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Useful Phrases characteriza-on

the narrator/author depicts the main features of/points out the


narra-ve perspec-ve prominent features/traits of with aEen0on to detail…
The neutral descrip0on of … lets the reader judge for himself/herself. In the course of the novel she/he undergoes a development
The biased descrip0on of … shows why/how we are expected to... the character remains essen0ally unchanged/changes aGtude
We immediately share the feeling of the >rst-person narrator. the author uses showing/employs telling as a method of...
Therefore, we understand why the character deserves sympathy. the author gives a faithful/realis0c/detailed descrip0on of …
The point of view adopted creates/evokes/establishes a feeling of the narrator conveys a vivid/impressive portrayal of …
an ...atmosphere the descrip0on presents/includes many details/is a rough sketch
the author reveals/supplies/conveys an impression
language/style/atmosphere the author presents a portrait of a person/some typical details
to make use of … to create a certain atmosphere by using … an essen0al component of this character is …
formal/literary/slang expressions in this descrip0on the author intents to convey the impression …
eloquent/academic/clear/objec0ve style and specialist terms this trait manifests itself when …
complex/simple sentences the protagonist seems/appear to be … his/her behaviour suggests …
imagery/vivid/animated/exaggerated language from the way he/she acts/behaves you can assume hat …
humorous/ironic/serious/cri0cal/friendly/posi0ve tone in terms of outward appearance and social background/aGtude and
polite/rude/blunt way of addressing sb/sth thoughts the reader gets to know …
The language employed stresses the view that … the age is not men0oned, but one can assume that …
This par0cular choice of words underlines his view on … the quote … indicates that …
the following fragment is repeated mul0ple 0mes indica0ng that … the ac0ons and traits of the character show that …

inten-on connec-ves
to arouse the reader’s interest/to catch the reader’s aEen0on >rst, second, third, …; to begin with, >nally, last but not least
this phrase alludes to/this expression reminds of/this phrases gives also, furthermore, moreover, in addi0on, above all
the impression of … the language the writer uses helps to create … consequently, as a consequence, hence, therefore, thus, as a result
to create a mental image/to describe sth vividly or rather, to put in another way, in other words
it probably refers to/it stands for/represents … on the contrary, in contrast, on one hand… on the other hand,
The author’s inten0on in wri0ng this short story/novel is to convince whereas, while, however, nevertheless, in spite of that, although
the readers about… equally, likewise, in the same way; namely, for example, for instance
This … invites the readers to sympathise/iden0fy with … that is why, for that reason, as, since
The author intends/means/aims/aspires to … all in all, to sum up, in conclusion, summarizing one can say
media0on summary

1) read the task carefully and iden-fy 1) Read the text carefully, mark the most important words and
• the addressee make notes
• the purpose and text type/length required
• your rela0onship with the addressee 2) Use the Gve W’s (who?, what?, when?, where? and why?)
• Only write down the things you think someone needs to
2) Reading the original text-note down: know about the text in order tounderstand what it is about.
• text 0tle focus on the
• type given task 3) Decide which passages of the text contain essen-al informa-on
• purpose and mark that needs to be part of your summary and which passages can be
• the author’s name only relevant leM out.
• inten0on things! • Don’t include: examples, numbers, comparisons, quotes and
• tone imaginary/direct speech.

3) Preparing your media-on: 4) Write your summary in your own words!


• mark only task relevant key words in the original Write an introductory phrase, men0oning such essen0als as the
• leave out any informa0on you don’t need • 0tle, author, topic, main message and source of the text.

4) Wri-ng your media-on The story/text is about… The text deals with… In the text the reader
• use suitable language and `packaging’ sentences gets to know… The topic of the text is… The ar;cle shows…
• men0on the relevant points in your own words
• for your purpose you might need to rearrange the order • use the present tense
• paraphrase / explain if you don’t know the exact transla0on • round oW your text by resta0ng the main message or ac0on
• check for false friends, incorrect tense, spelling, preposi0ons,
word order and style All in all, the text focuses on... and points the reader’s a@en;on to
the fact that…
CHECK FOR
• logic and length (only relevant points included?) 5) Check your summary!
• register and style
• language (sounds natural? matches the text type?)
• correctness (grammar, spelling, punctua0on)
analysis of a Gc-onal text characteris-c elements of Gc-onal texts

Structure ac-on What actually happens in the story (development)?


plot How is the ac0on in the story organised?
I. introduc-on
• 0tle, author, date, source, genre (drama/ >c0on/ etc.) character Who is the protagonist? How is he characterised?
• central idea, short summary seTng Where does the ac0on take place? How is the 0me?
• hypothesis The social circumstances?

In his/her ar;cle, the author uses a speciAc language to create a atmosphere What feelings does the narra0ve convey?
certain atmosphere/makes use of various stylis;c devices/… point of Who tells the story? From what narra0ve perspec0ve
The author chose a certain narra;ve perspec;ve/ uses a speciAc view is the story told?
language/… The … is a very … character who can be describes as …
tone Is the story told in a serious, humorous or … way?
II. main part structure Are there diWerent parts? Any subdivisions?
• narra0ve perspec0ve (point of view, scenic/panoramic) imagery Does the author decorate his/ her wri0ng with
• rhetorical/stylis0c devices comparisons, metaphors or other stylis0c devices?
• language (sentence structure, choice of words, ...)
• atmosphere atmosphere
• type of rela0onships (characters/constella0ons/interac0ons)
• seGng (place, 0me) adjec0ves you can use to describe the atmosphere
• monologue/dialogue a who talks more?
• narra0ve techniques:
• structure/plot nega-ve posi-ve
• tone (authors aGtude towards the topic)
• choice of words / word >elds alarming, cold, desolate, cheerful, con>dent, digni>ed,
haun0ng, hopeless, hos0le, ecsta0c, enlightened, hopeful,
III. conclusion insidious, lonely, nightmarish, idyllic, joyous, libera0ng, light-
• summary of your results painful, pessimis0c, scary, hearted, nostalgic, op0mis0c,
→ verify or falsify your hypothesis, give your own opinion tense, terrifying, threatening, peaceful, playful, sympathe0c,
uneasy, violent, depressing tender, warm, welcoming
Concluding, one can say that/to summarize the Andings/...
narra-ve perspec-ves characteriza-on

third-person omniscient narrator Uat characters are o]en round characters have complex
• this narrator is not visible in the story and tells the story from twodimensional and do not personali0es, are characterized
the outside, but knows everything about the character’s change during the course of a in more subtle ways, and
thoughts and feelings as well as the background of the story >c0onal text. They are o]en develop during the course of a
• this style of narra0on is mainly neutral and more distanced described brie^y, with one or story. Like people in real life, they
than >rst-person or single perspec0ve narra0on two vivid details. reveal themselves gradually.
• can comment on future income or include judgements
The narrator can simply show us a character in ac0on, and leave the
third-person limited narrator interpreta0on up to us (implicit/indirect characteriza-on), or can
• this type of narrator tells the story from the outside, but only also tell us about the character – give us background informa0on
describes feelings and thoughts from one perspec0ve and make judgements for us (explicit/direct characteriza-on).
• the narrator is not iden0cal with character
• we sympathise more easily with the character we are told
most about
• can be used eWec0vely to build tension for the reader
→ maintain a balance between revealing and hiding 1. Write an introduc-on:
informa0on so that the audience remains engaged and • presenta0on of the character (name, age, role, …)
interested in the story's plot development • one sentence about the personality (^at or round character)
Grst-person narrator 2. Focus on the main part:
• a character narrates the story from his/her own perspec0ve = • outward appearance and social background (physical
we only know what this character thinks, knows or sees appearance; social status)
→ character becomes the lens through which the story is told • ac0ons and traits (certain signi>cant ac0ons such as falling in
• the >rst-person narrator is o]en the main protagonist love, resigning from a job, suicide)
• we understand and sympathise most easily with this type • aGtude – conversa0ons and thoughts
• create suspense by the limited view but there is the • development throughout the story
possibility of foreshadowing/^ashbacks • rela0onships to other characters
• gives insight in emo0ons, thoughts, feelings, private things =
brings understanding to the readers, who become more 3. End with a conclusion:
aEached • summarize all your >ndings
analysis of a non-Gc-onal text (newspaper ar-cle, poli-cal speech) argumenta-ve strategy

A non >c0onal text that puts forth a personal view has a unity of
structure and content stylis-c devices/ language thought, and usually follows a clear structure (line of thoughts, train
of thought, line of argument).
• type newspaper • rhetorical devices
(broadsheet • language and style
newspaper/tabloid) • objec0ve, plane, lis-ng method: enumera0ng, numbering of facts,
• iden0fy theme/topic neutral, colloquial, structure ideas, arguments
• author/newspaper/ sensa0onalized? eWect: clarity and coherence through
date/headline • tone (humorous, …) parallel arrangement
line of argument • choice of words
progressive method: clearly-de>ned star0ng point,
structure developing on a cause-to-eWect
structure or problem-solu0on arrangement
eWect: clarity through unity and logical
headline coherence
precise, informa;ve, succinct, drama;c, sensa;onal, puzzling,
playful, emo;onal
an-the-cal method: contras0ng and juxtaposing of
sum up the ar;cle, provide background informa;on on/arouse
structure facts, ideas an arguments
interest/make curious/ trigger emo;ons
eWect: clarity and emphasis through
comparison and contrast
structure of an ar-cle
the Arst/second paragraph
presents a typical example contents:
illustrates a general problem or broad issue • salient and striking topics, important aspects
provides facts and Agures • organiza0on of the text, arrangement of parts (e. g.
analyses underlying reasons introduc0on, main part or body, conclusion)
shows the link between cause and eFect • train of thought, composi0on, line of argument
outlines possible consequences
presents sth in a chronological order
contrasts two issues or sides
style and language stylis-c devices

register • to create a strong, emo0onal


Is the language formal, familiar, colloquial or neutral? Positive/negative emphasis
use of words • to accentuate sth
dic-on allitera-on • to create familiarity
What kind of words are used? Are they taken from a par0cular word anaphora • used to draw aEen0on
>eld – e. g. religion, or business? Does the author use a lot of allusion • to make the text more vivid
descrip0ve adjec0ves and adverbs or verbs of mo0on? an-thesis • to emphasize urgency/ to
climax drama0ze sth
syntax enumera-on • to produce a humorous eWect
What is the sentence structure like? Are simple sentences euphemism • to appeal to the reader’s
(paratac0cal) or complex sentences with main clauses ans sub- hyperbole imagina0on and to bring a new
clauses (hypotac0c) used? irony percep0on to an object
Does the author use predominately ac0ve or passive sentences? To image • to make sth abstract more familiar
what eWect? To suggest objec0vity or neutrality perhaps? (leit)mo-f and to create a picture in the mind
metaphor of the listener
tone paradox • to make the readers think about
Tone refers to the apparent aGtude of an author, poet, narrator or parallelism the issue/to animate them to think
character towards the informa0on or message that he/she is personiGca-on • to convey equal/related ideas or to
conveying to the reader. pun illustrate an issue
Typical tones are: ironic, serious, humorous, wiEy, pompous or rhetorical • to make the readers iden0fy and
sen0mental. ques-on create a feeling of unity
The tone of a work is some0mes diacult to detect, but can usually repe--on • to close the gap between author
be discovered by looking at the language the author uses and the reference and readership
rhetorical devices that he/she employs. The use of a par0cular tone simile • to show that the author is
creates a certain mood. symbol educated on the topic
syntax • make the ar0cle seem more
choice of words understatement reliable/credible
= the decision to use a par;cular word based on such aspects as • to shed a posi0ve light on sth
style, register, connota;on, etc. • to illustrate the authors opinion
• to obtain the younger genera0ons
poli-cal speech analysis of visuals

Grst (general impression): Step 1: Author and source


topic, subject maEer, general tone, issues and purpose of the speech • What is the 0tle or cap0on of the cartoon?
• Which ar0st drew the cartoon (if known)?
contents and structure: • When and in which newspaper or magazine was it published?
salient and striking topics, important aspects AND organiza0on,
arrangement of parts, line of argument Step 2: Descrip-ve level
• Describe the people, objects and the seGng in detail
circumstances of the speech/poli-cal context: • Which visual elements/pictorial devices are employed?
0me and place/medium, posi0on of the speaker, audience, occasion, • Which (poli0cal, historical, social) events may have inspired it?
genre and type
Step 3: Symbolic/Ggura-ve level
formal and stylis-c devices: Cartoonists (o]en) employ pictures and words to express their
a) language b) grammar c) rhetoric d) manner of speaking/voice personal opinions. What tools are used to convey a certain message?
• humour
cartoon • caricature
• symbols
descrip;on + interpreta;on/analysis • stereotypes
• labels
stylis-c devices: • analogy to another historical or current event
what does the cartoonist use to bring across his message • references to popular culture, art, poli0cs, etc.
- colors • speech bubbles
- personi>ca0on/metaphor, euphemism, exaggera0on, symbols → What do the symbols used stand for?
- speech bubbles → Which group/person does the cartoon focus on?
- facial expression
- humerous inten0on/devices to catch aEen0on + make him laugh Step 4: Meaninig and evalua-on
- intending to cri0cize… poli0cs/society What is the message of the cartoon?
→ historical background and inten0on of the cartoonist Do you think the cartoon is eWec0ve in conveying its message? Is the
pictorial presenta0on convincing?
comment le]er to the editor

1. Read the ques-on/statement carefully. Collect facts/arguments. 1) prepare your le]er


• make a list of the arguments and write your opinion next to it
2. Write a short introduc-on. • decide the purpose of your leEer and choose 1-2 arguments
a) Start with a general statement (or a rhetorical ques0on).
b) diWerent ways to introduce your topic: 2) write your le]er
• addressat and sender (name, place of residence, country)
In the following I will deal with/discuss the problem/subject of… • the reference line states which ar0cle you are referring to
This comment/text will be about… • start your leEer with “Dear Sir or Madam” or “Dear editor”
It is an interes;ng ques;on whether…/It is a controversial issue • end your leEer with “Yours faithfully/sincerely”
whether… • keep it short (150 – max. 200 words)

3. The main part is the most important part of your comment. 3) check your le]er!
a) start with your opinion and give your reasons a]erwards
b) illustrate the pros and cons and give your personal opinion at
the end (conclusion) I am wri0ng regarding/to ask about/to thank for…
• provide the pros and cons of the issue, and give examples! Please send me/Would you please be so kind as to…
start a new paragraph for each new aspect or argument! With reference/I am referring to your ar0cle of/dated on…
In his/her ar0cle dated/from…, the author stated that…
In my opinion, small children should have their own mobile phones.
The main reason is that… A]er carefully studying the ar0cle, I am sorry to say that/would
Obviously, there are many reasons why mobiles can be dangerous like to express doubts about/to add that…
for small children. First of all… I de>nitely support/agree with the author’s opinion on…
I am very glad that this topic has >nally been addressed…
4. Conclusion: You should use the conclusion to give your Gnal I was hoping for a more impar0al treatment of/would appreciate
statement, which should not add any new aspects. more objec0vity when…
In my experience… An op0on the author did not consider...
Tu sum up, I hope it has become clear that…/ Considering all these
reasons, I do not think that… Please feel free to contact me if you have any ques0ons. Thank
you for your 0me and aEen0on. I am looking forward to ...
5. Read through your text again and check for mistakes.
The American Dream => o]en seen as an opportunity to correct the mistakes of the past
“Old World”
=> oWers the promise that the circumstances of someone's birth—
what is the American Dream? including whether they were born American ci0zens or immigrants—
do not completely determine their future
→ The American Dream is the belief that anyone, regardless of
where they were born into, can aEain their own version of success in advantages of the American Dream:
a society where upward mobility is possible for everyone. The - achieving the American Dream requires economic poli0cal
American Dream is achieved through sacri>ce, risk-taking and hard freedom, as well as rules of law and private property rights
work, rather than by chance. - promises freedom and equality
→ freedom to make both the large and small decisions that aWect
→ subjec0ve, hard to de>ne with one explana0on because everyone one’s life
de>nes the American Dream diWerently → freedom to accumulate wealth
→ freedom to aspire to bigger and beEer things
→ homeownership and educa0on are o]en seen as paths (symbol of → opportunity to lead a digni>ed life
>nancial success and independence, means the ability to control → freedom to live in accordance with one’s values (even if they
one’s own dwelling place) aren’t widely held or accepted)
- American Dream was aided by a number of factors that gave the
→ Owning a business and being one’s own boss, access to educa0on United States a compe00ve advantage over other countries
and healthcare
cri-cism of the American Dream:
→ James Truslow Adams described it as "that dream of a land in → terming it a “dream” carries with the no0on that these ideals
which life should be beEer and richer and fuller for everyone, with aren’t necessarily what has played out in the lives of many actual
opportunity for each according to ability or achievement." (the term Americans
was coined in a best-seller in 1931, "Epic of America.") → unrealis0c, reality falls short of the American Dream
→ long list of injus0ces and challenges which have undermined the
→ its tenets can be found in the Declara0on of Independence, which realiza0on of the American Dream (e. g. spread of seElers into
states: “We hold these truths to be self-evident, that all men are Na0ve American lands, slavery, limita0on of the vote to whites)
created equal, that they are endowed by their Creator with certain → as income inequality has increased substan0ally since the 1970s,
unalienable Rights, that among these are Life, Liberty, and the the American Dream has begun to seem less aEainable for those
pursuit of Happiness. who aren't already awuent or born into awuence
American Dream → American Nightmare patrio-sm:
- the economic growth is over - na0onal symbols
- more people are leaving the country than coming - pride in being puritanism/
- the popula0on grew but there are not enough houses an open and American protestant work
- higher prices for the same living standard = people from middle dynamic society: ethnic:
class become part of the under class (capitalism) - being open to new - puritan belief
American beliefs &
- ignoring the risk while trying to create the promised opportuni0es ideas in hard work,
values
- deeply in debt because they need to pay their bills = no way out - being open to thri], discipline,
without money immigrants self-
- buying more stuW than you can actually aWord (consumerism) → diWerent fundamental, improvement
- they >gured out that there is not only one way life can go but there concepts of inalienable and God- and
are a lot and at least one faces downward, it doesn’t always go integra0on: given rights: responsibility
higher and higher a) mel0ng plot - liberty - a member of
image - pursuit of happiness “God’s chosen
The Great Depression: b) salad bowl image - life & equality people”
- 1929: breakdown of Stock-Markets
- 1931: world trade collapsed
„from poverty to “what it takes to have
- many people lost their jobs and property
millionaire“ success”
- the economy nosedived/collapsed
→ a new concept of the “pursuit of happiness” (not based on
success = earning a lot of a speciGc goal to
material, but more on values)
money, working less achieve:
→ everyone was called to collec0ve eWort for a great society
- opportuni0es for success - collec0ng money for
→ the striving for material gains had let to the crash, so Adams
children children in need (non-
based his new concept on deeper
- if you want to win, you pro>t organiza0on)
inspira0on
can win, not giving up
characteris-cs:
The Declara-on of Independence:
ways to get successful: - being highly ar0culate
→ says that it is necessary to end old bonds to be able to form a new
- >nding contacts in the HARD + convincing
government. They believe that every human born is born with the
branch WORK - being persistent and
same rights like life, liberty and the pursuit of happiness.
- par0cipa0ng in training not giving up easily
→ The US alto wanted to have its own government ant the power to
programs
decide their own laws, whether they wanted it or not.
- overcoming burdens basis: money
the UK mul-culturalism

• a society that consists of more than one culture coexis0ng


Bri-sh empire • A referendum is a general vote on a poli0cal survey
• The United Kingdom comprises the whole of the island of
Great Britain, which contains England, Wales, and Scotland,
posi-ve aspects nega-ve aspects as well as the northern por0on of the island of Ireland
• The main ^ag has been oacial since 1801 (Union Jack-^ag)
- Brought progress to many - Bri0sh rules & regula0ons • since 1921 only Northern Ireland has been part of the United
corners of the globe were enforced Kingdom
- built schools, hospitals & - English oacial language used
roads for administra0on & educa0on Ethnic diversity
→ improved infrastructure & → destroyed many cultures &
educa0on tradi0ons
→ medial care & technological - unrivalled supremacy & the Pro Con
advances became available belief in the superiority of the
- English became a worldwide Bri0sh na0on & whites - Cultural diversity enriches - fear that „Bri0shness“ will
spoken language - exploita0on of the colonies Britain (music, fashion, food,..) eventually be lost
→ ensures/enables - Britain has to deal with - Bri0sh society becomes → dissolu0on of Bri0sh culture
communica0on all over the con^icts abroad, diversity in its mixed and not segregated - the Bri0sh become a minority
world society & racial tensions → people broaden their in their own country
horizon, become open-minded - ethnic minori0es become
- Learn/bene>t from other excluded and isolated
commonwealth cultures by experiencing it - inequality between ethnic
• in response to movements for independence - Mul0culturalism turned groups
• adopted a policy of self-government & eventually London into an economically & → riots & delinquency
independence in the colonies culturally successful and - mul0culturalism complicates
• many countries gained independence in the 20th century, but sophis0cated city the integra0on, if the current
almost all of them decided to keep a close 0e with Britain - Britain needs immigrants immigrants are not proper
• Britain was a]er India’s exit no longer a superpower (e.g. for the economy) integrated, that will lead to:
• former colonies chose commonwealth, too → abandoning it would make → feeling excluded
• commonwealth now 53 member countries Britain a less liberal country → radicalism
→ friendship, coopera0on & acknowledge of Bri0sh monarch
How can living together in a mul-cultural society work? Should the monarchy be abolished?
• Tolerance & empathy
• permanent dialogue between people
• mutual understanding/respect Pro Con
• acceptance of values/principals → agree on shared set of
values - the queen has considerable - the monarch has no real
• people have to ques0on stereotypes → self-re^ec0on powers, e.g. to wage war, sign poli0cal power
• avoid generalisa0on trea0es, dissolve Parliament - most people have favoured
• spread awareness (in^uence of media) - the monarchy forms some keeping the ins0tu0on over
• open mindset kind of cons0tu0onal backstop turning Britain into an republic
• work on regaining trust against an overmighty - an alterna0ve elected head
Parliament/ a dictatorship of state would not be cost-free
poli-cal system → alarming lack of serious either
checks on the Bri0sh - entrenching eli0sm and the
Bri-sh Democracy government class system wouldn’t vanish
• Britain is one of the oldest democracies in the world - if the head of state’s role in a republic
• its poli0cal system is not the result of a revolu0on (as in really maEers, choosing - the queen has cons0tu0onal
France) or lost wars (as in Germany), but the result of the him/her by inheritance isn’t powers but there is no chance
monarchs losing their poli0cal power to the parliament quite right & undemocra0c she would actually use them
and the people over the centuries - reputa0on as a snooty, class- - economic bene>ts to a
• today Parliament and the government decide poli0cal obsessed place monarchy
maEers not the monarch - the successor to the throne - the queen provides a clear
will take the crown regardless focus for na0onal pride and
the Queen of his/her suitability, character, na0onal unity = consistency in
• monarch is the head of state & execu0ve but has few formal previous scandals bad 0mes
powers and mainly ceremonial role (e.g. the State Opening of - the vast amounts of money it - real representa0ve of the
Parliament) costs a state to maintain a country regardless of short-
• monarch reigns over his/her subjects but does not govern monarchy are much more term poli0cal interests
• one of the many unwriEen rules is that monarchs do not urgently needed elsewhere → symbolizing Bri0shness &
interfere with party poli0cs, but remain poli0cally neutral (social projects, an0-racism na0onal values
• important func0ons like represen0ng the country & campaigns) - a president wouldn’t be
dissolving the Parliament cheaper
arguments for a modest reform of the monarchy Reasons for leaving
• star0ng democracy from scratch is very hard, but successful • Autonomy
democracies grow out of an historical experience • The UK joined the EU later than other countries (1973) →
→ the Bri0sh democracy is very closely connected with the always felt kind of le] out
monarchy • Exploita0on/Burden of/on the Bri0sh bene>ts social security
• keeping the Bri0sh monarchy doesn’t entail keeping it in its system
current form • Asylum policy
• make the situa0on beEer by keeping the crown but changing • Commercial agreements are easier to be completed without
its cons0tu0onal basis like in Belgium the EU
• the king/queen shouldn’t become monarch by right, but by • Lack of iden0>ca0on with the EU/na0onal pride because of
taking an oath to uphold the people’s cons0tu0on the Bri0sh empire
• The Bri0sh monarchy has shown that it is able to reform itself • Large sum that is paid into the EU-household budget
and adapt to modern 0mes • No extra special rights for the UK granted
• In some aspects, the royal family can actually enhance
poli0cal life and draw awareness to issues, given the possible consequences of the Brexit
in^uence that members of the extended family have within
society
Pro Con
Brexit
- being independent from the - Not being a part of the inner-
Dates and facts EU and its decisions European market anymore
• January 2013: David Cameron announces referendum - No payment to the EU- → threat to European trade
• December 2015: law concerning an EU-referendum passed household budget 0es
legisla0on - Protec0on from overcharging - Less exports to the EU = less
• 23th June: Referendum immigra0on money
• Vote results: leave-51,89%, stay-48,11%, especially older - Imported good being more
people voted for leaving expensive
• Shares of the 1000 largest companies dropped massively - Increasing unemployment
• Special rights of the Bri0sh in the EU - London uses its importance
• UK rebate
• Not a part of the Schengen area
• Own currency
globaliza0on
chances challenges

- business opportuni0es for - social goals stand second to


= process by which the world is becoming uni>ed on an industrial countries >nancial interests
economic, technological and cultural level - mayor improvement in - global warming/climate
produc0vity, crea0vity & change
NGOs (nongovernmental organiza0ons that protect environment, innova0on - CO2 emissions
>ght against corrup0on, abuse of poli0cs, provide help) - access to exo0c food or other - cultural assimila0on
products - westerniza0on
- studying abroad - gap between rich and poor
- cultural exchange - outsourcing (bad working
causes:
- easier to travel condi0ons)
• 1st & 2nd Industrial Revolu0on (18th century), their inven0ons
- 3rd world countries bene>t - spread of diseases
• nowadays (20th century): mostly innova0ons in the tech >eld
- ecological stability - terrorism
- freedom and human rights - corrup0on
driving factors:
- less hos0lity & war - destroying of biological
• easier/cheaper communica0on due to technological
- easier access to knowledge diversity & the environment
innova0ons
- digitalisa0on - trade barriers
• lower costs but beEer connec0on for transporta0on
- free or fair trade - global inequality
→ local issues become global issues
- immigra0on & integra0on - fast fashion industry
- shared values - exploita0on of workers
eeects: 3 main areas
- cultural awareness - racism & discrimina0on
economic: export/inport, mul0na0onal companies, economic 0es
- unsustainable lifestyle
poli-cs: governments work together (EU, NATO), spread democracy
culture: language, tourism, interna0onal friendships, religion, sports,
art, fashion, food, music (mul0-ethnic-society) winners:
companies, average consumers, investors, industrial countries in
general, rapidly developing countries, global players, big factories
“Globaliza;on includes the possibility of trading around the globe, loosers:
the opportunity to communicate with people, allowing it to deal with environment, our planet, biological diversity = animals, people who
diFerent kinds of poli;cal, cultural, … inOuences and problems.” earn less money, local farmers & stores
global warming climate change – man made or natural?

= a gradual increase in the overall temperature of the earth’s Pro Con


atmosphere generally aEributed to the greenhouse eWect
- scien0>c measurements - humans can tolerate slight
- frequency of weather climac0c changes = should be
phenomena increased seen as an opportunity
climate change
- animal species ex0nc0on - climate predic0ons can’t be
- direct observa0ons made on/ true, weather aren’t either
= a change in global or regional climate paEerns, in par0cular a above earth’s surface - the sun or vulcanoes are
change apparent from the mid to late 20th century onwards and = because of human ac0vi0es causing it = natural
aEributed largely to the increased levels of atmospheric carbon
dioxide provided by fossil fuels
studying and working in a globalized world

=> much easier to spend 0me in a foreign country for educa0onal


reasons, many op0ons for young people
causes + individual interests, access for everyone worldwide, you can switch
greenhouse eWect, emissions, deforesta0on, burning fossil fuels courses, gain knowledge/degrees
(coal, gas, oil), high consump0on (naturally, too) - too many op0ons are overwhelming, online courses don’t get jobs

eeects
Pro Con
rising sea levels because of mel0ng glaciers, extreme weather events
(hurricanes, ^oods), natural disasters, rising temperatures, water
pollu0on due to waste management, animal species ex0nc0on, air - improving language skills - very expensive, scholarships
pollu0on - good job perspec0ves are hard to get
- individual growth - language barriers
solu-ons - cultural exchange - cultural shock
controls on emissions, stop deforesta0on, reduce mass - expanding your horizon - bigger compe00on
consump0on, renewable energies, ren0ng instead of buying, (food, music, sports, religion) - racism and discrimina0on
hydroelectric power, go by bike, public transport, reduce industrial - diWerent educa0onal systems risk
pollu0on, waste management (recycling), raise awareness (FFF)
Is Romeo & Juliet really a love story? Or is it a warning against the
poten-al nega-ve consequences of love? It’s a warning against the
nega-ve consequences of hate.

The tragedy comes because this genuine story of love is not able to
be played out as it normally would be due to intolerance and
violence between the two families. The cause of the feud is never
sa0sfyingly explained, because it’s a metaphor for all pointless
sectarian feuding. The >rst deaths to happen in the play aren’t a
consequence of Romeo and Juliet’s love, they are sparked by the hot
tempers of notorious feuders Tybalt and Mercu0o. The >nal image of
the play is the heads of the two feuding families sombrely realizing
the consequences of their ac0ons over the bodies of their children.
Their love is what brings the cycle of violence to an end.
UTOPIA DYSTOPIA

de>ni0on
= posi0ve future scenarios, in which everything is like a paradise (a de>ni0on
perfect society in which people work well with each other and are = nega0ve future scenarios, in which everyone suWers in some kind
happy and the government got everything right) of way (a very unfair society in which there is a lot of suWering)
→ cri0cizes the contemporary society & suggests changes → shows worst-case scenarios if the issues that are depicted remain

science and technology


gene-c engineering ar-Gcial intelligence
= process of purposely altering the DNA of an organism with the use = the development of computer systems able to perform tasks that
of recombina0on technology (genome edi0ng) normally require human intelligence like visual percep0on
✔ helps to prevent/cure ilnesses, increased life span ✔ makes human life easier/more comfortable
✔ children will be smarter, stronger and beEer looking ✔ increases produc0vity
✔ developing a beEer understanding of it = improvement ✗ disappearance of jobs, unequal power rela0ons
✗ manipula0on of nature, moral and religious objec0ons ✗ security problems, lack of privacy
✗ less individuality ✗ poten0al danger for military or criminal use (autonomous?)
✗ safety: possibility of oW-target eWects (edits in the wrong
place) and mosaicism (when only some cells carry it) GM-food
✗ informed consent: embryos can’t decide if they want it or not ✔ beEer quality, plen0ful, healthier, more nutritous (vaccines?)
✗ jus0ce and equity: only accessible to wealthy people ✔ resistance of plants, problems because of pests/weather
✗ high investment is necessary mul0na0onal companies
surveillance ✗ will lead to ex0nc0on of tradi0onal farming, increase poverty
✔ reduces crimes, creates a more polite and respec€ul society ✗ unknown danger, not enough studies (e.g. allergic reac0ons)
✔ act of surveillance acts as a deterrent to would-be criminals
✗ loss of freedom, people pretend to be how they are forced to cloning
(individuals can be charged without any knowledge of their ✔ decrease the risk of disease transmission, replace organs
par0cipa0on) ✗ would faster an understanding of people as objects
✗ Invasion of privacy, surveillance systems are easily abused ✗ inequality (poor countries can‘t aWord it), safety problem
What can dystopian literature teach us about life and society?
“Utopia does not exist without dystopia, because it is impossible to
experience posi;ves without nega;ves. Without nega;ves, we
• dystopian literature is usually connected to the reader’s
wouldn’t even know or value posi;ve things. Posi;vity and
personal life in order to make him/her be aWected by the
nega;vity create some sort of balance and they depend on each
literature
other.”
• raise thankfulness: people should be more thankful for our
current living condi0ons
• things could be worse than they are right now => if people didn’t strive for a more utopia-like life or world, we
• there is no “perfect” world: dystopias can by a warning of wouldn’t be where we are now
what could possibly happen in the future (e.g. global => besides that, we will always experience some kind of social
warming, dictatorships, free will, illness, gap between rich separa0on for various reasons and current issues, so we won’t be
and poor) able to have everyone experience the same advantages
• if the protagonists from dystopian literature can make a
diWerence by ques0oning and second-guessing
circumstances, so can we “With the progress in science, technology and the media, we are
• it can be seen as a preven0on from making the same on the verge of crea;ng our own utopian/dystopian world.”
mistakes as people in dytopian socie0es
• dystopias are a warning of “missuse” of gene0c engineering,
technology and ar0>cial intelligence (concept of => progress may appear posi0ve at >rst, but it could develop into
extrapola0on) nega0ve consequences in the future
• it can also be a way of educa0on and warning humanity => our version of the modern world is shaped by technological/
about the dangers of current social and poli0cal structures scien0>c advantages according to the moEo ‘Faster. Higher. Further.’
• it cau0ons against oppressive patriarchy => there is a big diWerence between the industrial countries and the
• they show us that it is important to stand up for minori0es’ developing countries, which have other more essen0al problems to
rights, equality and to raise awareness, that we should not let deal with
anything happen without ques0oning it and that we need to => the whole world will never be a ‘perfect utopia’, that’s why we
trust our gut feeling and intui0on of we fell like something is should rethink our priori0es and help each other more to come
notably wrong closer to a beEer world for everyone
=> simplify things, access to informa0on due to the world wide web
(educa0on), entertainment, beEer healthcare
=> division of society, laziness, distrac0on from the real world
=> technology can’t be stopped but society can decide over its eWect

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