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Nigeria (Chimamanda Ngozi Adichie Half of a Yellow Sun)

Nigeria (Chimamanda Ngozi Adichie Half of a Yellow Sun)

 97
R
R
и
Z
Englisch LK
Assignment 10
novel excerpt
The short story
"Half of
Yellow Sun" written by
Chimamanda Ngozi Adichie
published in 20

Nigeria (Chimamanda Ngozi Adichie Half of a Yellow Sun)

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Nigeria Klausur LK Note 1-/13 Punkte mit Erwartungshorizont Text: Chimamanda Ngozi Adichie Half of a Yellow Sun, 2006, pp. 3-4 Mediationstext: Deutschlands fleißige Kinder

 

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97 R R и Z Englisch LK Assignment 10 novel excerpt The short story "Half of Yellow Sun" written by Chimamanda Ngozi Adichie published in 2006 is about 05.10.20 boy, who is about to work. english man with as a houseboy for an his aunt In the beginning it is mentioned that the english lish man, named Master, who is is скачу because he reads. many talks to himself, is not + any one His aunt books, greet and has too much hair. that he is still says ween man and lets. a good his workers eat meat. every good workers. day if they одша But that. On his to the Master's way house, Ugwe its + looks at the smooth streets. does not believe impressed He is surprised by the looks. of the bungalows and the hedges in front of them because they painted. are neat trety and Furthermore, he feels the ground getting hotter and swells a sweet scent. One rule that Uguv follow is that he has to learn fast. everything In the Master's house Ogwo needs to clean and answers. has to everything the Master says with "Yes sah". Arriving at the house, Ugwu touches the coment wall, with which reminds him of the mud wall of his mother's hut. This leads. him to feel a little home - sick for a moment. Moreover, he is surprised. the space the house by holds, although there is furniture already. In the end, he meets the Master who has a dark expression and calls him the houseboy. The Master speaks in a but with an Igbo english R R Zitiaweise accent. Assignment 2 The following analysis focuses on the different. social status of Ugwo and his master by analyzing analysing the author's use of language and the protagonist's behaviours. To begin with, the author. begin writes the story from...

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the perspective of Ugwu. The author's choice of words for describing the Master are exaggerated but positive (cf. 1.05 " polite well-dressd"; 1.31" neck- lace"; 1.41 "crammed"). The author uses these words to highlight the different life style of the Master. H₂ In the first line the words. t crazy" is used and continued "too books" and by many "falked to himself" From Ugwu's and his ante aunt's perspel perspective the Masher seems. because скачу are not used to reading. they books and see it as a waste of time. They are not are not in need of education. to are working. It also highlight because they anyway. how to cultured the Master is. The aunt thinks that the Master talks to himself. but in reality he is probably using his phone. This одни shows that and his aunt do not know about digital devices, which also shows the difference between them and the Master. the author Additionally, uses direct speech to show the protagonist's mindset. says [...] [ to ] eat well" (1.5). The aunt to "work well This shows that the Master has a lot of power on the workers and can decide on their way of living. This G Wicultivated Isophisticated No Z also shows that his aunt thinks that they only deserve they are are working. to eat if To continue the author. f uses the word "spit" (1.6) to express how their their kind of uncultured bevel behaviour in difference to the Master's, the Again, the author uses an exaggerated words "too choked" to show that Ugwu feels. ext excited by the slightest change of his new life. The Master's ordinay way of to living seems ext Ugwu. bedingty extraor Furthermore, the protagonist does not believe that anybody. eat meat. every day (cf. 11.7-8). By this, the author. shows how unbelievable this is for poorer people. Eating can meat every day special and is a them. By stating this, the author seems really luxury for highlights the social status of Ugwu, who thinks meat is a luxury, and the Master, who eats meat ever every day. The author states that the sun burne [s] the back of (1 (1 his neck. but he Edoes I not mind" it (1.11) to show. how hardworking Ugwu is. It means that he is already already used to work back in his home town, while }{ the Master hires people to his (1 "do the cleaning" (1.28). The Master has enough money to hire workers. and power and not work himself, even though clearing is not a hard work. In addition, the author uses. several similes (cf. 11. 15-16) to express Ugwo's thoughts. By using describe" (1.14) "never be able to the author highlights Uguu's impression. of how unbelievable the situation is for him and how st never he nevers narver has before. He then compares a car to a necklace (ef #ot cf.ll. 30-31), which shows that he does not even know their. worth. To him a necklace is already luxurious. The author advances by stating "good that the Master has " fortune " (1.26) to show that he is very rich and lives. seen it in prosperity. By stating this, the author auso shows the social and financial difference between. Ugwu and the Master. Furthermore uses the word " the author + word "immediately." (1.28) to express how. desperate in need they for and work. money This highlights how deep they stand below the Master and how much power the Master holds. The author ешн gous on by mentioning the house struktu structures. The Master's house has a glass door and is made of cement, while Ogwu used to live in his mother's hut made of mud. This shows the financial difference between thes. again unstable Mud is simple but very and unsafe while coment is hard and strong- Lastly, the auther uses direct speech again (cf. 11.46-51). Uguu's aunt er at f calls him. "child" (1.46) at first, which leads to a surprised reaction. by the Master. She then corrects herself and calls Uguu "houseboy" (1.50). This highlights the relationship. between the Master and the workers. The workers are only workers in his and eyes it shows that he looks down. on them the without -ackknowliging them as real people. This shows really dearly. 3 at what social position the Master and Uguv stand. To sum the author uses up different ways to portray the social status of and Ugwu his Master. She often uses exaggerated words to express Uguu's impression, and For the Master she states. what writing everything Ugwu what have or has never seen before. Therefore, the Master is in high social position and Ug wu and his aunt are in a a very posasses he tras by does not low position. Assignment 3: B) In the following the novel excerpt will be continued. Master stood from lus ор armchair and walked towards Ogwu. He looked at him from head to toe and said "Follow me". : Master walked in a fast had almost as fast tempo. Ugwu had trouble walking as him behind him. He them opened R than a door in which was a small bed. Fithere You can "This is. sleep here at your room. when you're work. I expect night done with your you to wake up everyon early every morning to clean before even I am awake. Understood ?", said the Master. Ogwu nodded He slowly. noticed Has that Master's face seemed to darken. Ugwo's aunty pinched his arm and whispord "Yes, sah!" Ugwu realized what he has done and apologized. Without another word Master left them both in the room. His showed him around. aurity the house and where to to use find dean. he needs to everything Without hesitation Ugwu that Z W Withere fits grabbed a towel and a bucket of water to scrub. the floor. He didn't did not know where to start first as they were so many It took a but he ever every the bathroom managed couple of hours to scrub although it already looked clean to him. After everything everything was done it was already dark outside. He was not exhausted yet. It was easier than working at home. "1 "1 floor and even Ugwo put everything he used back to this the place and aunity. looked for his Yes Oh check." rooms. ya His aunty. was sweeping the floor next to Master He looked He was reet reading a book again, but looked up when he heard Ugwu coming. "Are done ?" + sah !" yes, then let me Master went around the house while looking at the floor all the time. Master seemed to be impressed. as he sometimes mo nodded and a while his raising. eyebrows. The white floor shined Ya " You did a good job." good job." sainet said Master. Yes, thank "I think it's Let me (1 sah!" for you, enough the kitchen girl to get prepare some dinner for ya. Fat up. then to sleep. With that the Master went. до to the kitchen and Ugwu to his room Some one One moment later a girt knocked on his door It a tablet girl holding 4 today. was a with food. She gjust left it on the floor and went tot be back. Looking at the plate, Uguu noticed some chunks. It looked like meat but he was not sure. He took a bite and it was He was not did really meat. Witry Z R 4 know from which animal it was but it did also did not matter to him. He was just happy. Assigment 4: Mediation. Dear thong Charity, I am ? Фра fine How are you You told me that you are learning about child labour at school. Because Because your your teacher could not ansever some of your questions regarding деканатту достат them germany, I will answer the Therefore, For that I found an article "Deutschlands fleißige Kinder" published in 2012 in "FAZ". This article is about the laws conc concerning child labour, the effects and its consequences. children in Germany go Many to work to by buy themselves. something without asking their parents.. During their school time 80%. of students between 12 and 17 already have work experience! Officially registered to work are only 6000 children. but in reality a lot more children work. children under In Germany дестату 13 years are not allowed to work, and children over 15 are allowed. And children between 18 work 13 and 15 can only with exceptions. many They for bid those children. to work to protect them from various things. Also, it is only allowed when the work is not too difficult and voluntary. It is also important that their parents allow them to work. Another roule concer concerning child labour is that children. allowed to over 13 are only work two hours! And those only between 8am and 6pm. Working. over this time is also. Z w hard theavy ZJ 2 Nok. sehr gut w33-1 индежим C minus (BP) 21.10.2 E OF o at ano ang taon na si 28.10.21 forbidden. But child labour also receives different cques critics. For example, adults have less work to do becaus children tase take everything. Moreover, working grow up kids goero shall materialistic. But it is not always the when money to be C about working. Some children want to be Ackte acknowhey acknowledged hope I could answer all you your questions, and if further questions. have any feel free to curite me back.. Yours sincerely, 5 10 15 20 25 30 35 Q2 LK E Exam No. 1 Nigeria Oct 5th, 2021 Part B: Reading and writing: Half of a Yellow Sun by Chimamanda Ngozi Adichie Master was a little crazy he had spent too many years reading books overseas, talked to himself in his office, did not always return greetings, and had too much hair. Ugwu's aunty said this in a low voice as they walked on the path. "But he is a good man," she added. "And as long as you work well, you will eat well. You will even eat meat every day." She stopped to spit; the saliva left her mouth with a sucking sound and landed on the grass. Ugwu did not believe that anybody, not even this master he was going to live with, ate meat every day. He did not disagree with his aunty, though, because he was too choked with expectation, too busy imagining his new life away from the village. They had been walking for a while now, since they got off the lorry at the motor park, and the afternoon sun burned the back of his neck. But he did not mind. He was prepared to walk hours more in even hotter sun. He had never seen anything like the streets that appeared after they went past the university gates, streets so smooth and tarred that he itched to lay his cheek down on them. He would never be able to describe to his sister Anulika how the bungalows here were painted the color of the sky and sat side by side like polite well-dressed men, how the hedges separating them were trimmed so flat on top that they looked like tables wrapped with leaves. His aunty walked faster, her slippers making slap-slap sounds that echoed in the silent street. Ugwu wondered if she, too, could feel the coal tar getting hotter underneath, through her thin soles. They went past a sign, ODIM STREET, and Ugwu mouthed street, as he did whenever he saw an English word that was not too long. He smelled something sweet, heady, as they walked into a compound, and was sure it came from white flowers clustered on bushes at the entrance. The bushes were shaped like slender hills. The lawn glistened. Butterflies hovered above. "I told Master you will learn everything fast, osiso-osiso," his aunty said. Ugwu nodded attentively although she had already told him this many times, as often as she told him the story of how his good fortune came about: While she was sweeping the corridor in the mathematics department a week ago, she heard Master say that he needed a houseboy to do his cleaning, and she immediately said she could help, speaking before his typist or office messenger could offer to bring someone. "I will learn fast, Aunty," Ugwu said. He was staring at the car in the garage; a strip of metal ran around its blue body like a necklace. "Remember, what you will answer whenever he calls you is Yes, sah!" "Yes, sah!" Ugwu repeated. They were standing before the glass door. Ugwu held back from reaching out to touch the cement wall, to see how different it would feel from the mud walls of his mother's hut that still bore the faint patterns of molding fingers. For a brief moment, he wished he were back 40 45 50 Q2 LK E Exam No. 1 Nigeria Oct 5th, 2021 there now, in his mother's hut, under the dim coolness of the thatch roof; or in his aunty's hut, the only one in the village with a corrugated iron roof. His aunty tapped on the glass. Ugwu could see the white curtains behind the door. A voice said in English, "Yes? Come in." They took off their slippers before walking in. Ugwu had never seen a room so wide. Despite the brown sofas arranged in a semicircle, the side tables between them, the shelves crammed with books, and the center table with a vase of red and white plastic flowers, the room still seemed to have too much space. Master sat in an armchair, wearing a singlet and a pair of shorts. He was not sitting upright but slanted, a book covering his face, as though oblivious that he had just asked people in. "Good afternoon, sah! This is the child", Ugwu's aunty said. Master looked up. His complexion was very dark, like old bark, and the hair that covered his chest and legs was a lustrous darker shade. He pulled off his glasses. "The child?" "The houseboy, sah." "Oh, yes, you have brought the houseboy. I kpotago ya." Master's Igbo felt feathery in Ugwu's ears. It was Igbo coloured by the sliding sounds of English, the Igbo of one who spoke English often. (756 words) Source: Chimamanda Ngozi Adichie Half of a Yellow Sun, 2006, pp. 3-4 Assignments: 1. Summarize the expectation of Ugwu's aunt, name the rules Ugwu has to follow and describe his first impressions at his Master's home depicted in the extract at hand. (COMPREHENSION: 12 Punkte) 2. Analyse how Adichie portrays the different social status of Ugwu and his master. Pay special regards to her use of language and the behaviour of the protagonists. (ANALYSIS: 16 Punkte) Choose one task: 3. A) Write a comment on the following statement: Children at the age of 15 should not be allowed to work but focus on school. B) Continue the novel excerpt and describe the first evening at Ugwu's new job. (EVALUATION: 14 Punkte) Please remember to check your paper for language mistakes and formal requirements. GOOD LUCK Q2 LK E Oct 5th, 2021 Exam No. 1 Nigeria Part A: Mediation - Deutschlands fleißige Kinder Situation: Charity, a friend of yours from Owerri in Nigeria, is learning about child labour at her secondary school. Her teacher, who could not answer your friend's questions as to whether or not German children were generally forbidden to work, asked Charity to get some information on working children in Germany. Write an email to Charity about what you have learned regarding the situation of child labour in Germany. Focus on the information concerning the laws concerning child labour, the effect it has on families and its economic consequences. Zeitung austragen, Rasen mähen, Babys hüten: Hierzulande arbeiten viele Kinder: Weil sie sich etwas leisten wollen. Und weil sie ihre Eltern nicht anbetteln wollen. Bis Ende ihrer Pflichtschulzeit haben 80 % der deutschen Schüler zwischen 12 und 17 Erfahrungen mit Erwerbsarbeit gesammelt. Knapp 90% würden gerne arbeiten - wenn sie nur die Gelegenheit hätten. Das ergab eine Schülerbefragung im Auftrag der Landesregierungen von 2001. Offiziell sind aber nur 6000 Kinder zwischen 13 und 14 Jahren als geringfügig entlohnte Beschäftigte registriert, meldet das Bundesarbeitsministerium. Deshalb bestehe auf dem Gebiet auch kein Grund zur Besorgnis, sagt eine Sprecherin. Aber der Deutsche Kinderschutzbund schätzt die tatsächliche Zahl der Kinderarbeiter auf 700.000. Auf Zetteln in Supermärkten, durchs Hörensagen, auf Internetportalen hinterlassen massenweise arbeitssuchende Kinder ihre Botschaften: "Bin zuverlässig und würde gerne auf Kinder aufpassen, Hunde ausführen oder Prospekte verteilen." [...] Das ist das Problem der arbeitslosen Kinder: Unter 13 ist ihnen die Arbeit hierzulande grundsätzlich verboten, über 15 ist sie grundsätzlich erlaubt und die Kids dazwischen bewegen sich in einer Grauzone mit vielen Ausnahmen. Die Verbote sollen vor Ausbeutung und Gefahren schützen, die mit der Arbeit einhergehen. Nicht zu schwer, nicht zu lang, und freiwillig muss die Arbeit sein - "kindgerecht" eben. Als typische Beispiele nennt das Gesetz Arbeiten für Privathaushalte - Babysitten, Gassigehen, Rasenmähen- oder ein Job als Zeitungsträger. Die Eltern müssen einverstanden sein. In der Praxis können die Regeln absurde Folgen haben. Wenn eine 13-Jährige nachmittags für ein paar Euro auf das Baby von Mutters Freundin aufpasst, ist das erlaubt. Wenn sie dieselbe Aufgabe abends erfüllt, weil die Mutter zwei Stunden ins Kino gehen will, bleibt das verboten: Maximal zwei Stunden dürfen Kinder ab 13 täglich arbeiten - nicht vor acht Uhr morgens und nicht nach 18 Uhr. Der fünfzehnjährige Fabian, der Mittwoch- und Samstagnachmittag auf dem Wochenmarkt hilft, einen Gemüsestand aufzuräumen, nahm beim ersten Mal mehr mit als einen knisternden Geldschein eine Erkenntnis: "Alle hier arbeiten. Und jetzt gehöre ich auch dazu. Ich habe mich so erwachsen gefühlt." Die Kinder von heute sind geschäftstüchtig so sehr, dass mancher Alarm schlägt. Nicht nur, weil das Wort Kinderarbeit nach ausgebeuteten Teppichknüpfern klingt. Q2 LK E Exam No. 1 Nigeria Und Kritik kommt noch aus ganz anderer Perspektive: Die Kids würden den Großen die Arbeit klauen, kritisiert Heinrich von der Haar in seinem Buch: "Kinderarbeit in Deutschland". Bis zu 90.000 Vollzeitstellen könnten im Niedriglohnsektor neu entstehen. Aber mehr denn je treibt die Kritiker die Sorge, dass die "working kids" zu gnadenlosen Materialisten oder Konsumenten heranwüchsen. Source: Oct 5th, 2021 Mit dem Soziologen Manfred Liebel hat Beatrice Hungerland an der Technischen Universität Berlin das Forschungsprojekt "Kinder und Arbeit" geleitet, und 38 Kinder zwischen 9 und 15 Jahren zu ihren Erfahrungen in der Arbeitswelt befragt. Die sahen ihren Job durchweg positiv und betonten, ihnen sei neben dem Geld vor allem die Anerkennung wichtig. Auch die Vermutung, dass die schulischen Leistungen unter dem kindlichen Erwerbsbetrieb leiden, kann Forscherin Hungerland nicht bestätigen. "keiner, der jobbt, sagt: Ich pfeife auf die Schule, weil ich weiß, wie man Kohle machen kann. Kinder, die arbeiten, haben den Wert der Schulbildung viel eher begriffen." (497 words) 1 Arbeitende Kinder: Deutschlands fleißige Kinder - Menschen & Wirtschaft - FAZ, 15.07.2012, Gerlinde Unverzagt. 9 1 2 3 4 Englisch LK Q2, PART A: Kriterien/Vorgaben für die Bewertung der Schülerleistungen a) Inhaltliche Leistung (max. 18 Punkte) Anforderungen Der Schüler/Die Schülerin... erläutert z. B., dass es - bestimmte gesetzliche Vorgaben bzgl. Kinderarbeit in Deutschland gibt Generally forbidden for children under the age of 13 Generally permitted for children older than 15 · . Klausur Nr 1 . . vom 05 10 2021 Number of exceptions for children between 13-15 13-year-olds may work only two hours a day, but not before 8 AM and after 6 PM Kinds of jobs: voluntary, not too long, too difficult, parents' permission is needed berichtet, welche Konsequenzen die Kinderarbeit in D. mit sich bringt, in etwa: Children are proud and feel more mature, • Children would like to be more independent/ seem to be more business-minded • A research project in social sciences showed that teens who worked in their leasure time thought education was important for their future lives Schildert die wirtschaftlichen Konsequenzen/ Auswirkungen von Kinderarbeit z.B: Due to the attraction of child labour, illegal work increases ● Bewertungsbogen • 90.000 full-time jobs could be created if children/ teenagers did not work. Fear of working kids becoming capitalists and consumers erfüllt ein weiteres aufgabenbezogenes Kriterium. (2*) Anforderungen Der Schüler/Die Schülerin... richtet seinen/ihren Text konsequent und explizit auf die Intention und den/die Adressaten im Sinne der Aufgabenstellung aus, . berücksichtigt den situativen Kontext, beachtet die Textsortenmerkmale des geforderten Zieltextformats, Ausdrucksvermögen / Verfügen über sprachliche Mittel Anforderungen b) Darstellungsleistung (max. 27 Punkte) Die Bewertung erfolgt orientiert an den in den Kernlehrplänen ausgewiesenen Referenzniveaus des Gemeinsamen europäischen Referenzrahmens (GeR). Kommunikative Textgestaltung erstellt einen sachgerecht strukturierten Text, gestaltet seinen/ihren Text hinreichend ausführlich, aber ohne unnötige Wiederholungen und Umständlichkeiten. Summe Der Schüler/Die Schülerin... • löst sich vom Wortlaut des Ausgangstextes und formuliert eigenständig, ggf. unter Verwendung von Kompensationsstrategien, • verwendet funktional einen sachlich wie stilistisch angemessenen und differenzierten allgemeinen und thematischen Wortschatz, verwendet funktional einen sachlich wie stilistisch angemessenen und differenzierten Funktionswortschatz, verwendet einen variablen und dem jeweiligen Zieltextformat angemessenen Satzbau. Sprachrichtigkeit Anforderungen Der Schüler/Die Schülerin... beachtet die Normen der sprachlichen Korrektheit im Sinne einer gelingenden Kommunikation: Wortschatz, Grammatik, Orthographie (Rechtschreibung und Zeichensetzung). MAXIMALE PUNKTZAHL 6 Summe SPRACHE 6 6 18 MAXIMALE PUNKTZAHL 9 MAXIMALE PUNKTZAHL 9 ERREICHTE PUNKTE 27 6 3 4 ERREICHTE PUNKTE g ERREICHTE PUNKTE 8 MAXIMALE ERREICHTE PUNKTZAHL PUNKTE 9 8 25 2 Der Prüfling 1 formuliert einen Einleitungssatz unter Angabe von Textsorte, Titel, Autor, Erscheinungsdatum und Thema des Textes, etwa: The excerpt of the novel "Half of a Yellow Sun", written by Chimamanda Ngozi Adichie, published in 2006, deals with the protagonist's arrival at his Master's house and his first impressions of his new situation in life. 3 4 KLAUSURTEIL B: 1. Inhaltliche Leistung Teilaufgabe 1 1 2 fasst die im Romanauszug genannten Erwartungen und Regeln an Ugwu seitens der Tante zusammen, etwa: First, Ugwu is required to work hard, as hard work is connected with eating well. Second, his aunt has told his new Master Ugwu would learn fast which Ugwu promises to her. ● ● stellt die ersten Eindrücke des Protagonisten dar, z. B: Ugwu perceives the area of his Master's house and the compound as wide/ huge. Moreover, the university campus seems to be modern and clean (smooth streets and tarred) Also, the estates and gardens create a cozy and comfortable atmosphere in Ugwu's mind (color of the sky), especially his Master's house seems to be cozy (smell of the flowers) To Ugwu, his Master is perceived as an educated man being able to speak English fluently. erfüllt ein weiteres aufgabenbezogenes Kriterium SUMME Teilaufgabe 1 ● ● Der Prüfling Teilaufgabe 2 (Comprehension) [12 P.] Moreover, Ugwu is expected to greet his master in a particular way "Yes, sah" (It does not need to be mentioned to knock on the door before stepping inside the room and to put off the shoes.) ● ● schreibt einen Einleitungssatz und formuliert eine Deutungshypothese, etwa: Adichie clearly contrasts the different social status of Ugwu and his Master. Ugwu, is depicted as a member of the class of servants, starting to work as a minor for his new Master, who is a member of the educated Nigerian people working for the University. The difference, in terms of status, between the two characters will be proven by analysing the use of language and the behaviour of the persons mentioned before. analysiert use of language, z. B.: Figures of speech: "...color of the sky and sat side by side like polite well-dressed men, how the hedges separating them were trimmed so flat on top that they looked like tables wrapped with leaves" (cf. ll. 15+16 similes and metaphors put emphasis on Ugwu's astonishment while walking through the University campus. ● max. davon Punkt- erreicht zahl 2 "The bushes were shaped like slender hills. The lawn alistened. Butterflies hovered above. (cf. II. 22+23 Ugwu seems to be overwhelmed by the beauty of the landscape and the animals living peacefully in the area which is a huge contrast to his old living conditions. "Master's Igbo felt feathery in Ugwu's ears", (cf. II. 52 +53 the simile highlights Ugwu's impression of his Master's educated rank. His Master's Igbo seems to be light, easily uttered. Onomatopoeia: "her slippers making slap-slap sounds that echoed in the silent street" (cf. I. 17 the reader can imagine the slippers' sounds which disturb the silent surrounding of education/higher social rank 5 5 (2) 12 2 6 3 (Analysis) [16 P.] max. Punkt- zahl 2 41 9 davon erreicht 2 3 4 ● ● style: the excerpt is written in a descriptive style, which gives the extract an objective tone. Moreover, Adichie writes in the 3rd person limited narrative, which gives the reader an insight of Ugwu's thoughts, feelings and impressions. The style of writing highlights Ugwu's astonishment and amazement of starting to work in a wide and clean estate, which is a complete contrast to his former life. → "They were standing before the glass door. Ugwu held back from reaching out to touch the cement wall, to see how different it would feel from the mud walls of his mother's hut that still bore the faint patterns of molding fingers", (cf. ll. 34-36) word choice/vocabulary/language: "But Ugwu and his aunt utter simple words while talking to each other and to the master he is a good man," (cf. I. 4), "I told Master you will learn everything fast, osiso-osiso," (cf. I. ✔ 24), "Good afternoon, sah! This is the child", (cf. I. 46 the simplicity in their language use show their low level of education and lower social rank in society. Moreover, the particular pronunciation of the word "sah" can be seen as an indicator for low level education. In contrast to that, Master does not speak much but he chooses more sophisticated terms such as "houseboy" instead of "child "Oh, yes, you have brought the houseboy. I kpotago ya." (cf. l. 51) tone: The author creates a positive tone by contrasting Ugwu's former life with his first impressions while arriving at his Master's home: "Ugwu did not believe that anybody, not even this master he was going to live with, ate meat every day. He did not disagree with his aunty, though, because he was too choked with expectation, too busy imagining his new life away from the village" (cf. ll. 7-9 astonished, amazed atmosphere He had never seen anything like the streets... (cf. II. 12-14 Ugwu is surprised by the huge difference when it comes to his master's living conditions analysiert Ugwu's and his master's behaviour etwa: ● Also, the aforementioned quote indicates the fact that Master is able to switch languages randomly. Being bilingual or fluent at speaking different languages puts emphasis on Master's high level of education. 0 Ugwu: ● "They went past a sign, ODIM STREET, and Ugwu mouthed street, as he did whenever he saw an English word that was not too long", (cf. II. 19+20 Ugwu is eager to learn English but he is only poorly skilled. ,,Ugwu nodded attentively" (cf. 1. 24 Ugwu is shown as a character being humble and willing to learn and serve. -,, Ugwu held back from reaching out to touch the cement wall, to see how different it would feel from the mud walls of his mother's hut that still bore the faint patterns of molding fingers" (cf. ll. 34-36 Backing away from touching the wall, Ugwu's overwhelmed ✓ feeling of immersing into a different world is highlighted. He belongs to a low social rank and has not experienced living conditions of people of a higher status. ● ● 6 Master: "Master sat in an armchair, wearing a singlet and a pair of shorts. He was not sitting upright but slanted, a book covering his face, as though oblivious that he had just asked people in" (cf. ll. 44-46 Ugwu's Master seems to have forgotten that he has hired a houseboy. ✓ "The child?" (cf. 1. 49 Adichie puts emphasis on Master's ignorance of hiring a houseboy "Oh, yes, you have brought the houseboy. I kpotago ya." Master's Igbo felt feathery in Ugwu's ears. It was Igbo coloured by the sliding sounds of English, the Igbo of one who spoke English often" (cf. ll. 51-53 Still, the author shows Master's eager to create a comfortable atmosphere, by employing Igbo expressions to a child of a lower rank. Schreibt ein Fazit mit Bezug auf die Deutungshypothese, dass die Hauptaussagen der Analyse in Bezug auf die Wirkung der Untersuchungsaspekte noch einmal zusammenfasst. Dabei wird die gezielte Verwendung der Sprache als Verdeutlichung des Kontrasts und auch das beschriebene Verhalten der Protagonisten erläutert, etwa: In conclusion, the author makes use of figurative language and particularly connoted expressions in order to emphasize the different social ranks of Ugwu and his Master. She also contrasts the 6 2 ما 4 2 5 1 2 Der Prüfling leitet den comment sinnvoll ein (reference to the statement/novel excerpt, reason for writing), etwa: In the excerpt at hand, the reader is given the insight of a minor house servant, who seems to work instead of focusing on his education. The importance of earning money at an early stage of life, raises the question whether children at the age of 15 should not be allowed to work but focus on school. 3 4 1 Igbo and the English languages and its perception to highlight the status of its speakers. Igbo is spoken by rather uneducated people such as Ugwu and his aunt whereas English spoken by educated persons such as the Master. Moreover, English is perceived as being spoken by sophisticated members of the society. Finally, Ugwu's and his Master's behaviour towards the new situation show the particular (non) importance for each character. Ugwu is thoughtful and worrying about his new life, obeying his new Master. In contrast to that, his Master has nearly forgotten his new employee. erfüllt ein weiteres aufgabenbezogenes Kriterium. 2 Teilaufgabe 3a comment 3 ● For: - health needs to be protected - children and adolescents need time for recreation (friends, hobbies) -focus on minimum level of education is essential (enrollments in secondary education are below 5 Million) - children who work are in danger of being exploited Against: - to work on a moderate level should be allowed (getting to know the world Wägt die Argumente zusammenfassend ab und kommt zu einem begründeten Urteil, etwa: All in all, it can be said... erfüllt ein weiteres aufgabenbezogenes Kriterium Teilaufgabe 3b (Evaluation) [14 P.] Der Prüfling Schreibt die Geschichte des Romanauszugs inhaltlich sinnvoll weiter, etwa: ● description of the house/ room ✔ description of the master Ugwu's expectations of the next days and weeks (hopes and fears) flashbacks (feelings while travelling, when entering the house, when meeting his new (4) SUMME Teilaufgabe 2 16 of work) - in countries with a low GDP, extra money might be more attractive for Adolescents - skills and personality are developed such as gaining self-confidence, learning to be responsible, improving your time-management - a part-time job helps to be mature master, former living conditions) Führt die Geschichte perspektivisch und stylistisch korrekt weiter: narrative perspective: 3rd person limited narrative (Ugwu) ● Ugwu's astonishment, surprise of the new surrounding rather positive and interested tone erfüllt ein weiteres aufgabenbezogenes Kriterium ● SUMME Teilaufgabe 3 SUMME INHALT (Evaluation) [14 P.] SUMME Teilaufgabe 3 SUMME INHALT max. Punkt- zahl 2 12 2 (4) 14 42 max. Punkt- zahl 8 6 13 (4) 14 42 davon erreicht davon erreicht 6 6 12 34