth. By using and stressing the word “some”, he underlines that this is not a personal view but rather a universal truth.

The poet also employs the following poetic techniques, which affect the rhythm: * End-stopped lines in lines 1,2,4,5 and 9. The lines end in a comma or a full stop creating a

natural pause and slowing down the speed. * The enjambment in line 7 has the opposite effect. By continuing the idea into a new line, the pace of the poem is increased. The reader cannot comfortably pause at the end of the line. c) Language Having identified the theme of the poem and studied its form and rhythm, you should then look more closely at the language. 1. Choice of words The poet’s choice of words determines his/her style and adds to the meaning of a poem. The choice of vocabulary in a poem will depend to a certain extent on its theme. It may be formal or informal, simple or complex, straightforward or ambiguous. The poem Fire and Ice, written in 1923, employs formal language to pursue the theme of the destruction of the world, a topic of scientific debate at the time. Some scientists believed that

the world would end as a result of explosions of fire from its core. Some scientists believed that an ice age would destroy all living things. Frost states this clearly in the first two lines. The language is straightforward and concise, underlining the scientific nature of the subject matter. However, the poem also employs connotations and imagery, introducing a more emotional side to the topic. * The connotations of a word are the associations it evokes. * Imagery refers to any aspect of a piece of writing that appeals to the reader’s senses. It also refers to the use of comparisons, specifically similes, metaphors and personifications.

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Skills section

.

In this poem, Frost associates passionate desire with fire and hatred with ice. He thus creates the image of the world as a relationship, which may be destroyed by too much passion or fire or alternatively by icy indifference and hatred. The metaphorical view of the two elements begins in the first two lines and is developed over the whole poem. 2. Grammar and syntax When analysing the language of a poem, it is also important to look at grammar and syntax (the way the words are arranged). * Are there any questions, commands or exclamations? To what effect? * Is the normal word order changed in order to emphasize certain words? To what effect? * Are certain structures repeated (parallelism)? To what effect?

* Is the poem written in the first person (I, me)? What feelings and attitudes does the narrator convey? The use of parallelism in the first two lines “Some say ...” underlines that only two options are open as far as the final cause of the destruction of the world is concerned. The narrator,

introduced in line 3, initially refers to his own experience of desire and maintains that fire is

more likely to be the cause of destruction. However, he finally admits that the world could just

as easily end in ice, revealing his own experience of hate. 3. Sound The sound of a poem is not just determined by its rhythm but also by the vocabulary used. The following techniques can create a musical effect, making the poem easier to read but there are often other important effects. It is not enough just to identify the techniques, you must also explain their effect.

* Rhyme: It is not difficult to identify rhymes but more difficult to talk about their effects. Rhyme can give a poem momentum as well as an evenness of tone. Poems without a regular rhyme scheme are called free verse. * Alliteration: This is when two or more words begin with the same sound, e.g. favor fire. e Assonance: This is the rhyming of vowel sounds within two or more words, e.g. hold with those. The poem Fire and Ice incorporates three sets of interwoven rhymes. Each line ends with an -ire, -ice, or -ate rhyme. The rhymes bring particular words together that are important for the meaning/message of the poem. “Desire” not only connotes “fire”, it also rhymes with it.

“Hate” is “great” in the sense of excessive or huge and thus the final message that hatred can also cause destruction is drummed home and further emphasized by the rhyme of “ice” and “suffice”. The use of alliteration in line 4, “favor fire” and assonance in line 5, “hold with those”

both accentuates the narrator’s initial preference for destruction by fire and contrasts strongly with the final message of the last four lines, which come as quite a shock.

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Skills section

S11

How to work on a play

Together with poetry and prose, drama is one of the three main literary genres. Drama is a representation of people in conflict with each other and the world around them, which is intended to

be performed on stage. It relies on dialogue, interaction and set design.

Types of plays Tragedies like the famous plays Romeo and Juliet or Hamlet by William Shakespeare explore human nature and end in a catastrophe due to the tragic hero’s misjudgement or hubris, causing his/her own death and that of others.

Comedies entertain audiences by making them laugh at the quirks and follies of everyday life. But in spite of all the

confusion in a comedy, which might also expose and criticize the shortcomings of society, there is no catastrophe but rather a

happy ending. Comedy, especially as social satire, is a device used to expose corruption and the

History plays like Henry V use historical events to analyse the machinations

of politics and warfare, revealing their impact on people’s lives. Thus, history plays comment indirectly on the political situation of the time. A special variety of postwar drama is the theatre of the absurd, which

illustrates the problem of dysfunctional communication, i.e. the inability to communicate in a meaningful way. Its aim is to shock us out of our complacency and to suggest that our world cannot be rationally comprehended.

foolishness of the individual or to unmask

current problems and dangerous trends in society.

Structure A play is divided into acts and scenes. While in the ancient Greek tradition the action had to take place in one day and one place (unity of time, place and action), even some 400 years ago the inventive playwright William Shakespeare used subplots and switched between different locations on his stage. Normally,

the development

of the plot follows

a certain

structure.

In the exposition

the main

characters, the setting and the topic/conflict are introduced. During the rising action suspense builds up due to unexpected obstacles, complications or a clash of conflicting interests and controversial attitudes. This leads up to the climax, which is the point of highest tension and can consequently also be referred to as the crisis. The falling action shows how the conflict is resolved and leads to the final part, the resolution or denouement.

exposition

characters, setting 384

resolution tone, moral

Skills section

.

Dramatic devices The script of a play - or a film - is meant to come alive on stage - or on set. The text consists of dialogue and monologue and the stage directions, which help the actors to interpret and perform the play. The characters are defined by what they say and do. Their ideolect, the language typical of an individual speaker, reveals a lot about their class and education (e.g. by grammatical incorrectness, lower class slang, sophisticated vocabulary), their personality, their mood (e.g. by an aggressive/ polite/reserved/enthusiastic choice of words) and their role (e.g. domineering/hesitant/intimidated/ uncertain, indicated by pauses, incomplete sentences or repetition). Dramatic devices

Dialogue

The verbal exchange between two or more characters

Monologue

A long speech or statement by a single character without any interruption

Soliloquy

Alone on stage, the character voices his innermost thoughts and feelings. Just think of Hamlet’s famous words “To be or not to be”.

Aside

With several characters present, one of them makes a comment or hints at a

plan in a way that makes it obvious that the others cannot hear what is said. This is often used to create suspense by giving the audience some idea of further complications in the plot. Dramatic irony

Relies on the audience knowing more about the course of action than a character on stage and consequently leads them to anticipate what traps he might fall into or what relevance his seemingly unimportant words have.

Reported action

The theatre is a limited space and sometimes details about what happened years ago or in a different place are necessary to explain a character’s behaviour or motives or their relationship to others. This can be achieved by characters telling the story and providing the relevant background information.

Comicrelief

A favourite device of Shakespeare’s, this is

a means of breaking the tension and

giving temporary relief in a serious or tragic situation by introducing an amusing scene, a comic remark or incident.

Analysis Plot e Whatis the main problem/ conflict? e How is the conflict

introduced? How does it develop? How is it resolved? * What creates suspense? e Are there any subplots? How are they linked to the main plot?

Character How is a character

presented in the stage directions? What does his/her ideolect reveal? How does the character interact with others?

What does the dialogue reveal about the role he/

she is assuming?

Devices

What type of register/what choice of words is used by the individual characters? How are pauses/volume/

interruptions used? Does the audience know more than a character on stage? Is there additional

information about past events/experiences and what is its relevance?

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Skills section

S12

Checklist: Analysis - prose

When analysing a prose text, i.e. an extract from a novel or a short story, you will be likely to work through the text chronologically, but when writing your analysis, it is often more advisable to use a topical order. As the task usually requires a focus on a particular aspect, such as stylistic devices or choice of words, characterization or narrative perspective, it is more helpful to present your results

on individual aspects in clusters or groups. This allows from different parts of the text but are closely related, and analysis best. Consequently, you should plan your text carefully before decide which passages are most relevant to the task and similar points together. Put them in a logical order that

you to combine passages that are taken to rearrange them in a way that suits your you start writing your analysis. You should what they illustrate so that you can group makes your analysis flow naturally. For a

characterization, for example, it would be advisable to start with general information on a character

like age and family background before you move on to other aspects such as attitudes and feelings. Once you have decided on an outline for your analysis, make sure your answer follows the structure of introduction - main part - conclusion (see pp. 378-380). Do not just consider the content, but always examine the language used by the author and explain what it reveals about the narrator or a character or what effect it is supposed to have on the reader. Pay attention to features such as narrative techniques, choice of words and stylistic devices. Dos

Y Begin with a central claim that forms a first conclusion on the task, e.g. in the case of a characterization, what a character’s central character trait appears to be. v Structure your text logically and divide it into paragraphs. v Organize your analysis around the specific aspects you are asked to focus on (unless the task specifically asks you to work on the development and chronology of the text). y Always combine findings on language/structure and content/message.

v Quote from the text to support your findings or refer to the text in your own words. v Use the present tense. Y Use connectives to link your ideas. v Use formal and neutral language. v End with a conclusion that does not only sum up your findings, but also refers back to the task and states your results on a more abstract level. Don'ts

386

X X X X

Don’t Don't Don't Don’t

use the past tense. just paraphrase the text you are analysing. speculate —- your findings must be based on evidence from the text. write about every detail.

Skills section

.

Language support Writing about characters: ° The frequent use of direct characterization creates a convincing/clear/positive/ negative picture of .../helps the reader to ...

e Xis directly characterized by ... e

The direct characterization by family and

friends —

—

seems/appears to be controversial/

contradictory/.. shows/reveals different sides of X as each of them perceives X in his/her own way/in an individual way.

e Xis mainly characterized indirectly by/

through his/her ... e From the way he/she addresses .../reacts to .../behaves when ... we can infer/ conclude that ... * The protagonist seems/appears to be ... e X’s behaviour/the way he/she speaks/ dresses/... suggests that ... e As X s presented/described as ..., it

becomes clear/it is emphasized/it is highlighted that ...

° X’s reaction/comment/... reveals/makes

the reader feel/believe/understand that ... Writing about narrative perspective: * By granting the reader access to the character’s/characters’ mind(s), the narrator draws attention to/makes the

reader see/feel ... * Due to the first-/third-person narration

it is (not so) easy for the reader to identify with ...

As the story is told by ..., the reader knows more/does not know more than the character(s) in the story ... The reader needs to be careful not to take all he/she reads for granted as he/she experiences the development through the main character’s eyes ...

Writing about atmosphere/choice of words/stylistic devices: The author makes use of/uses ... to create a/an ... atmosphere. The use of short forms and colloquial language in direct speech suggests that ... The simple short sentences in this passage quicken the pace of the action in order to ... By incorporating a lot of direct speech in this part of the chapter, the narrator manages to ... The author uses metaphorical language to ... /employs stylistic devices to ... The author’s use of stylistic devices underlines/enhances the arguments/ message of the text. The stylistic device/metaphor/... brings out/emphasizes/underlines/supports/ affirms the message ... to examine/explain/analyse the stylistic devices

(with a limited/omniscient point of view),

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Skills section

S13

Checklist: Analysis - non-fictional texts

When analysing non-fictional texts, i.e. a newspaper article or a speech, you need to look at the analysis task very carefully in order to decide whether you should analyse the text in the order in which it is written or by focusing on a certain aspect.

If you are asked to work on the line of argument, it is advisable to follow the structure of the text and see how the author/speaker moves from one point to the next. If, however, the task requires you

to analyse the use of stylistic devices, for instance, it makes more sense to structure your findings according to the different types of devices that are used - no matter in which order they appear. Take your time to plan your text carefully before you start writing. Decide how to divide your findings up into paragraphs. Your answer should have a coherent structure, consisting of an introduction, main part and conclusion (see pp. 378-380). Apart from the overall structure, consider the different strategies and devices the author/speaker may use to inform/influence/convince or entertain the reader or - in the case of a speech - the audience. Similarly, the author’s point of view and the type of text can have a significant impact on the way a text is written. So watch out for the way facts and opinions are combined, to what extent

the text is biased and what the ultimate goal of the article or speech is. However, it is not sufficient just to identify these devices. Analysing a text means that you have to

explain why these devices are used and what the desired effect on the reader is. Dos

Y Begin with a central claim. In order to do this, keep the central message or problem of the text in mind, but also the task you are working on. Your central claim should set out what you expect to find in your analysis, e.g. what a speaker’s overall aim and strategy is in a speech. v Structure your text logically and write in paragraphs. v Analyse the text either in the order in which it is written or according to each of its various aspects in turn — depending on what fits the task best. v’ Give examples of important stylistic devices, rhetorical strategies, choice of

words and structure (included in your analysis as direct or indirect quotations), explain them/their meaning and analyse their effect on the reader. y Always combine findings on language/structure and content/message.

v Y v Y Don’ts

Use the present tense. Use connectives to link your ideas. Use formal and neutral language. End with a conclusion that not only sums up your findings, but also refers back to the task and states your results on a more abstract level.

X Don't use the past tense. X Don't only paraphrase the text you are analysing.

X Don't just state that a certain stylistic device is used, but explain its function. Refer only to those devices that you can use as evidence for what you claim. X Don’t speculate - you must use evidence from the text to support your findings. X Don’t write about every detail. Choose evidence carefully and concentrate on the examples that reveal the most about the author’s intention; you can mention similar examples without going into too much detail.

388

Skills section

Language

Writing about language/style:

support

° The stylistic device supports/affirms the

e formal/informal/colloquial/vulgar/

academic/clear/objective/vivid/... language e complex/simple sentences ® a serious/friendly/humorous/ironic/ polite/rude/critical/optimistic/... tone

e The style of the text is plain/condensed/ vivid/pompous/artificial/... Writing about stylistic devices: e The author uses metaphorical language to ... e The author employs stylistic devices to ... e The author uses figures of speech to ... e The stylistic devices underline/enhance the arguments/message of the text.

S14

.

author’s/the text’s message.

e The stylistic device/metaphor/... brings out the message ... * to examine/explain/analyse the stylistic devices * to make a comparison ...

Writing about choice of words: * to use emotive adjectives/adverbs that ... to appeal to the readers’ emotions * toexpress ideas in a more informal or colloquial way in order to ... e to associate ... with positive/negative words such as ... in order to ... e the ... connotations of words like ... are meant to make the reader ...

How to analyse a speech

There are many types of speeches that are delivered on numerous different occasions to different types of audiences. The type of speech a speaker makes depends on the occasion and the objective. Speeches can aim to inform, to persuade or to entertain. Often speeches are a mixture of all three, e.g. the intention of a political speech may be primarily to convince the audience of a particular policy, but it will probably also include important information and might well be entertaining at times, in order to maintain the audience’s attention. There is no point in speaking to an audience that does not listen. In your English classes you are more likely to be confronted with political speeches, e.g. a president making a particular statement.

Step 1: Identifying the speaker’s objective The first thing you should do before planning your speech analysis is to decide what the speaker wants to achieve with his/her speech. Read the speech and try to identify the purpose of the speech. The following questions will help you: * When and where is the speech delivered? — on a social occasion? in honour of someone/something? in a political context? in public? in private? * Who is the speaker? What can you find out about him/her? — a politician? a public figure? * What kind of audience is it?

a private individual? an entertainer?

—

small or large? members of the media? politicians? people who share a common goal? representatives of a particular group? * What general theme is covered by the speech? —

Is it political, cultural, scientific, economic? Is it concerned with biographical information

and/or personal achievements?

389

.

Skills section

* What kind of language does the speaker use? — Is it emotional, powerful, graphic? Can you detect humour, irony, or satire? Does the speaker employ stylistic devices? Tip:

If you have the opportunity to listen to the speech or even watch the speech being delivered you should do so. The tone of voice of the speaker, the emphasis of certain words, lowering and raising of the voice, will give you good insight into his/her objective. If a video of the speech is available, you can also take facial expressions and gestures into account.

One of the most famous speeches ever made was by Martin Luther King on 28 August 1963 in Washington D.C. Read the first lines of the speech and try to answer the questions about it. You may have to do some research.

I Have A Dream Iam happy to join with you today in what will go down in history as the greatest demonstration

n

for freedom in the history of our nation. Five score years ago, a great American, in whose

symbolic shadow we stand today, signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of

their captivity.

But one hundred years later, the Negro still is not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the Negro is still languished in the corners of American society and finds himself an exile in his own land. And so we‘ve come here today to dramatize a shameful condition. Step 2: Planning and writing your analysis A speech analysis should adhere to the structure you are familiar with and consist of an introduction, a main body and a conclusion.

The following checklist outlines the information you should include in each part.

Introduction v Name the speaker and, if relevant, his/her position. v Say when, on what occasion and to whom the speech was delivered. v Identify the theme/topic. v Specify the purpose of the speech (briefly). Main body v Outline the structure of the speech. v Summarize the speaker’s main arguments. v Quote examples of stylistic devices and strategies employed by the speaker and explain their function. Conclusion v Sum up your conclusions. v If necessary put the speech into its historical context.

v Depending on the task, give your personal opinion on whether the speech succeeds in fulfilling the speaker’s objectives.

390

Skills section

.

Language support

Introduction e

The speaker, ..., acivil rights leader,

makes/gives/delivers the speech during a demonstration in .../in an election

campaign in the year ... e The speech is made/delivered to an audience of .../The speaker faces an audience of ... e The speaker addresses the topic/theme of ... e His/Her purpose/aim/objective is to persuade/convince the audience/to explain the necessity for ... Main body e Inthe first few lines the speaker informs the audience/argues that/puts forward the idea of ... * He/She continues by expanding his/her arguments on/offering further proof of ... * About halfway through the speech he/she appeals to the audience by ... * The scientific evidence cited in lines ... offers a powerful argument on behalf of ...

Throughout his/her speech ... employs a number of stylistic devices to underline/ illustrate/emphasize his/her point of view. In lines ... the repeated use of ‘we’is a strong appeal to the audience to ... A recurring/much-used/frequently employed stylistic device is the use of ... in order to emphasize ... Conclusion

In general I have come to the conclusion that ....

All in all the speaker convincingly argues his/her case on behalf of ... Martin Luther King’s speech on ... was a landmark in the struggle for ... The speaker has not achieved his/her objective as far as I am concerned. His/Her arguments fail to convince me/ overcome my doubts about ... Despite the extensive use of rhetorical strategies, the speaker does not succeed in ...

In the Glossary: literary terms at the end of your textbook, you can find definitions of different stylistic devices.

Step 3: Proofreading Very few pieces of writing are printed exactly the way they were first written. A first draft needs to be revised and improved. That may mean changing the order of paragraphs or arguments or including more quotations or references to the text.

In an exam situation you won’t have time to redraft a whole piece of writing but you can proofread it. The final read should concentrate on spelling, punctuation and grammar. You should try to identify your own weaknesses and look for mistakes in these areas, e.g. the wrong use of commas and other punctuation or word order.

391

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Skills section

S15

How to describe pictures

Pictures often say more than words and may be used in many different ways to illustrate a topic. There are many different types of pictures and

it is important that you follow these steps when

working with them: * Identify and name the kind of picture you are asked to describe in your introductory sentence. * Describe the different elements in the picture in detail. Finally, you may be asked to speculate on a particular aspect of the picture or give your own interpretation. 1. Opening sentence. e.g. The picture shows the 1872 painting American Progress by John Gast. 2. On the left-hand side there is a group of native Americans and a herd of buffalo, apparently fleeing.

3. In the background you can see dark clouds on the left-hand side that become lighter towards the right-hand side of the painting. On the very right, you can see the sun and the clouds have scattered.

4. On the right-hand side you can see three steam trains, a line of telegraph wire

and some shipsin a bay.

? 1 1 I | 1 1

7. In the foreground of the painting there are four men, one of them on horseback.

6. In the bottom right-hand corner there are some peasants with two oxen and a plow.

8. Speculation or interpretation. Possible questions you could ask yourself are: * What is the difference between light and dark, clouds and sun

meant to convey? * Whatis the role of the female figure? * Why is everyone and everything in the painting moving from right to left? * What does it mean that the native Americans are fleeing? * Whatis the overall message of the painting?

392

5. In the centre you can see a young blonde woman in a long white gown with a yellow star on her forehead. She carries a book in her right hand and lays out telegraph wire with her left.

Moreover you can see a stagecoach, a covered wagon and a rider all going from right to left.

Skills section

.

Language support

Different types of pictures and artists

° [t seems to be the intention of the artist

e advertisement, caricature, collage,

drawing, film still, illustration, (oil) painting, photograph portrait, poster,

to ...

e The body language of the central figure suggests ...

sketch, watercolour

e graphic designer, artist, portrait painter, photographer

Describing where to find different elements e in the top right-hand/left-hand corner ® in the foreground/background e at the top/bottom e in the middle/centre * on the left/right Speculating ° [t seems likely/probable that ...

Interpreting e.g. atmosphere, tone, etc. * The atmosphere created by the colours IS ... e There is a certain humorous/mocking/ critical/light-hearted/grave/optimistic tone about the ... e The choice of ... underlines the intention of the artist/graphic designer/photographer to ...

* The painting captures the feeling of ... *

The serious/loving/hateful expression

on the face of the figure on the right/left/

e One might assume that ...

in the centre corresponds with/contrasts

e The choice of ... might mean that ...

strongly with ...

S16

Checklist: Analysis of a film scene

In order to analyse a film scene, it is necessary to watch the scene multiple times. What and how much you are expected to analyse depends on the task you are given. Sometimes you will have to analyse a film scene as a whole, often in the context of the complete film. In other cases, your task

may only be to analyse how stylistic devices are used in a scene. During the viewing process, you should keep a viewing log. Having a viewing log makes it easier for you to remember and refer back to important points during the writing process. A viewing log may look like this: scene

action

cinematic devices

function/effect

You can find an overview of cinematic devices and their primary functions on pages 265-266. When you write your analysis, you can use the checklist on the next page.

393

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Skills section

Dos

Introduction Y Refer back to the task.

v Name the film, its director and the year it was released. y In the introduction, it often makes sense to make a central claim that sums up what you are going to prove in your essay. Main part

Y Present your points in a well-structured and logical way. Guide your reader through your text and express connections between points in the text explicitly. v Divide your main part up into meaningful paragraphs. Decide whether those paragraphs will reflect a chronological analysis of the excerpt or represent

certain aspects or focal points. y Within those paragraphs, it usually makes sense to follow the structure Point

- Evidence - Analysis: a point you want to make, evidence to support the point and an analysis of the evidence (see S9: How to structure a text, p. 344) v/ For an analysis of a film scene as a whole, you should include and combine

- an analysis of - an analysis of - an analysis of meaning etc.) - an analysis of - an analysis of

the dialogue, the action, images (like objects, landscapes that have metaphorical the camera operations and other important cinematic devices (like music, lighting, etc.).

v For an analysis of a film scene as a whole, you might want to consider

- how the scene moves the action forward and creates suspense, - if/how it represents a turning point, - whether it shows a new/important character trait of a protagonist or

- introduces something new (character, conflict, etc.) or - defines the relationship between characters.

v/ For an analysis of a scene as a whole, put your findings into a broader context if necessary, i.e. explain them in the context of the complete film: use your knowledge about the plot, the characters etc.

Conclusion v Refer back to your introduction.

v Summarize your most important findings concisely. Don’ts

X In the conclusion, do not repeat every single detail of your findings. X In the conclusion, do not introduce new details.

Language

SUppOI’t

The scene conveys/suggests/indicates/reveals/highlights ...

The character’s position/stance/facial expression suggests/indicates/reveals/seems to reveal The music intensifies/emphasizes/has the effect of .../evokes a feeling of .../creates a(n) ... atmosphere. The sound effects intensify/emphasize/have the effect of .../evoke a feeling of .../create a(n) ... atmosphere. The setting suggests/indicates/has the effect of .../evokes a feeling of ... The use of colour underlines/has the effect of .../creates a(n) ... atmosphere.

394

Skills section

S17

.

How to work on cartoons

Cartoons are often used to make a critical comment on a serious issue in a humorous way. They are often published in newspapers or magazines. In order to understand the cartoon it is important to look at the details, and you should consider the connection between the picture, the punch line and any speech bubbles. Presentation of characters Are the characters in the cartoon caricatures

Issue

Before you study the

&/

ide cartoon in detail, dec is. ue what the iss

of real people like politicians or othe r persons of public interest, or do they stand for a particular group?

Scene/Setting

What is the situation

depicted in the cartoon? Where is it set? Who are the characters involved? What are

they doing?

The cat had figured out how to work Ebay.

_-

\

Source The cartoon may be published in a newspaper or a magazine. What is the general attitude represented by the paper? Is it more conservative or more liberal? When was the cartoon first published?

Punch line or written comment Is the punch line presented as direc t speech Or as a general statement? Does it contain a play on words or a double Mean ing? Does it.suggest a parallel with past or pres ent situations or events?

Language support Describing cartoons

Interpreting cartoons

e At the top/bottom of the cartoon ... e In the foreground/background ... e On the right/left ...

e The topic/issue addressed by the cartoon is ... e The figures represent/symbolize ... * The caption suggests/implies/underlines ...

e Inthe centre ...

e

e In the top/bottom right-hand/left-hand corner ... e The cartoonist shows ... e There are ... in the picture. e The situation reminds one/me/you of ... e The cartoon describes ...

caricatures ... e The ... is a caricature of ... e The message is accentuated by ...

The cartoonist ridicules/draws attention to/

395

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Skills section

S18

How to analyse statistics

Statistics can appear in different forms. Usually, they take one of the forms below: pie chart

bar chart Reported drinking patterns among students: 2016

35 4-numbers-in-Y

=2

% of American teenagers

30+

Y Are in a serious relationship

254 204

20

20 16

154 104

= L

57 —

64%

3

2 drank in

been drunk

past month

[

30

12th Grade

in a row in the

days

last two

[110th Grade

drank daily

weeks

[18th Grade

Cigarette use 1976-2013

= —u N

25

20

—>

N

N

N

N

_

= 2

N NS

\\

“

\\

NS

D

S S

S

S

B

10

——

5 1980

1990

Source: Lanza et al., Journal of American Health, 2015

Among adult American smartphone owners, % who use... Messaging apps 31

Auto-delete apps 24

Women

27

23

7

18-29

42

56

10

30-49

29

13

6

50+

19

9

Mx

* brother and sister= siblings * male and female > human * wife and husband —> spouse

* businessman — representative e manpower —> workforce

e hisand her> their e himand her > them * chairman —> chair

b) Look at the words below and make sure you know their meaning. Identify any words that you or other people may attribute to men or women. airhead | assertive | bossy | bubbly | charismatic | chatty | exact | feisty | : frustrated | fussy | gossiping | prim | simple | smart | talkative | upset | vivacious c) Watch a video about “Sexism and the English language”. Take notes and explain — how sexism is expressed through language, — how scientists researched the issue and which conclusions they have drawn.

Webcode You can watch the video here: WES-172861-008

d) Compare your notes to your assumptions made in b). e) Discuss whether people should be made more aware of the findings presented in the video.

Your friend from the US is interested is researching about gender-neutral language and has found this article. Write an email (150 words) in which you summarize young Germans’ attitudes towards this issue.

dpa, 17. Feburar 2022

Studie: Gendern polarisiert auch in der jungen Generation

Gendern kann nerven - das empfinden viele junge Leute nicht anders als dltere. Allerdings sind sie gleichzeitig davon iiberzeugt, dass das Gendern nicht wieder verschwinden s wird. Die Frage ist: Wie geht man am besten damit um? Köln (dpa). Mehr als die Hélfte junger Menschen zwischen 14 und 35 lehnt die Genderdebatte einer Studie zufolge ab und fithlt 10 sich „genervt“ oder provoziert oder empfindet es als sprachliche Stolperfalle. Gleich-

zeitig sehen darin vor allem junge Frauen ein wichtiges Signal auf dem Weg zu mehr Gleichberechtigung und einem moderneren ı5 Geschlechterverstandnis. 44 Prozent aller Befragten erachten die Diskussion als wichtig und gerechtfertigt. Zu Dissonanzen komme es eher, wenn das Gendern zu aggressiv und zu strikt durchgesetzt werde, ergab eine 2 am Donnerstag veroffentlichte Untersu~ chung des Kélner Rheingold-Instituts. Das Gendern solle deshalb nach Moglichkeit der jeweiligen Situation angemessen sein.

23

Identity and gender

Gendern

mittlerweile

fast zum guten Ton“, sagte Studienleiterin

Judith Barbolini der Deutschen PresseAgentur. ,Aber es kann als sehr irritierend

empfunden werden, wenn durchgéngiges Gendern zum Beispiel im privaten Umfeld

offensiv eingefordert wird.“

Fiir die Studie wurden in Kooperation mit der Agentur Castenow 2000 Jugendliche und junge Erwachsene im Alter zwischen 16 und 35 Jahren befragt. 46 Personen im

a

S

Alter zwischen 14 und 35 Jahren äußerten

sich zudem in tiefenpsychologischen Interviews. Zu den auffilligsten Ergebnissen zählt Barbolini, dass sich von den 2000 Befragten 27 Prozent nicht klar dem méannlichen oder weiblichen Geschlecht zuordneten. Das bedeute nicht, dass sie sich alle als divers einstuften. ,Aber es gibt eben einen groflen Wunsch, nicht mehr in binaren Kategorien zu denken. Viele haben die Einstellung: ,Ich bin ich und ich möchte als Person und nicht als Mann oder Frau

wahrgenommen werden. “

Das Gendern bilde für die jungen Leute eine veränderte gesellschaftliche Realität ab. ‚Wir sind aber im Moment noch in ei-

ner Übergangsphase, in der es noch nicht vollständig eingebürgert ist. In dieser Phase preschen manche vor, andere laufen mit

ss und wieder andere reagieren aggressiv“, so Barbolini.

Vielen Befragten

sei nicht wirklich klar,

s was mit dem Gendern überhaupt beabsichtigt werde, und das fithre zu Missverstdndnissen. So glaubt demnach mehr als die Hélfte, dass das Gendern dazu diene, Neutralitdt in Geschlechterfragen herzustellen. 33 Prozent sehen darin eine Inklusion von Menschen jenseits von Mann und Frau. Nur 36 Prozent der Befragten stimmten der Aussage zu, dass mit dem Gendern Frauen in der Sprache stérker sichtbar gemacht werden sollten. Insgesamt gelte: „Je hoher der Bildungsstand, desto besser kennt man sich mit

dem Thema aus.“ Frauen halten die Gen-

A

gehort

derdebatte fiir wichtiger als Männer. Barbolini pladierte in diesem Zusammen-

hang fiir ,Toleranzspielrdume®. Damit sei gemeint, dass man Menschen, die anders mit der Sprache umgingen, tolerant gegeniibertreten solle. Dazu konnten zum

S

a

„In einem offiziellen Raum, etwa im Job-

Kontext,

Beispiel Altere gehoren, die noch mit ei-

ner anderen Sprache aufgewachsen seien. „Man darf auch ausprobieren, damit spielen. Denn schließlich ist die Sprache nicht festgelegt. Und man sollte sich immer vera5 gegenwdrtigen: In welchem Raum stehe

ich gerade, was ist hier angemessen?*

Identity and gender

Transgender - suprorr AA

a) Think-pair-share Look at a diagram that was developed to highlight the main elements connected to gender identity. Think of examples that illustrate how gender identity works.

A

.

Attribution

How you are perceived by others

Body

Expression

How your body exists and changes

How you present yourself

b) Watch a video about Rebekah Bruesehoff. Explain how Rebekah’s story illustrates the diagram above.

|supPoRT — ps, p. 35

Webcode You can watch the video here:

WES-172861-009

Kim Fu’s novel For today I am a boy (2014) tells the story of Peter Huang, the only son in an immigrant Chinese family in Ontario, Canada. Peter and his three sisters grow up in a strict, patriarchal household, where the father dreams of becoming

fully Westernized. While his sisters move out of the house to Montreal, California and Berlin at the first opportunity, Peter’s escape from his parents’ expectations is not so easy. For deep down he knows he is a girl. a)

Read the first extract from the novel and summarize what

happens to Peter. b) Analyse Peter's feelings about himself.

For today I am a boy

Annotations

by Kim Fu

s strapless gown?and a fake pearl necklace,

Extract 1

The day of the party, Eileen led us through the Village des Valeurs'.

5

' Village des | Valeurs = chain

;

She ran her hand

along the dress rack without looking, seeking out satin by feel. She picked a violet

four r

ur

rows

fl

deep.

Wi

we WE

ntt

¢

"

of second-hand

clothing shops

03a COSIUINE STOTE

> gown = long dress

a brown wig in a high bouffant*, a twenty-

!0 clean out = sold

that was nearly cleaned out®, but John found .

.

..

.

five-cent tiara to slip into it, opera gloves, 10 and a long-stemmed cigarette holder.

for special occasions out

s bouffant /'bu:f6/= aufgebauscht 25

Identity and gender

=to fall to the ground “to coax sb to do

sth / kavks_,sambadi ta 'du: samfip/=to

persuade sb to do sth

'5to sting /stın/= to

bite like an insect

' nostril /'nostral/=

hole in your nose

be Michael Jackson and John was supposed

just had a white suit jacket and John dressed the way he always did, in a hoodie and his red skate shoes. Eileen did my makeup first. She wouldn’t let me look in the mirror while she worked. “For

effect

she

said.

I'd never

seen

ıs There she stood, at last: the iconic Audrey!®,

only with Adele’s almond eyes, her sloping cheekbones. The face a little more drawn'?,

5

=}

as their costumes

anything other than bare-faced®. She curled my eyelashes, filled in my eyebrows with a pencil, and applied mascara, blue-gray eye 2s shadow, and maroon lipstick. She zipped the dress as far as she could up my back, then closed the top with a series of safety pins. John arranged the wig and tiara on my head. I put on my gloves and necklace. 50 I borrowed some clunky, too-big shoes of Eileen’s. I didn’t tell them I already had my own collection of heels®. I almost didn’t want to look. Nothing would be as good as how it felt: the sweet 35 constraint” around my hips from the dress, my skull, making it swell. The satin on my hands, my spidery eyelashes, the weight of the hair and the jewelry. I loved the sound of 10 the gown’s train’ swishing behind me. It felt

a little harder, but undeniably her. “Let’s take this on the road,” John said. I panicked at the threshold, after Eileen had

already opened the door. “I can’t go outside.” “Why not?” John said. Eileen went to the

her

kitchen.

5!

a

to be Justin Timberlake,

ıs were a lot less elaborate than mine. Eileen

tight as a sausage casing?, squeezing joy into

— Skills: Checklist: Analysis - prose

like something restored: a tail cut off and regrown. They held each one of my arms and guided me to the full-length mirror in their bedroom.

to explain to me that Eileen was supposed to

o S

3t0 tumble /'tamb(a)l/

We got dressed at their apartment. They had

n o

Annotations > bare-faced = without make-up ® heels = here: high heels ’ constraint = here: tightness ® sausage casing = the outside of a sausage that contains the meat 9 train = long part at the back of a dress ” Audrey = reference to actress Audrey Hepburn (19291993) ""drawn = thin and tired-looking '2to trip = to stumble, nearly fall

I thought about walking on the street, riding the Métro. I shook my head. “It’s Halloween,” John insisted. “Everybody’s dressed up.” I kept shaking my head. I was trembling, the outside world blowing in, so close I could trip'? and tumble® into it. Eileen reappeared with a water bottle of what looked like orange juice. She held my head and brought the bottle to my mouth as though coaxing a baby to drink. The alcohol stung®® my nostrils®®. “Drink,” she

65 said.

I pulled away. “T don’t like —” “This is exactly why God invented vodka,” Eileen said. I stared down into the bottle. “You look

70 beautiful,” John said.

Peter, John, Eileen and a few friends go to a Halloween party, Peter dresses as a woman for the first time in public. On their way to the party, they are insulted by two young men but their group of ten outnumbers them and Eileen courageously stands her ground. At first, Peter is afraid but at the party he feels at ease as a woman. The next day, John visits Peter in the restaurant, where he works as a cook, and shows him a newspaper article. A cross-dresser known as Dana, who was alone on the streets, was attacked and murdered. John asks Peter to come to a vigil he has organized for the murdered woman. Peter refuses.

a) Read the second extract and outline what happens. b) Analyse Peter’s motives for his change of heart. Extract 2

Annotations

' bluntly = without thinking

2 to reel = to move

backwards quickly

3 to strike sb /straik/ =to hit sb

John continued to stand there, arms hanging down. The knife skidded so much I lost my grip and had to pick it up again. “It could’ve been you,” he said finally. s “No,” I said, chopping bluntly!, breaking more

than slicing the lettuce, “it couldn’t.

I've worked my whole life so that it couldn’t be me.” White flash of a face. Where did they go, these boys, after they left us behind? 26

10 “Last night,” John began. He paused, still looking wounded. “You were so happy.” I gathered the lettuce into a bin and held it against my stomach like a barrier. “If it had been me, it would’ve been your fault.”

ıs John

reeled?

as though

I'd struck®

him.

“You’re a coward,” he said. “You’ve worked

your whole life because you’re a coward.” “What do you know? What do you know

Identity and gender

20

25

30

about anything?” His family moved for him. The hormones. The surgery he was allowed to accept or reject. [ waved my arm around the kitchen, at the stunned cooks watching us. “Nobody has to know about you! You can blend in whenever you want!” “You honestly believe that? You think my life’s been easy?” “Yes, I think it’s been fucking easy!” I screamed. “They don’t know! I didn’t know! I wish I still didn’t know!” I tried to shove past him. He touched my back. I remembered Humphrey Bogart’s

back as I bled on the ground and reached for them.

I found the newspaper in my bag. John had stuffed it inside before I left. In the second

picture, Dana was laughing, looking right into the camera. Who took this picture? Ten

of them and one of her. Ten of us and two of them. Teenage Daniel had dark circles under his eyes.

hand?, I remembered dancing, I remembered

the gown twirling, I remembered the boy

who 35

complimented

my ass, I remembered

being told I was beautiful. I remembered

the woman staring back at me in the Métro

windows, her wink.? I tried to pull away. John embraced me with my arms pinned to my sides, the lettuce bin between us, its raw, wet smell pushed toward our faces. In full view of the entire kitchen, he kissed

me. A kiss that made me think of the woefully® few people I had kissed in my life. A kiss that reminded me I had never been loved. A kiss that said I could not be John

in

unless I risked being Dana.

55

caught

by

the

camera,

A

phone

number,

and these words:

an

Come

e-mail

to Berlin,

where, Dana on the cross’. I remembered something Claire said, in a vulnerable

I watched them from far away, in a small crowd gathered across the street. A few police cars stood between us and the field

“Even Jesus didn’t want to be Jesus. He cried out at the last minute.” I missed her, and Margie, and Chef, and Ollie, and Bonnie

Thin paper skirts between their fists and the dripping wax, their faces wrapped in hoods and scarves and lit from below. A prayer, a

moment, her blond hair against my mouth:

and Adele and Helen - the comfort of being only partly understood. Eileen and John saw straight through me, past me, like a hole had been bored through my chest. I tried to imagine

eight people

watching.

Their shadows in the box lights of a deserted

60

seemed

between.

address, sister.

My bedside clock rolled past eight. Some-

50

He

paralyzed® by worry. I folded the newspaper over, tucking’ his picture underneath. Dana continued to laugh. I dug through the kitchen drawer until I found the scissors. I cut both parts of the story out of the paper and sealed them into an envelope. Addressed it, stamped it, tucked it into the inner pocket of my winter coat, my down!'° parka riddled with punctures'. It left a trail of feathers. The empty fabric sagged but still kept out the wind. The postcard would come weeks later, signed by both Bonnie and Adele. A vintage oil painting with GERMANY! across the top — a church on the far background, futuristic neon in the foreground, boxy cars rushing!?

parking lot. Their impassive faces. Stepping

of candles,

under

a barren!®,

starless

sky.

Annotations * Humphrey Bogart'’s hand = During the Halloween party, John danced with Peter, who was

dressed up as Audrey Hepburn and imagined John to be actor Humphrey Bogart in a scene from the movie Sabrina (1954), in which Hepburn and Bogart starred. 5 On the way to the party, Peter looks at himself in the subway window and winks so that his reflection winks back at him. 6 woeful /'wauvf(a)l/ =

sad, regretful

7 cross /kros/= Kreuz

8 paralyzed

/'peeralaizd /= unable to move 9 to tuck /tak/=to put

sth below/behind/ into sth else "“down = feather used as a filling material to make warm clothes ""riddled with punctures = full of small holes 2to rush /raf/=to

move quickly

Bbarren /'bzron/=

dry and empty

14 plea for /'pli: fo:/= arequest 5 chill /tfil/=cold, icy

feeling

plea' for witnesses, a song. Silence. Silence

100

settled in like a chill*. I waited as they blew out the lights, as the onlookers around me left and the shadows on the field spread out. Two of them walked toward me, stopped short. “You came,” John said.

Peter’s sisters encourage him to join them in Berlin. Decide whether or not he accepts their

invitation and write his email to them accordingly.

27

Identity and gender

5 _E - suprort LA

a) In class, discuss what makes a sports competition fair or unfair. Consider, for example, biological, medical and social factors.

Webcode You can listen to the report here:

WES-172861-010

b) Listen to a radio report about US transgender swimmers Lia Thomas and Iszac Henig competing at a university-level swimming championship organized under the supervision of the NCAA, the National Collegiate Athletic Association, in 2022. Take notes on the questions below.

c) Talk about which factors you named in a) are relevant to the case presented in the radio report. 1. State how successful Lia Thomas was at the Ivy League championships. 2.

Describe how Thomas competed in her first

years at college. 3. Outline what happened in 2019. 4. Illustrate what the NCAA said about the following season.

5. Explain Thomas 6. Outline has had

how the audience reacted to at the championships. the effects the swimming training on Thomas.

7. Describe how many teammates feel about Thomas. 8. What does Peter Larsen remind the audience of? 9. List the advantages and disadvantages Joanna Harper has found out about the sporting abilities of trans athletes. 10.How does Joanna Harper define “meaningful competition” between trans- and cisgender women?

11.Explain what motivated Schuyler Bailar to attend the NCAA championships.

6 - surrorr 01035

You are going to debate the statement “This house believes that transgender athletes should be free to compete in sports events that align with their gender identity.” a) Read the instructions in the table below and follow these rules: — The chairs open and close the debate and give speakers the right to speak. — Use the arguments you have collected. Stay on topic by referring to what has been said (directly) before your statements so that there is a real exchange of arguments on aspects of the issue.

—

Make sure that you voice your opinions respectfully. b) After the debate, the statement should be put to the vote in class. For the vote, you are free to leave the roles you have been assigned. c) Talk about which arguments you personally consider the ones crucial to the issue of transgender athletes. Chairs

Read the article on pp. 26-27 and identify specific issues that are part of the larger question addressed in the statement. Note down questions/prompts to introduce a new aspect into the debate and to elicit responses from both sides. Think about where the debate might go too far and how this sensitive topic should be addressed. Note down ideas how you could intervene and bring the discussion back to a respectful exchange of arguments.

28

Arguing in favour

Arguing against

* Read the article on pp. 26-27

* Read the article on pp. 2627 to identify and note down arguments against the view that trans athletes should be allowed to compete in events that match their gender identity. * Pay attention to possible arguments against the view you represent and think of ways how to weaken those arguments. * Do further research to add to the arguments you have found

to identify and note down

arguments that support the view that trans athletes should be allowed to compete in events that match their gender

identity. * Pay attention to possible arguments against the view you represent and think of

ways how to weaken those arguments. * Do further research to add to the arguments you have found in the article.

in the article.

Identity and gender

Advanced

texts

The New York Times, 22 May 2022

MICHAEL POWELL

ATLANTA — The women on the Princeton University swim team spoke of collective frustration edging into' anger. They had watched Lia Thomas, a transgender woman who swam for the University of Pennsylvania, win meet after meet, beating Olympians and breaking records. On Jan. 9, the team met with Robin Harris, executive director of the Ivy League? athletic conference. The swimmers, several of whom described the private meeting on condition of anonymity, detailed the biological advantages possessed by transgender female athletes.

woman, so I belong on the women’s team.” [...]

as the testosterone surges into the boys,’

Dr. Joyner said. “There are dramatic diffe-

@

A

S

change rules in midseason. “Somehow,” a swimmer recalled, “the question of women

in sport has become a culture war” The battle over whether to let female transgender athletes compete in women’s elite sports has reached an angry pitch?, a collision of competing principles: The hardfought-for right of women to compete in high school, college and pro sports versus a swelling movement to allow transgender athletes to compete in their chosen gender

he said recently, “cannot trump® biology.” The American Civil Liberties Union offers &n

a counterpoint. “It’s not a women’s sport

if it doesn’t include ALL women athletes,”

the group tweeted. “Lia Thomas belongs

n

S

logical difference as inescapable. “Gender,”

rences in performances.” [...] When a male athlete transitions to female, the National Collegiate Athletic Association, which governs college sports, requires a year of hormone-suppressing therapy to bring down testosterone levels. The N.C.A.A. put this in place to diminish the inherent biological advantage held by those born male. Ms. Thomas followed this regimen. But peer-reviewed studies!® show that even after

identities. [...]

Sebastian Coe, the Olympic champion runner and head of World Athletics, which governs international track, speaks of bio-

The Debate Over the Science Michael J. Joyner, a doctor at the Mayo Clinic in Rochester, Minn., studies the physiology of male and female athletes. He sees in competitive swimming a petri dish’. It is a century old, and the sexes follow similar practice and nutrition regimens®. Since prepubescent’ girls grow faster than boys, they have a competitive advantage early on. Puberty washes away that advan-

tage. “You see the divergence immediately

S

@

o

To ignore these, they said, “was to under-

mine a half-century fight for female equality in sport” Ms. Harris had already declared her support for transgender athletes and denounced transphobia®. In an interview, she said that she had replied that she would not

on the Penn swimming and diving team.” [...] Ms. Thomas herself has chosen silence. In March, after winning the 500-yard freestyle in the N.C.A.A.° women’s championship in Atlanta, she skipped a news conference. She has of late spoken only to Sports

Illustrated, saying, “I'm not a man. 'm a

=}

n

o

E

Although the number of top transgender athletes is small, the disagreements are profound, cutting to the core of the debate around gender identity and biological sex.

=}

What Lia Thomas could mean for women’s elite sports

testosterone

suppression,

top

trans

women retain a substantial edge when racing against top biological women. When Ms. Thomas entered women’s meets, she rose substantially in national rankings. Among men, she had ranked 32nd in the 1,650-yard freestyle; among women, she ranked eighth and won a race this season by a margin of 38 seconds [...]. Testosterone levels are crucial but do not invariably predict performance in every sport. Chris Mosier is a 41-year-old elite

o0 athlete who

transitioned to male

Annotations

' to edge into = grenzen an 2 Ivy League = a group of eight long-established US colleges and universities, often

regarded as high in social prestige 3 transphobia = fear of, or discrimination

against transgender people * to reach an angry pitch = when anger has reached its peak; very angry 5 to trump sth/sb = to surpass, to outdo sth/so 5 N.C.A.A. = National Collegiate Athletic Association; a non-

profit organization that regulates student athletics in the US, Canada and

Puerto Rico 7 petri dish = a small shallow dish made of glass used to grow cultures of microorganisms 8 nutrition regimen = the pattern of what a person eats and drinks 9 prepubescent = having not reached puberty yet 19 peer-reviewed study = a study which is reviewed by other scholars of the same academic field before it is published

in 2015

and had no testosterone-fueled develop-

29

Identity and gender

=}

and gender identity in housing, education, ı5 employment and credit. It potentially places biology and gender identity on the same footing in sport. Dr. Doriane Lambelet Coleman, a Duke Uni-

© @

@

a

handful of us are more successful than they were in men’s sports?” [...]

Title IX and the Fight for Equality To wander the stands'? last March at the women’s swim championships at Geor11 gia Tech and ask about Ms. Thomas was to draw shakes of the heads from parents and grandparents, sisters and brothers of swimmers. Many emphasized that transgender people should have the same right 120 to housing, jobs, marriage and happiness

S

110 athletes. “Ts it so horrible,” she said, “if a

130 “We have a biological male taking over women’s sports,” said one mother. “T don’t

13

understand why those on the left politically are not supporting cis women.” Equality for women in sports followed decades of struggle. Fifty years ago, President Nixon signed Title IX, which banned discrimination in higher education. This opened doors to previously all-male classes and led to many more female teams

140 and scholarships. [...]

@ S

Search for Solutions [...] By way of solution, some point to golf, where in amateur competitions, an inferior golfer can benefit from a handicap — removing strokes from her score — when competing against stronger players. Applied to swimming, a panel might examine Ms. Thomas’s race times, subtract

seconds from her competitors’ results and let her swim. The Macdonald-Laurier Institute, a policy A

12

But they talked of the thousands of hours the young women put into their sport. From early childhood, they swam hundreds of laps daily, nursing injuries and watching nutrition. Why, having reached the pinnacle®, should they race against a swimmer who retains many biological advantages of a male athlete?

S

as any American.

versity law professor and former top track runner, supports legal protections for transgender people but foresees havoc!* in the arena of sports. The legal rationale® for keeping women’s sports sex-segregated would fall away. “We are bringing a male body into a female sport,” Dr. Coleman said. “Once you cross that line, there’s no more rationale for women’s sport.” Some trans activists and academics welcome that. [...]

C

is seated " pinnacle = summit, peak 1 havoc = chaos, devastation ' rationale = (legal) explanation

Some trans activists are challenging aspects of Title IX, specifically its implicit acknowledgment of biological difference. And supporters, not least the Biden administration, 145 say transgender girls should be permitted on girls’ sports teams. They have pushed for a federal Equality Act, which would prohibit discrimination based on sexual orientation

@

where the audience

a

?stands (pl.) = the place in a stadium

mental advantage. Yet he has beaten elite racewalking biological men. “Athletic performance depends on a lot of factors: access to coaches and nutritionists and technical skill,” Mr. Mosier said. “We are making broad generalizations about men bel.ng I.)lgger, strongef, faster: Most scientists, however, view performance 100 differences between elite male and female athletes as near immutable. [...] Joanna Harper, a competitive transgender female runner and Ph.D. student studying elite transgender athletic performance at Loughborough University in Britain, 10 agreed that testosterone gives transgender female athletes some advantage. But she spoke of inexorable!! emotional and psychological pressures on transgender

@

Annotations Minexorable = relentless, merciless

organization based in Ottawa, argues for

an “open category” for men, transgender athletes and biological females, anyone who cares to try her/his/their hand. An exclusively female category would remain for biological women. This solution would forestall the need for transgender women to take hormone-suppressing drugs. Some transgender activists argue such distinctions would be insulting, notwithstanding the decision of those [...] to race

in their former gender. The solution, a balance of gender and biology, looks distant. And yet, no end of

190 anguish accompanies the status quo [...].

Identity and gender

ET011 p. 36

a) Watch a video on a decision taken by FINA, the international swimming federation, in 2022 to effectively ban virtually all female-to-male transgender athletes from competitions. Note down . . . L how FINA and its spokespeople justify the ban and their view on transgender athletes.

b) You have been invited to write an article for a young people’s online magazine. Using your knowledge of the issue of transgender athletes and your notes from a), write a comment in which you address the FINA's decision.

Webcode You can watch the

video here:

WES-172861-011

Opposition

TRANSGENDER ATHLETES Policy

Schools

31

.

Diff section

Intro El SUPPORT FOR TASK 2 AND 3 (PP. 4-5) The following phrases may help you explain what a heading/advertisement expresses.

Language support

A word/image/situation like ... alludes to the cliche/prejudice that ... The commercial/heading exemplifies the problem of ... / the widespread belief that ... The attitude expressed in the heading/commercial is based on the assumption that ... The problem of ..., which is referred to in the commercial/heading, stands for a way of seeing men/women as ... The heading/commercial refers to the contrast between traditional attitudes towards ...

and a modern view of ... that says that ... What makes the heading/commercial stereotypical is that ... The heading/commercial reveals that many still associate ... with men/women.

Gay rights A

SUPPORT FOR TASK 3 (P. 12)

Here are a few more passages from the extract that are worth considering for analyzing Tim and Della as well as tips on how to use them. Tim

Della

... What?

Don't say “what” when | know you heard me, we are both sittin’ right here.

They can take themselves to California.

She was - all lit up. From the inside. They both were.

| have been at work, payin’ my taxes!

They passed a law, Tim, where've you been?

It is unfair'a Jenny to put you in that Situation.

| told ,em [ had a full month already. And | do. | do have a full month.

Sweetie. You don't have to justify your decision to me. I'm on your side, here.

It's not like I've never known a gay person before, | know plenty.

We know we can't pick and choose the bible, honey. That's when the edges start to blur. Fabric starts to fray. We can be sad for her, though. We can love her, still.

Yeah. | guess I've just — never known any very well. Not on purpose. Then: Or, maybe on purpose? Language support

Use of language / strategies, e.g. using italics/exclamation marks/inverted commas using emotive words alluding to common/traditional/conservative beliefs using questions repeating words/expressions using contrast

32

Describing function/effect, e.g. to show how Tim/Della blames Jen/... for ... to emphasize how he/she hates/loves/...

to present him/her as open-minded/stuck in his/her ways/... to underline that he/she calls the tradition of .../value of .../ ... into question

to draw attention to his/her priorities/ conviction that ...

to point out how he/she reconsiders ...

Diff section

SUPPORT FOR TASK 5 (P. 12) For your comment, consider what Tim’s and Della’s behavior might mean to her.

* Should Jen encourage Della in questioning her traditional beliefs and try to convince Tim as well?

* Should Jen give up on Tim and Della and possibly the idea of involving them in her wedding? * Should Jen show understanding for Tim’s and - to some extent - also Della’s reservations about her plans? * Should Jen think of ways of exposing Tim’s and Della’s lack of understanding and respect for who she is and what she does? * Should Jen look for other people to make Tim and Della come to see that her wish is nothing to be ashamed of and she deserves love and support like anyone else? * Should Jen use their shared past as a basis for talking to Tim and Della and enlighten them about how society has changed and is still changing? * What should Jen try to achieve and what would be reactions that should be clear signs that it is time to walk away?

Workshop: Step by step E3

SUPPORT

When

FOR

TASK

2 (P. 15)

summarizing the extract from Adichie’s talk, the following terms

mark key words

and are

relevant to express her ideas. Language

support

abilities and interests | appearance | attitudes and expectations | being oneself | biological differences | confidence | discussion about gender | effects of socialization feminism | human rights | internalization

|

E3 SUPPORT FOR TASK 5 (P. 17) Find examples in the extract from Adichie’s speech that match the following analysis. a.

to quote common criticism of her view and refute it in order to give her counterarguments more force

b. totell a personal anecdote to illustrate how even a highly-educated scholar and novelist is influenced by society’s dubious expectations c. to highlight how difficult it is to discuss gender for men and women by choosing words with a negative connotation

d. to use a parallelism and an anaphora to emphasize the reasons for focussing on discrimination against women instead of human beings in general e. tocallinto question how men and women usually live together and make readers wonder about an alternative scenario f. to put expressions into inverted commas in order to distance herself from how this phrase is used by others

33

.

Diff section

E3

SUPPORT

FOR

TASK

7A+B

(P. 19)

a) Look at the following suggestions for structuring the main part: * Temporal order:

— —

Past: historical situation of women (e.g. patriarchy, role of fathers and husbands, chances of higher education and powerful jobs) and stages of achieving more rights (e.g. right to vote) Present: current situation of women, e.g. with regard to educational achievements, holding top positions in the business world and politics, also in relation to men (e.g. when it comes to looking after children, carework)

— Future: Outlook into the future with ideas on what an egalitarian society could look like * Topical order: — Politics: following the progress that has been made from achieving the right to vote, a growing number of female representatives and office-holders to some parties’ attempts at making sure that men and women are represented in equal numbers — Economy: wider range of possibilities for women in terms of education and jobs, no longer focused on family and household, but freedom to pursue their own careers, persistence of problems such as gender pay gap and “glass ceiling” etc. * Contrastive structure, e.g. — common assumptions about/prejudices against women contrasted to what social reality looks like — comparison of the situation of men and women in various areas of life (e.g. education, jobs, family life) b) Identify the strategies / kinds of language that are used in the following examples. Using such devices may help your speech to have a greater impact on your audience.

Transgender SUPPORT FOR TASK 1B (P. 25) The following points may help you explain the diagram. to feel one is in the wrong body to show an interest in toys and clothes that are associated with a different gender to have a certain genetic make-up to dress in a way that differs from what people may expect to dislike one’s anatomy to reject how one’s physique develops

34

to experience distress because of the gender one was assigned at birth to hide attributes of the gender assigned at birth to encounter prejudice, discrimination and bullying to notice that someone behaves differently from traditional expectations to feel that one is different from others to be categorized on the basis of what, for example, the passport says

Diff section

.

E3 SUPPORT FOR TASK 2B (P. 25) Concentrate on how Peter feels about * his makeover as a woman (ll. 33-48) * stepping out into the public as a woman (L. 49-70) EX] SUPPORT FOR TASK 5A (P. 28) Consider the following points for your discussion. * doping ° extra training * high-tech equipment

* exclusion of athletes e discrimination on grounds of race/sexual orientation/etc.

* physiotherapy

* participation fees

* medical supervision joint/separate competitions for people of different ages/gender/etc.

e fitness/skill test e chance to participate depending on form and skill

B SUPPORT FOR TASK 6 (P. 28) Make sure that you use some of these phrases when you contribute to the debate.

Referring back to what has been said before

As has been suggested by ..., ... is crucial when discussing ... | Akey pointin what has been said is ... How convincing it may sound what ... has just said, we should not forget that ...

I understand where this criticism of ... is coming from, but you mustn’t forget that ...

I admit that ..., but that doesn’t make my point about ... any less relevant. Agreeing (partly)

I agree with to the point that ...

The point that ... is definitely worth thinking about, but ... There's no doubt that ..., but that doesn’t mean that ...

I'm on your side if you're thinking of .... However, ... I couldn’t have said it better when you talked about ..., but ... Disagreeing (partly)

| That may be so if you just think of ..., but ...

I wonder whether that is really the case for ... That isn’t the point if the question is ... What you have said doesn’t necessarily result from ... There may be some truth in ..., but what bothers me is ...

Giving / Asking for clarification

What I'm trying to say is that ... The whole point of ... is that ... Let me put it in another way to make it clear that ... I've a vague idea of what you're trying to say, but I still haven't fully understood what ... What you have just said, raises the question whether/what/...

35

Diff section

E SUPPORT FOR TASK 7 (P. 31) When preparing your article, consider the following points. sports section target audience

LGBTQ section

Who is going to read your article? What may be their background and main interest? How can you win them over to read and enjoy the article?

focus on the content

What does the issue of trans athletes mean for sports competitions? Do competitions become unfair or violate the principle of equal opportunities? How can competition and LGBTQ

rights go together? Points of comparison as possible material for the argumentation

of trans athletes mean for the

sports world? How can the rights of trans athletes be reconciled with other athletes’ expectations? How may reservations be overcome?

How have other challenges in competitions been resolved,

How have other disadvantaged groups managed to improve their

e.g. joint competitions with paralympic athletes on running

situation without risking public support?

blades?

36

What does the participation

Copyrights

.

BILDQUELLEN

|Alamy Stock Photo, Abingdon/Oxfordshire: Roberts, Frances 14.1. |Alamy Stock Photo (RMB), Abingdon/Oxfordshire: Atkins, Jane 4.2; Lewis, Geraint 15.1; Rodgers, Gavin 6.2; UPI 5.4; Valmedia 18.1. |Getty Images, Miinchen: AFP/Prezioso,

Joseph 29.1. |Ipsos GmbH, Hamburg: LGBT + Pride 2021 Global Survey 9.1, 9.2. |iStockphoto.com, Calgary: Marks, George 4.5, 5.1; nadia_bormotova 28.1; sv_sunny 13.1; YinYang 10.1. |Shutterstock.com, New York: Aha-Soft 7.1; Drobot, Dean 5.2; fitzcrittle 6.1;

Kirkikis, James 5.3; miami beach forever 5.5; Milles Studio 25.2; New Africa 10.2; oliveromg 4.4;

Photobac 4.3; sirtravelalot 4.1; Wilson, Rob 31.1. |stock.adobe.com, Dublin: itakdalee Titel; Rick 25.1; siro46 Titel.

TEXTQUELLEN 10-11

Rebecca

13

Audio file: Copyright Guardian News & Media Ltd 2023.

15-16

Chimamanda Ngozi Adichie, We should all be feminists, Fourth Estate/Harper Collins: London, 2014, E-Book, S. 12-14.

21

Brunstetter, The Cake, Samuel

“Why we say ‘boys will be boys’ but not ‘girls will be girls’”, Dictionary.com, LLC., Quicken Loans Inc., Rock Holdings Inc., Detroit, USA,

21-22

French, Inc.: New York City, 2018., S. 29-32.

15. November

2018.

Matt Pinkett, Mark Roberts, Boys Don’t Try? Rethinking Masculinity in Schools, Routledge: London,

2019, S.1-4.

23-24

“Studie: Gendern polarisiert auch in der jungen Generation”, © dpa, 17.02.2022.

25-27

Kim Fu, For Today I Am A Boy, Harper Collins: New York City, 2014.

29-30

“What Lia Thomas could mean for women’s elite sports”, From The New York Times. © 2022 The New York Times Company. All rights reserved. Used under license.

37

—

CAMDEN TOWN

)

Oberstufe

-

Systematische Schulung im Umgang mit den wichtigsten Textsorten Gezieltes Training aller kommunikativen Teilkompetenzen Aufbau eines thematischen Wortschatzes Ausgekliigeltes Differenzierungskonzept Vermittlung von interkultureller kommunikativer Kompetenz, Sprachbewusstheit und Sprachlernkompetenz - Differenzierung nach grundlegendem und erhohtem Anforderungsniveau