15. januar 2013

British History #1

First settlements to Queen Elizabeth I

The very earliest Britons were hunters and gatherers who left no written records. We know them only from the artefacts they left behind, e.g. Stonehenge. The earliest Celtic inhabitants we know primarily through archaeology and the written records of the first literate people to settle in Britain – the Romans.

Roman period: 55 (BC) - 401. They built towns, and "chesters"/castles were established. They also organised areas/lands and administration. The Hadrian Wall (by Newcastle, in Yorkshire) was built and  showed how far north the romans got as part of keeping the barbarians out out Scotland. The Romans also introduced central governments, good roads, laws, Christianity…

The Anglo-Saxons were Germanic tribes from the continent who replaced the Roman-Celtic Britons during the 4th and 5th century. Their language, Anglo-Saxon, is the foundation of modern English. The Old Norse spoken by the Vikings was very closely related to it.

The Vikings were another group of Germanic invaders who hit the coast. The Vikings settled in the north, and many became farmers. In 1066 the Anglo-Saxon king Harold II defeated the king of Norway, Harald Hardrada, at the Battle of Stamford Bridge.
Year 793: Lindisfarne, Holy Island. Viking heritage: York and other cities, and the language (words).

In 1066 the Normans invaded the north eastern England and claimed the English throne. King of Norway, Harald Hardråde, led the army. The Anglo-Saxon king, Harold II, rushed north to meet him and battle, and he defeated and killed Hardrada at the Battle of Stamford Bridge (outside York). The same year William, Duke of Normandy, claimed the throne, and at the Battle of Hastings he defeated and killed King Harold. This was the last invasion of the British isles in history. Spain, Napoleon and Hitler tried later, but they all failed.
Consequences: The Normans spoke French, so French is the new language in England. They got a French-speaking upper class. 1066-1085: Domesday book – a cencus (folketelling) and a register of property (showed the Normans as being fantastic organisers).

The Magna Carta (Great Charter) was a charter of liberties granted by King John in 1215. This was a result of the idea of checking the powers on the king. To raise funds for armies and campaigns King John had to turn to the strongest barons in the land. They were willing to finance the king's activities so long as he accepted a limitation on his powers. Gradually an institution developed which eventually became the House of Lords. A similar institution developed from the towns and cities. The met in what would come to be called "Commons", granting taxes to the crown and offering advice on policy. The British parliament is called the "Mother of Parliaments".


The Renaissance: 1500s
King Henry VIII married six times, and beheaded two of his wives because they failed to give him a son. When he tried to divorce his first wife, Catherine of Aragon, the pope denied him permission. In response King Henry broke with the Roman Catholic Church and made himself head of a new Church of England (Anglican Church). 

Elizabeth I was King Henry's daughter (her mother was Anne Boleyn). When she succeeded the throne she treaded carefully between the various religious convictions in her realm. She was intelligent, and skilfully played off the powers within her kingdom against one another, maintaining peace at home and strength abroad.  Although, one fight she could not avoid was with Spain, a conflict she had inherited from her father. He sent a fleet of 130 ships – the Spanish Armada – to invade England, dethrone Elizabeth and re-establish the Roman Catholic faith. The attack was a failure. The defeat of the Spanish Armada (the Spanish fleet) marked the beginning of England as a great power and the start of what would eventually become the British Empire. She also re-established the English protestant church (after her sister Mary I). Her reign witnessed a flowering of arts and literatures. It was an era of Sir Walter Raleigh, Christopher Marlow (playwright), Sir Philip Sidney (poet) and William Shakespeare. Her reign was a period of economic and cultural growth, and was also the start of the empire.

Mary Queen of Scots (not to be confused with Mary I) was Elizabeth's rival. She married Henry Stuart, and had a son who would become James I of England. She had many enemies and fled to England to get help from Elizabeth I. There she was taken into custody by Elizabeth. After 18-19 years in custody Mary was found guilty of plotting to assassinate Elizabeth and subsequently she was beheaded for treason. She was also a catholic.


The Spanish Armada: The Spanish king wanted to punish Elizabeth for what she did to Mary Queen of Scots, and also for supporting the Dutch. At the time Spain was the number one power at sea. Its failure led to Britain becoming the number one power at sea.

30. desember 2012

2012 - A year to remember



Celebrating Hannah's birthday

In Oxford with Stine

In Cambridge with Marte, Stine, Daniela, Elli, Alina and Amalie





In Wales with Stine, Lea, Amalie and Daniela

Celebrating Norway's constitution day in Southwark Park, London
with Marte, Stine, Daniela, Helene and Maggie.
Last day at Hastingsbury Business and Enterprise College

My three sets of grandparents (when my grandps came to visit me)

Me and 'da sis' outside church


In Goathland ("Aidensfield") with my host family

Goodbye party at -SPACE-
Arriving at Kjevik airport, 16th of June
In Cyprus with my family
In Copenhagen with Lene, Karoline and Ingrid
Half term in October

Get-together with the leaders in the choir (before christmas)

Daniela and Stine (fellow exchange students) visiting me

Rabakoret's Christmas concert



16. desember 2012

Course work

I chose to write about A Song of Ice and Fire (aka Game of Thrones) in my course work for norwegian. Basically I'm looking at how four of the characters develop through the first two books, "A game of Thrones" and "A clash of Kings". The characters I'm writing about are Sansa Stark, Jon Snow, Tyrion Lannister and Daenerys Targaryen. They all have an incredible story, and I think Daenerys is one of my favourite characters.

If you haven't heard about GoT, this is what I have based my course work on:



The assignment turned out to be 16 pages - that is, 4600 words.

13. november 2012

A critical analysis of the biography of Nick Vujicic with specific reference to linguistic and structural features

A critical analysis of the biography of Nick Vujicic with specific reference to linguistic and structural features


Nick Vujicic is travelling the world holding motivational- and inspirational speeches in schools, churches and so on. He was born without limbs, and despite his struggles he has been able to cope with this major disability and has become a cultural icon or inspiration to others. I am going to study his biography which provides information about him told in the third person. It is written in a formal style with a serious tone. This accentuates that the audience is people who are interested in learning more about Nick Vujicic, which we can presume (because of his story) are students, teachers, leaders in Christian churches, people with disabilities or other obstacles in life.

In the introduction of the biography interrogative sentence structures are used. “What would you do? How would that affect your everyday life?” This creates a sense of inclusion and engages the reader as he/she is addressed with the second person pronoun “you”. Interrogatives are also used to make the text more dramatic or to influence the reader more. “How would their son live a normal, happy life? What could he ever do or become when living with what the world would consider such a massive disability?” Rhetorical questions like these are used to provoke a thought process in the reader. 


The language used in the biography is emotive, and cohesion can be seen in the lexis used as they are all in the lexical field of motivational speaking or the body, as Vujicic doesn’t have any arms or legs. When looking specifically at grammar the verbs used are associated with positivity (to inspire, to motivate, to realize, to be able to, to accomplish, to overcome), while the nouns are more negative (disability, depression, loneliness, frustration, struggle, problems, failure). In terms of adjectives many of them are superlatives, such as most powerful, biggest, and most effective. They also tend to be attributive (pre-modifying), for example limbless son, happy life, massive disability, amazing ability, and biggest dreams. This enhances the fact that even the biggest obstacles can be surmounted, and it influences the reader more.


Furthermore the text is grammatically cohesive as we can find anaphoric references and conjunctions. The conjunction and is the most important cohesive devise used, and makes the discourse flow more smoothly. Without conjunctions the discourse would seem disjointed. In addition to these grammatical features, modal auxiliary verbs are also used to emphasize the utterances, especially in the interrogative utterances in the introduction where ‘could’ and ‘would’ are used. This suggests the tenor of his message as being enquiring.

The text has a standard structure for a biography or Bildungsroman and the tense change is reflective of his past life and continuing present. It starts with an introduction, where Nick Vujicic is presented, and a direct request to the reader. It continues by telling about Vujicic’s childhood and his struggles and obstacles whilst growing up. This is told in the past tense. Further on the biography relates details, using the present continuous, about his years of studying, and it concludes by telling about his life now and his work, using the present tense and the present continuous. It is structured in this way in order to let us follow Vujicic’s life in a chronological order, which also contributes to make the text cohesive.



English Language Coursework Year 12 - Julie Egeland, 2012
Written text analysis



11. november 2012

Flight tickets booked

I'm so excited! I have finally had time to sit down, look at flight tickets, talk to my host mum and my teacher and book the tickets - and everything in less than 3 hours, thanks to technology.

I'm going to Madrid with my Spanish class in March, the week before we start our easter holidays in Norway, so I needed to know when we will come back. And I obviously needed to know that my English family were alright with me coming and staying with them. So... I'll return from Madrid either on the 22nd or the 23rd of March - and I'm off to England on the 24th of March. Busy Easter - but I really can't wait! It will be amazing to get back there and meet everyone again :)

Aeroplane
Photo by Vox Efx

7. november 2012

Why I favour the English school system

The first thing I reacted to when I started school in England, was that the teachers were focused on what we had to learn from day one. They made it clear to us what we had to do in the exam, how the exam would be structured, and how we should work throughout the year to achieve a good grade at the end of the year. I found this really helpful. From day one it was "this is the subject - this is what you have to do in the exam - and you WILL have to do the exam". In Norway teachers aren't that focused, because here our grades are based on more than only our exams. The focus is different, and we might not have to do an exam in that teacher's subject. "If you have to do the exam blah blah blah"...

Secondly I loved how the teachers really wanted us to do well in the subjects (that is, to do well in the exam). They were always willing to offer us extra help if needed, either during lunch time or after school. Whether that is because they care about the students and their future, or because of the exam league table ranking I'm not sure, but I choose to believe it is a mixture. Either way, it is definitely a good thing. Everyone in my Spanish class had individual speaking lessons once a week, as preparation for our oral exam - and it did help a lot. To be completely honest, I don't feel like my teachers in Norway care as much about how I do in the exam. Some might, but certainly not everyone...

Before I continue I have to mention maybe on of the biggest differences between the Norwegian and English school system. In Norway students in year 12 and 13 do 4 mandatory subjects (norwegian, history, religion and P.E) and 3 chosen subjects (like sociology, MFL, chemistry, etc...) - whereas in England year 12 and 13 students only do 3 or 4 chosen subjects.
The timetable is very different as well. In Norway you've got between 5-8 lessons every day. That is, depending on your subjects, you've probably got between 2-4 free periods every week (because you're supposed to have 30 timetabled lessons a week). In England I had (talking about myself now) about 15 timetabled lessons a week, and 15 study periods/free periods. Obviously this implies that you have to do a lot of independent studying - you can't be mucking about because then you will lag behind. This system makes you a lot more what we in Norway call a "student"(person that goes to university) and not an "elev". For me I prefer being a "student", because I then have the opportunity to dispose my time and work as I please and do some extra work where needed. As my situation is now, I haven't got the time nor the work capacity to do any more work than the homework I get. I think I can say that most days I do schoolwork from 8 am to 7 pm (obviously I have breaks and procrastinate a bit..)

Furthermore I think it is admirable how English schools give praise to good achievement and behaviour. They do this for example through awards and positive postcards. For me this is something very encouraging, making me want to work hard and do well, because people notice what I do and how much effort I put into my work. Obviously I can see the negative side of it. Those who don't do that well, and don't get awards, might not be as motivated to work. In Norway schools and teachers should try not to make differences between the pupils because "it's not fair". No student should feel better or worse than the others. Which, to be honest, I'm not sure whether that's a good or bad thing.