Cheat Sheet
Cheat Sheet
Cheat Sheet
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.
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
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
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
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