Magazine_2005-2 by Cappelen Damm

C a p p e l e n s

t i d s s k r i f t

f o r

e n g e l s k l ĂŚ r e r e

Illustrasjon: Inger Dale

nr02-2005

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innhold

Leder

English Monarchs By Richard Burgess

03 Kjære leser

I skrivende stund er det usikkert hva regjeringsskiftet vil innebære for Kunnskapsløftet, men for engelskfagets del er trolig det meste fastlagt. Vi har fått en ny læreplan for 1.–13. klasse, og vet nå hva vi har å forholde oss til i jobben vår med å utvikle læremidler. Vi som jobber med engelskbøker i Cappelen, har gått inn i reformarbeidet med klare ambisjoner om å følge opp intensjonene i den nye læreplanen. Dette har vært en spennende og til tider frustrerende prosess, da læreplanen gjennomgikk relativt store endringer i fasene fra høringsrunde og fram til planen forelå i endelig versjon. Men vi har nå kommet langt i arbeidet, og vi har ikke nøyd oss med å “ﬂikke” på gamle suksesser. Vi er ganske stolte av det våre forfattere har fått til. Når dere mottar våre nye bøker i mars, vil dere selv kunne vurdere om vi har grunn til å være fornøyde. Noe av det morsomste med å utvikle nye læreverk er å introdusere nye forfattere med spennende perspektiver på engelskfaget. I vårt nye engelskverk for yrkesfagene, Tracks, har engelsklærere med mange års erfaring fra arbeid på yrkesfaglige studieretninger stått for innholdet. En av dem, Petter Fuhre fra Rosthaug videregående skole, kan du lese om i dette bladet.

Ny alumnusforening for engelsk ved Universitetet i Oslo

Notiser: Smått og stort om engelskfaget

Read It! By John Anthony

Noen kommer – og noen går. Mange av dere har trolig et forhold til Richard Peel, som har vært en særdeles aktiv lærebokforfatter i mange år. Nå har denne ekte britiske gentleman valgt å takke for seg i Cappelen. Vi ba ham om å skrive et lite avskjedskåseri for oss, og det kan du lese på s. 14. En annen Richard fra England har derimot endelig takket ja til å gå inn i forfatterrollen for fullt. Richard Burgess har, etter lang tids “oppvartning” fra ivrige forlagsredaktører, det siste året jobbet sammen med Theresa Bowles Sørhus med å utvikle en ny utgave av Passage. Vi gir dere en smakebit på Richards skrivekunster i dette nummeret.

Petter Fuhre – språkmektig musiker, lærer og lærebokforfatter

When English was a truly foreign language By Siri Hundstadbråten

On leaving stable By Richard Peel

Forhåpentlig vil dere ha litt glede av [ mægə zi:n] i høstmørket. Vi sees på kurs når sola begynner å varme igjen!

16 [ mægə zi:n]

CAPPELEN UNDERVISNING

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Ansvarlig redaktør: Birger Nicolaysen

videregående skole, Postboks 350 Sentrum,

Redaksjon:

0101 Oslo

Kirsten Aadahl

Telefon: 22 36 51 95/5177 E-post: birger.nicolaysen@cappelen.no

Produksjon: PrePress as

ENGLISH MONARCHS By Richard Burgess

Richard Burgess er født i Dover i England i 1956 og ﬂyttet til Norge i 1976. Han jobber som lektor ved Fredrik II videregående skole i Fredrikstad og ved Høgskolen i Østfold. Han har tidligere vært forfatter av en av bøkene i Cappelens serie American Ways (engelsk for yrkesfag). Richard har også utgitt ﬂere bøker på sitt eget forlag – Fredrik Forlag – og har hatt diverse frilansoppdrag, bl.a. i Undervisningsradioen. Sammen med Theresa Bowles Sørhus er Richard forfatter av den nye utgaven av Passage, skrevet for Vg1 på studiespesialiserende utdanningsprogram.

ﬁnal showdown with the Roman army came, she poisoned herself and her daughters rather than submit.

Arthur (5th century AD) – the resistance ﬁghter who became a mythical hero Everyone has heard of King Arthur. Most people have heard stories or seen ﬁlms about the castle at Camelot, the wizard Merlin, the sword Excalibur etc. Well, most of this belongs to the world of romance and was invented by writers the 19th century. But Arthur seems to have been a real person too. The real Arthur (or Artorius) belongs to a period that is often called the Dark Ages for the simple reason that we know so little about it.

King Arthur and his Round Table st

Boudicca (1 century AD) – Celtic warrior queen In the beginning there was no England, Scotland or Wales. There was Britannia. Or, at least, that was what the Romans called the windswept island they occupied in AD 43. The native Britons were, of course, not pleased to see the Romans and put up ﬁerce resistance. None was ﬁercer than Boudicca, queen of the Iceni tribe. She was a widow who had inherited her husband’s power and rights, and demanded recognition from the Romans. Women’s liberation had not caught on in Rome and it

was decided that she should be put in her place. Boudicca was publicly beaten and her daughters raped. But the Romans had made a big mistake. Boudicca’s revenge was swift and terrible. By all accounts she was a terrifying spectacle - very tall with a loud, harsh voice and a mass of red hair hanging down to her hips. First she took the Roman town of Colchester and slaughtered its inhabitants. Then she moved on to London, which she razed to the ground. But she knew victory could not last. When the

The Dark Ages start around AD 410 with the withdrawal of Roman soldiers from Britain. By now the Celtic Britons had become very sophisticated in their tastes and ways, living in towns, enjoying theatre, hot baths and a well-organized society. But these were troubled times with Germanic tribes looking for new lands to conquer. Without the Roman army the British were defenceless, and soon waves of Angles and Saxons arrived from over the North Sea. The newcomers were not interested in theatre – and even less in hot baths. In British eyes they were a bunch of hooligans. Unfortunately they were also armed to the teeth…

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It is in this struggle against the tide of invasions that a real-life Arthur appears. We know very little about him, other than that he became an important ﬁgure in British resistance to the invaders. According to one source he fought and won twelve battles against the Saxons. But in the long run it was a lost cause. In fact, to this day, the Welsh word for England – Lloegyr – means “the lost lands”.

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William the Conqueror (1027-1087) If there is one date that every English person knows, it is 1066 – the date of the Battle of Hastings. The last successful invasion of Britain, it was an event that changed the country for ever. The invaders came from across the Channel in Normandy. Their leader was one Guillaume, called William the Bastard by his English enemies, but forever remembered as William the Conqueror. Not only did he claim direct descent from the dead English king, he said that his rival claimant, Earl Harold of Wessex, had promised him allegiance. Harold denied any such thing. The two huge armies met at a place near Hastings now known as Battle. It was a close-run thing, lasting for six hours. At the end of the day it was the Normans superior cavalry that tipped the balance. Harold was killed, possibly with an arrow in the eye.

02 03 04 06 07 08 09 10 William the Conqueror, king of England 1066–1087

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Odd then that Henry VIII should be remembered chieﬂy as the king who broke with Rome and the Catholic Church. The reason for his change of heart was that he had tired of his ﬁrst wife, the Spanish Catherine of Aragorn. Not only was she not as young and pretty as his mistress, Ann Boleyn, but more importantly she had been unable to give him what he desired most: a son. When the Pope refused his request for a divorce, Henry declared himself head of the English church – the Church of England or the Anglican Church as we know it today.

Elizabeth I (1533-1603) – the Virgin Queen

In the 14th century winds of religious change were blowing over Europe. People like Martin Luther were questioning the authority of the Church and starting their own “protestant” forms of Christian worship. We call this period the Reformation. In England the young King Henry VIII was a strong supporter of the Catholic Church and opposed to mad, newfangled ideas like translating the Bible into English so that everybody could understand it. In fact, he was happy to burn people at the stake for suggesting such things.

Ann soon bore him a child – a daughter. The king – now immensely fat and bad-tempered – suspected her of adultery and had her executed. During his life Henry had altogether six wives. Two he divorced, two were executed, one died in childbirth (a son!) and one survived him. By all accounts he wasn’t an easy man to live with.

Henry VIII (1491-1547) – the king who broke with Rome

England became an occupied country with French the new language of administration and power. It took several generations before the distinction between occupier and occupied became blurred and before the population began to speak the same tongue. Ironically it was English that won, although it was a new, improved English – full of French loanwords.

If only Henry had known that the best-loved monarch of them all, with a historical period named after her, would be his daughter. Elizabeth, born of poor Ann Boleyn, reigned for 45 years and the Elizabethan period is one of the most exciting in English history. It saw England become a world power, defeating its arch-enemy Spain and establishing colonies in America. It was the period when William Shakespeare wrote the plays and poems that he is still famous for today. At the centre of it all was Elizabeth, looking like a goddess in her extravagant dresses and with her face powdered white. Intelligent and well-educated, she liked the company of men,

Queen Victoria, queen of England 1837–1901, empress of India 1876–1901

but she never married. The new colonies in America were named Virginia in honour of the Virgin Queen. As for behaving like a monarch, her father need not have worried. Elizabeth managed to turn her sex to an advantage. When the huge Spanish Armada was on its way to attack England, she held a famous speech at Tilbury Dock in London, dressed in armour like a new Boudicca. “I know I have the body of a weak and feeble woman,” she cried, “but I have the heart and stomach of a king, and of a king of England too.” The crowd loved it!

George III (1738-1820) – the king who talked to trees It is not very ﬂattering to be remembered as the king who lost the American colonies and talked to trees, but that is the unlucky fate of George III. In fact, it’s very unfair too, because during his reign Britain actually became stronger than ever before. True, the American colonies were lost when colonists decided they had had quite enough of English taxes and declared independence. But it was also during his reign that Britain defeated Napoleon and became the leading world power.

a role model for her people. Family values, strict Christian morality and hard work were central to her public image. She and her beloved German husband Albert had nine children, many of whom married into European monarchies. When Albert died of typhoid in 1861, Victoria was devastated and spent the rest of her life in mourning, out of the public eye.

Edward VIII (1894 – 1972) – the King who chose not to be You may not be able to apply for the job of monarch, but you can hand in your resignation. Edward VIII did just this. When the dashing prince succeeded to the throne in 1936 it was well-known secret that he was having an affair with Wallis Simpson, the wife of an American businessman. When she divorced her husband, Edward VIII planned to marry her. But his government were strongly against the idea, arguing that the British public would never accept Mrs Simpson as Queen. Faced with the choice between losing the crown or the woman, he chose the former. “I have found it impossible” he said in a moving speech at his abdication, “to carry the heavy burden of responsibility and to discharge my duties as King as I would wish to do without the help and support of the woman I love.” As for talking to trees, it was one of the more innocent things that George III did during the bouts of madness that afﬂicted him during his 59-year reign. He could be violent and abusive too, and had to be bound in a straitjacket to restrain him. The madness of the king was no secret, and for the last nine years of his life his son, who later became George IV, had to rule as Prince Regent.

It has only recently come to light why the government was so opposed to the marriage. The fact that she was a twice-divorced American was just half of the story, it seems. According to FBI reports, Mrs Simpson had strong links to Nazi Germany and was even rumoured to be having an affair with the German Ambassador in London.

Victoria (1819- 1901) – Empress and Mother

Elizabeth II (1926 -) Royal affairs and inﬁdelities used to be the stuff of rumour. In the modern media world it is the stuff of fat headlines and paparazzi photographers. Pity, then, poor Elizabeth II, head of a Royal Family where such scandals have become a way of life. Her sister Margaret’s difﬁcult love-life was constantly in the news. Of her four children, three are divorced. Charles’ rift with Diana was particularly painful and public, and when Diana later died in a car accident the reputation of the Windsors hit an all-time low.

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In the midst of it all, though, the Queen has kept her popularity. Her own private life – and her relationship with her gaffe-prone husband, Prince Philip – is seldom criticised, and most people agree that she works very hard. She spends about three hours a day on paper work alone and is the most widely-travelled headof-state in the world. After half a century on the throne many wonder how the British monarchy will survive without her.

Victoria was queen for 63 years and gave her name to a period which is still important for modern Britons. This was when Britain became the world’s leading industrial power and the centre of a huge empire. By the end of her reign she was Queen and Empress of a quarter of the world’s population. When she came to the throne in 1837, a mere 18 years old, the monarchy was having a very bad press. Many people had come to associate it with it unnecessary expense and sexual scandals. (Does that ring a bell?) Young Victoria was determined that she would be

Queen Elizabeth II

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Edward and Mrs Simpson – the Duke and Duchess of Windsor

Petter Fuhre

Nye læreverk gir muligheter for å introdusere nye og spennende forfattere. ['mægə'zi:n] har snakket med Petter Fuhre fra Rosthaug videregående skole. Petter er hovedforfatter av engelskbøkene for teknikk og industriell produksjon og elektrofag. Den unge Rosthaug-læreren Petter Fuhre nøyde seg ikke med å spille en CD for elevene da Irland dukket opp på pensum. Han tok heller gitaren fatt, lærte seg sangen i læreboka, og fremførte den i klasserommet. - Det skjedde noe med meg der. Jeg ble så fascinert av melodiene og stemningene i musikken. Det ble starten på et årelangt dykk i irsk og skotsk musikkskatt, forteller musikeren fra Åmot. Snart fikk han med seg flere, og nå kan bandet Killieburne Brae se tilbake på fire år med rivende utvikling som irsk folkrockband. – Den perfekte pub- og konsertopplevelse, lover Petter. Øre for språk Selv mener musikeren og språklæreren at det er sammenheng mellom musikaliteten og språkøret hans. - Språk er på mange måter musikk. Å oppfatte språk dreier seg blant annet om å oppfatte lydene og melodiene i språket, proklamerer 35-åringen, som lever med musikk hele tiden. Alltid trommer han med fingrene på arbeidspulten, og alltid tenker han nye arrangementer.

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Men at han kunne vandret rett inn i et av dronning Elizabeths teselskaper med sin Queen´s English, slik en av engelsklærerkollegene hans mener, vil han ikke høre på. – Toppen RP, sier Petter, som etter å ha flørtet litt med Cockney-aksenten en tid, bestemte seg for å forene musikklidenskap og engelskuttale. Frelst på Irland Nå er det irsk som står på tapetet, og ikke et middelmådig irsk. - Målet er å lære meg å snakke med vestirsk aksent. Det er den mykeste og vakreste engelsken jeg kan tenke meg, forteller han. For å nøre opp under Irlandsfascinasjonen hans sendte skolen ham på kurset ”Absorbing Ireland”, i Irland. – Rafterys kurs for engelsklærere er vel nokså kjent blant norske lærere nå, og kan på det varmeste anbefales, mener Petter. Irsk kultur er fantastisk. Det er noe i væremåten og sjargongen. Menneskene er så vennlige og pratsomme, sier irlandselskeren. Irland har også satt sitt preg på yrkesfagdelen av det nye læreverket: - Et av kapitlene dreier seg om Séan fra Galway. Han spiller blant annet tinnfløyte, som er favorittinstrumentet mitt, sier Petter med et flir. Beskjeden lærer Pratsom er Petter selv stort sett bare i trygge omgivelser. - Jeg trives på scenen, men blir stille i sosiale sammenhenger med mange ukjente, bekjenner han. Likevel bestemte han seg tidlig for å bli lærer. - Jeg begynte å observere lærerne mine i begynnelsen av videregående. Noen sier at nivået

har sunket i skolen, men nivået på hva? Evnen til å hoste opp ferdigtygde faktakunnskaper? Selv tror han ungdommenes evne til samarbeid og til å tenke kreativt er bedre nå enn da han gikk på videregående skole. Elever i dag stiller nok høyere krav til variasjon og dynamikk i undervisningen. Det henger sammen med samfunnet for øvrig, der øyeblikksunderholdning preger hverdagen – på godt og vondt. Samtidig viser elevundersøkelser at tradisjonell tavleundervisning er savnet når prosjekt-hype og “learning by doing” har tatt helt av. Variasjon og mangfold har vært ledetråder for arbeidet med det nye læreverket, i både tekster og oppgaver. Ikke minst er dette viktig i en lærebok for yrkesfag, mener Petter. Det betyr imidlertid ikke at lærestoffet skal gjøres banalt. Mek-elever hevdes å ha intellektet i håndleddet. Dette er selvfølgelig like flåsete som det er feil. På Rosthaug leser Petters VK1 Kjøretøy Hamlet. - Også yrkesfagelever takler autentisk engelsk, ingen tvil. Forenklet engelsk kan faktisk virke uinspirerende og nesten fordummende. Men autentiske tekster bør være relativt korte. Det har vi tatt hensyn til i den nye boka. Indianere Petter tegnet mye da han var gutt, før musikken tok ham. - Jeg tegnet det jeg var opptatt av: KISS, dinosaurer og indianere. Indianerne danner en egen epoke i musikerlærerens liv. - Vi var et par stykker som konkurrerte om å skrive de lengste og mest dramatiske stilene på skolen. Den nye læreplanen har et punkt om urbefolkning som jeg ønsker velkommen. Det å lese litteratur skrevet fra maoriens eller aboriginerens ståsted gir oss vestlige nye, sunne perspektiver. Skriving av lærebok Vi er nysgjerrige på hvordan Petter reagerte da han fikk tilbud om å skrive lærebok. - I utgangspunktet ble jeg invitert til å være med i en konsulentgruppe og ante lite om omfanget. Trodde det ville dreie seg om korrekturlesing, oppgaveideer og lignende. Det å få hovedansvaret for en av yrkesretningene kom først som et lite sjokk, som raskt ble erstattet av iver og ambisjon og inspirasjon. Og en hel del ydmykhet for et tungt fagfelt og et ansvarsfylt oppdrag. Ikke alt har vært like enkelt i manusarbeidet, synes Petter. - Vi har latt yrkesfagkapitlene dreie seg om fire personer i den engelsktalende verden, for å gjøre stoffet interessant og virkelighetsnært. Dette har skapt utfordringer mht. autentisitet og språklig nivå tilpasset norske elever. Tommy fra Sydney har jo ikke norske elever i tankene når han prater med formannen på skipsverftet.

Petter lyser opp når vi spør hva som har vært de morsomste erfaringene så langt. - Uten tvil selve skrivingen. Og diskusjonene i lærebokgruppa. Vi har hatt – og har – et svært fruktbart samarbeid, som helt klart gir bedre bøker. Nå er forfatterne svært spent på reaksjonene på bøkene. - Selvfølgelig er vi det – av ﬂere årsaker. Læreres og elevers oppfatninger er slett ikke alltid like. Men det er her variasjon og mangfold er så viktig. Jeg er overbevist om at alle vil bli fornøyd med mye. Det er jo det vi har hatt som mål gjennom hele prosessen. - Det blir også spennende å se hvordan de forskjellige bøkene på markedet vil se ut. Den nye læreplanen er ikke like spesiﬁkk på omfanget av yrkesbiten i læreverket (jf. 40–60 % i gammel læreplan). Derfor kan vi få se vidt forskjellige tilbud. Vi har imidlertid jobbet ut fra det syn at det yrkesfaglige er helt essensielt i læreverk for elever på YF. Det er også interessant for elevene. Jeg håper og tror vi lykkes med målsettingene for det nye læreverket, sier Petter, som gjerne vil at vi får med at det har vært viktig for forfatterne å ta den nye læreplanen på alvor, å gi et enda videre omfang av yrkesfaglige temaer, å skape nye, inspirerende og utfordrende tekster og oppgaver, og å legge best mulig til rette for elever på forskjellig nivå.

Våren 2006 kommer Tracks, Cappelens nye læreverk for engelsk på yrkesforberedende utdanningsprogram. Læreverket er skrevet etter ny læreplan i engelsk og har egne bøker for følgende yrkesfag: • Bygg- og anleggsteknikk • Design og håndverk • Elektrofag • Helse- og sosialfag • Medier og kommunikasjon • Naturbruk / Restaurant- og matfag • Service og samferdsel • Teknikk og industriell produksjon

Ny alumnusforening for engelsk ved Universitetet i Oslo Engelskavdelingen ved Institutt for litteratur, områdestudier og europeiske språk ønsker sine alumner velkommen inn i den nye Alumnusforeningen for engelsk!

Har du tråkket rundt her noen år? Da er kanskje denne foreningen noe for deg!

Medlemskap er gratis, og registreringen enkel. Den

”Alumnus” er latin for ”tidligere elev”, og foreningen er ment som et samlingspunkt for tidligere studenter, nåværende masterstudenter og ansatte, til faglig og sosial vederkvegelse. Gjennom foreningen kan man holde kontakt med sine studievenner, få siste nytt fra instituttet, abonnere på UiOs magasiner, delta på faglige og sosiale arrangementer, stille spørsmål, debattere, få tilgang til fagstoff, eller bidra selv med fagstoff. Meningen er at foreningen skal være dynamisk begge veier, slik at det ikke blir enveiskommunikasjon fra instituttet til alumnene, men også andre veien. Samfunnskontakt er et satsningsområde for UiO, og alumnusnettverkene er en del av denne satsningen. Engelskavdelingen er fornøyd med å være blant de første som starter opp, og håper på god respons fra alumnene.

Gå til http://alumnus.uio.no

Les demoen, eller gå direkte til Bli medlem.

På første Bli medlem-side velges Alumnusforeningen for engelsk.

På neste side fyller man inn de relevante opplysningene. Disse kan siden enkelt endres.

Klikk Lagre, og det er det! Man får umiddelbart tilsendt passord via e-post. Dette kan også endres etter behag. Brukernavnet er e-postadressen.

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gjøres på følgende måte: Den nye foreningen er en videreføring av IBAlumni som ble startet ved IBA i 2001. Det viste seg imidlertid at det var vanskelig å administrere foreningen uten en god teknologisk plattform, så foreningen ble lagt på is inntil videre. Nå er den teknologiske plattformen på plass, og avdelingen ser frem til å videreutvikle dette møtestedet.

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For å bli medlem i foreningen må man ha hovedfag i engelsk fra UiO, eller en mastergrad med engelskfaglig studieretning innenfor studieprogrammene Europeiske og amerikanske studier, Språk, Litteraturstudier eller Lærerutdanningen. Hvis man ikke oppfyller kravene for medlemskap, men har en sterk interesse for faget og et stort ønske om å bli medlem, kan man søke om medlemskap på særskilt grunnlag.

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Notiser: smått og stort om engelskfaget

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ke sor i statsvitensk ap illusjon i dette la nd i Aftenposten 7. okto norwenglish”. H agtve norske bedrifter som konsernspråk. Da bur holde standarder , fore politikere, akadem ike på engelsk. Hagtv et m som er korrekt en gelsk Resultatet av de tte er pidgin-engelsk, eller en

Læreplanen for en gelsk programfag er nå til høring. I utkastet står følg læreplanende formulering: “Samfunnsfaglig en gelsk og litteratur og kultur bygger på internasjonal enge lsk.” Vi har fått bekrefte t fra ellers sikre ki lder at dette bety vil bli følgende st r at det ruktur på engelsk pr og ramfag: Vg1: elevene må ve lge internasjonal engelsk (5 timer) Vg2: elevene velg er enten samfunnsf aglig engelsk (5 ti eller litteratur og mer) kultur (5 timer) Dersom en elev ku n skal ha internas jonal engelsk, kan kurset velges på Vg dette 3. Dette innebærer en klar endring i forh old til førsteutkast ny læreplan (jf. fo et til rrige nummer av [ m æ gə zi:n]), der idee at samtlige kurs ku n var nne velges av elev er fra alle studiefo dende utdanningspr rb ereogram på alle årst rinn, inkludert Vg1.

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t Hagtvet, profes tet i Oslo. “Vi næ rer en alvorlig det: Vi tror vi ka n engelsk,” skrive r han i en kronik k ober, med den ta lende tittelen “T russelen fra et er svært skep tisk til den råde nde trenden der m Statoil går ov er til å bruke en gelsk som intern t de kanskje Statoi l leie inn filologe r for å oppretteslår han, og min ner om hvor hjel peløse norske re og forretningsf olk blir når de sk al kommunisere ener nordmenn m angler ydmykhet overfor hva k og vilje til å m otta kritikk for då rlig språkbruk. at vi konstruere r en egen varian t av kolonitidens n norsk pomor-e ngelsk.

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At enge lsk språ kbruk b vi ikke m rer om s inst i næ eg i sam ringsliv funnet, Kaleido e ser t . I utdan skopet k n a i n n gsmaga vi lese per kon sinet om hvor struere dan nor r stadig og disse s k e nye titl selskatitlene er til si skal sel n e Norther a n s atte, vsagt væ n Europe re enge Externa l og Area s k e . l Relati Sales M ons Sen anager B i o er eksem r M anager usiness pler på Travel N dette. I Univers o r w f a ølge Ni y itetslek ls M. So tor i org r t en enge l a n a d nisasjon , lsk titt spsykol el at en o menings g i s , t g illing vi jør full. Ma rker stø n er en r kan sam r e d o e g l av et g mer menlikn lobalt n e seg m på samm e t t e v d e rk og persone e måte r man s som bar Jobbtit e r o n p s p til, er opp t ler bruk il popst es ofte kunder. je f o r n r e å r. oppnå t Men Sor yngde o tland ad titler: “ v e v r a f o r er mot i r Dersom nflasjon tittelen rens fun i f i l k o k tte e står t ksjoner, il arbei får det han. dstakemotsatt virkning ,” påpek er

Read It! The Closed Circle By Jonathan Coe

Some of you might remember my review of The Rotters’ Club in the last edition of the magazine. I promised to review the sequel The

Closed Circle in the next edition and quite surprisingly my editor agreed. If you remember, The

Rotters’ Club was Jonathan Coe’s story of a group of young people

Reviewed by John Anthony

When we return to the characters in The Closed Circle, 25 years on, Thatcher is long gone, but only after many turbulent (many would say destructive) years as Prime Minister and Cicely, who disappeared from Benjamin’s life, is still nowhere to be found. The main characters of The Rotters’ Club, who worked on the school paper together, have gone their separate ways and are now in their forties: Emily is an eager Christian and married, more or less, to Benjamin; Claire is recovering from a traumatic relationship with a married Italian and appears to be a restless wanderer; Doug has landed a top job as a political columnist on a major newspaper and judges the world with a sardonic eye while comfortably married into the upper class; and the youngest Trotter, Paul, the over-conﬁdent and smug one, is a New Labour MP, what else would he be ?

other people, whose lives must have been touched by that event, and how you could go mad trying to trace the thing back to its source…”

The story starts with Claire writing an imaginary letter to her still missing sister (the mixture of narrative styles is continued from the ﬁrst book). We then meet Benjamin again. His marriage to Emily is failing and he falls in love with a young woman, Malvina, in a bookshop. Unfortunately, Benjamin’s head is still in the clouds and Malvina turns around and falls for his brother Paul, the aforementioned Labour MP, which of course threatens his marriage. The characters certainly reﬂect the times.

The book still has its charms, but to enjoy it, the reader has to have read The Rotters’ Club ﬁrst. The characters will be more understandable and the reader will be more interested in their fates. But in some ways the book is more about Britain in the 90s than about the characters, and it is perhaps here that Coe still shows some literary magic, although even here the social criticism feels a little perfunctory at times. I get the impression that Coe is a little tired of his characters and is more on the mark and funny when he is looking at our contemporary world. For example, Paul has great trouble trying to explain Tony Blair and how the Labour party leader ended up more like a neoconservative servant of the US Republican President than the leader of a once grand socialist movement. We are also witness to a world quickly losing sight of integrity and ethics as fat-cat executives are extravagantly rewarded for their business failures, golden handshakes and all.

From being dreamy kids high on hormones and somewhat innocent and ignorant of their world, the characters are now struggling with the responsibilities and problems of adulthood. Benjamin is searching for himself in vain, Doug is assigned to a new post, literary editor, the political journalist’s equivalent to being sent to Siberia, and Paul is pursuing his directionless career in New Labour. We see the characters dealing with sadness, loss and lack of accomplishment, and struggling to understand a world they neither expected nor really wanted. Benjamin, who was going to be a writer and composer, is an accountant, yikes!

attending King Edward’s School in Birmingham. This is a novel about adolescents in school and about Britain and Birmingham in the 1970s that can interest our pupils because it has a perspective on life of people their age, shows life in a British school and informs us about a volatile period in recent British history. The novel ends with two hopeless predictions by one particularly visionary-challenged character, Sam Chase. One was that 10

the quiet and introspective Benjamin Trotter would win the girl of his dreams, Cicely, and the other was that Margaret Thatcher would never become Prime Minister.

The framework of the novel is still Ben’s niece revealing much of the story from what she has heard and learned about by paying impossibly close attention to family details. The times are still volatile, but now there are demonstrations against the threatened closure of the Birmingham Rover factory, a smashed-up McDonald’s, the return of far-right politics, September 11, war in Afghanistan, the war in Iraq. Coe also returns to his theme of how the terrible things we are capable of doing in this world have far greater effects than we probably imagined. For example, Lois, Benjamin’s sister, never recovers from the IRA pub bombing in 1970s Birmingham, remaining a shattered victim of other people’s important causes and disaffection. Of this Claire says: “And I started thinking of all the other families, all the

Now in their forties, the lives these characters lead are, well, rather glum, and the views they have on the contemporary world reﬂect, well, the teacher’s generation, with a mixture of regret and disbelief at what the world has become. Coe examines this on the political and social level, looking at road rage, for example, and marveling

at how much a café dares to charge for a coffee and bagel (and even gets away with it). As our pupils are also often very critical of modern society, they should enjoy these insights and comments. Having mentioned some reservations I have to admit that the book still has interesting and entertaining observations of our contemporary times. In one passage Doug is witness to the new class of celebrity at a club: …His gaze was ﬁxed, instead, on a scene unfolding in the corner of the restaurant nearest to the entrance, where the young couple who had arrived just behind Paul in a white stretch limo were enjoying the attentions of a crowd of journalists and photographers. This couple, whom Paul had not recognized, had last year been two of the contestants on Britain’s most popular primetime reality TV show. For weeks they had kept the public guessing as to whether or not they were going to have sex with each other on camera. The tabloid papers had devoted hundreds of column inches to the subject. Neither of them had talent, or wisdom, or education, or even much personality to speak of. But they were young and good-looking, and they dressed well, and they had been on television, and that was enough. And so the photographers kept taking pictures, and the journalists kept trying to make them say something quotable or amusing (which was difﬁcult, because they had no wit, either). This remains one of the great anomalies of the contemporary world. We strive for a good education and talk about raising standards in the knowledge society but many of our new heroes and celebrities appear to be quite the opposite of this picture. I believe that when I was growing up the ticket into the celebrity entertainment world was some kind of talent, or at least presumed talent, a talent that would be judged by serious, over-demanding and self-important critics. Today, sadly, we seem to see being a celebrity as a talent in itself. The reality programmes and other enterprises like Idol glorify the mundane and

encourage this idea of being somebody by being somebody. Perhaps more telling is the following contrast that Doug sees at the club:

CLOS

THE

ED CI

RCLE

American quasi-psychology programmes. As Coe approaches the end of his circle I suppress a yawn as the book disintegrates into an incomplete and clumsy wrapping up of loose ends.

Meanwhile, Doug could not help noticing, right next to them, waiting for his wife JONA to emerge from the THAN COE ladies’, the figure of Professor John Copland: Anyone who liked The Rotters’ Club will be Britain’s leading geneticist, one of happy to know that we its better-selling science writers, and regularly find out what happened to Claire’s sister, and mentioned as a potential Nobel prizewinner. But Cicely does make a rather belated appearance. no one was taking his photograph, or asking him More importantly, we find out the real source of to say anything. He could have been a cab driver, Benjamin’s religious experience in the first book, waiting to drive one of the guests home, as far as I won’t spoil it, but will say this, the majestic anybody else was concerned. And for Doug, this appearance of the swimming trunks was somesituation encapsulated so perfectly everything he wanted to say about Britain in 2002 – the obscene thing less than an act of God. weightlessness of its cultural life, So is this a book for our students? Perhaps. the grotesque triumph of sheen over If they have enjoyed The Rotters’ Club this does substance,… bring the story to something of a full circle, and it can be interesting for young readers just Ah, Coe says it better than I do. Perhaps an even starting out on their great journey into life to see more important concern expressed in the book is how things turned out for the students of King the lack of core beliefs and ideals that Coe sees Edward’s School in Birmingham. The novel does as a prevailing weakness of modern society. Doug provide an interesting look at contemporary Anderton presses Paul Trotter about Tony Blair Britain and it is always worthwhile to learn about and the “New Labour revolution”, asking him to a contemporary society from its own literature. define the “third way”, the party’s fancy but vapid We can also see how life changes people and how slogan. He then demands that Paul define both his our society changes so quickly away from us. party’s and his own personal core beliefs, which But the narrative is told more from an adult’s he is unable to do beyond saying New Labour is an perspective this time, it sometimes feels like the “alternative” to the “sterile, worn-out dichotomy author is just going through the motions and the between left and right”, whatever he thinks that despondency of many of the characters undermeans. mines the author’s attempt at humorous social criticism. All in all, it is a bit glum and even Coe What is disappointing, however, is that I sense seems to have had enough by novel’s end. the writer has lost interest in his characters by the end of the novel, that this continuation of The Rotters’ Club is not a labour of love, but an obligation – closure as they like to say on bad

When English was a truly fore language and le by Siri Hundstadbråten

MEAT Mutton chop Roast beef with Yorkshire pudding Roast lamb, with onion or mint sauce Rump steak Veal cutlet

VEGETABLES Baked potatoes Mashed potatoes Brussels sprouts Cabbage Cauliﬂower Lettuce salad Scarlet runner beans

PUDDINGS

When I moved house this summer, I came across some old English textbooks. Soon I was struck by how much teaching aids reﬂect the period in which they were made. On Your Own in England by Gunnar Haarberg, published in 1960, shows how much times have changed for teachers and learners of English. Haarberg’s book was aimed at an adult audience of language-conscious and determined learners. For this reason, it is not entirely comparable to upper secondary school textbooks with which I am most familiar. Still, the ambitions, methodology and content of On Your Own in England, contrast so strongly with what is comme il faut today that it deserves a closer look.

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As the title indicates, On Your Own in England is supposed to help the learner handle common situations during a stay in England. It is structured around dialogues taking place on the boat to England, in customs, on the train, in a taxi, at the hotel and so on. At ﬁrst glance the situations seemed predictable enough, but on closer inspection, I realised that some of them were far from being so. Have you ever wondered what to say at the cobbler’s for instance? How to ask for a “a sole and heel, please” says a lot for post-war thrift, but is hardly what would be considered a basic skill today.

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Being able to order in a restaurant, on the other hand, is still highly relevant. Here it was the menu rather than the dialogue that attracted my attention. The menu may be summed up in word – traditional. There is no sign of cross-kitchen, celebrity chefs or indeed curry, which has now become the archetypal British dish. Watch out for a really ﬁlling meal!

SOUP Chicken broth Oxtail soup Clear soup

Apricot pudding Rice pudding Tapioca pudding

DESSERTS OR SWEETS Baked jam roll and custard Cream sponge cake Layer cake Pie and cream Another classic activity in a book of this kind is shopping. The scene entitled “Mr. Nordmann goes shopping in London” says it all. There is an “oh so polite conversation” in the men’s department where our fellow countryman is looking for a tweed jacket. Afterwards we are presented with a so-called speech drill, which makes me long for the times when men were men and women were glad of it. – I’d like/I want/Could I have/Can I have a stick of shaving soap, please – some shaving cream, please – a packet of razor blades, please – some tooth-paste, please – a tooth-brush, please – not a nylon tooth-brush, but a bristle one, please – twenty cigarettes, please – a box of matches, please – some tobacco, please – a four-once tin, please – a mild mixture, please – some cigars, please Even though the protagonist is male, women have not been completely left out of the book. There is a female version of the shopping scene in which a Norwegian lady is looking for a pair of sensible walking shoes.

eign arning it a solemn pursuit The service is impeccable and even extends to reassuring the customer: “I’m sure your husband will like them, madam.” If you have ever wondered whether women’s lib was really worth the trouble, here is your answer. No book of this kind would be complete without a visit to a pub, perhaps the most English of institutions. What would be more natural for a visitor than to start by asking for a glass of beer? When the landlord answers him by asking what kind of beer he would like, the Norwegian, or “you”, has no option but to admit: “You see, this is my first visit to an English pub. So I’m afraid I’ll have to return the question: What kinds of beer do you have?” The rest of their conversation reads like a cross-examination on beer and pub life. A lot more useful, however, is the final element of the pub lesson: “What to say when you want to stand somebody a drink or standing a round of drinks”. Please make a mental note of the following expressions: May I get you a drink? What will you have? What’s yours? What would you like? Great efforts have been made to make sure the learner comes across as a generally well-meaning person. There is even advice on how to stand a round of drinks: “The next is mine.” A better way of winning friends in England would be hard to find. The writer has an extremely well-developed eye for detail, to the extent that every possible piece of information seems to be included. Avoiding unforeseen or embarrassing situations is clearly one of the author’s major concerns. The listing of the signs on the London train is a case in point. “Notices in the train (Window) PRESS AND PULL DOWN TO OPEN (Door) SLIDE TO OPEN

(Lavatory) VACANT-ENGAGED” Wouldn’t it be more sensible to encourage a rather more practical attitude to ﬁnding out the meaning of these words? The signs to be expected in the London underground are of the same kind: “Way out – To Street – Lifts – No Exit – All tickets to be shown at the barrier – This Side Out .” It is as if Haarberg wants to say “No embarrassment, please, I’m Norwegian.” After having made such a great effort learning English, Ola Nordmann is ﬁnally rewarded. When arranging for the journey home, the conversation runs as follows: You: Ola Nordmann. Shall I spell it for you? A: No, thank you. I’m getting used to the Norwegian names now. Nationality, Norwegian, I take it. You: Yes, you can hear that, I suppose. A: I can’t. Honestly, you speak English very well indeed. How long have you been here for? You: About nine months. A: You’ve picked up quite a lot, I think. Did I hear anyone whisper false modesty? Apart from being quite funny On Your Own in England proved a useful reminder to me that learning and teaching English has not always been about communicative competence. In fact, for a long time it was a question of how to avoid making mistakes, rather than expressing oneself. The title of the book conveys the idea that having to practise one’s English when alone is such a great challenge that it requires a self-help book, telling you exactly what to do and say. Today there is nothing special about being on one’s own abroad, indeed it is what we are preparing our students for, and many of them have already had such experiences. Our students know that they will have to rely on their skills in English and it is in fact their main incentive. As I have tried to show, things were clearly different in the 1960s. I am tempted to quote Alan Paton: “The past is a different country. They do things differently there.”

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By Richard Peel

There are a number of things in everyday life which are very difficult. Buying the correct filter for your vacuum cleaner without actually transporting the wretched machine to the shop is difficult. Keeping paint brushes – I mean the sort you use when you paint your house – soft and pliant so they can be re-used after a week is, I find, practically impossible. Removing the plastic off a new CD without biting it with your teeth requires a knack I do not possess. Watching the ten-minute “Vikinglotto” slot on TV without feeling despair for the future of the human race is practically impossible. And meeting deadlines when you are a textbook writer and at the same time coping with the rest of your life is, if not impossible, at best a tall order.

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Well, some people are used to deadlines and take them in their stride. Journalists, for example. Other people have the ability to dash off a perfect piece of work at the last minute, spurred on no doubt by the acute now-or-never pressure – the classic example being Mozart’s composition of the overture to, and probably other bits of, Don Giovanni the night before the ﬁrst ever performance in Prague! Heck, if you get lured into writing a textbook by Don Birger or Donna Kirsten you won’t have time to listen to Mozart for a period of several months!

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And these days textbook editors are communicative octopuses! They can remind you of approaching deadlines in so many ways: by email, by sms, by telephone, by conventional mail, or by summoning you to Cappelen’s headquarters in Mariboesgate. They are best at doing this on Thursdays, just when you are preparing for that warm Friday feeling of the imminent weekend. That’s when they drop the hint or bang the drum: produce, by Monday! Oh, you are one of those people who works best under pressure are you, and believe the old adage that if you want a job done you should give it to a busy person? Well, Kirsten’s last name is Aadahl and Birger’s is Nicolaysen, so call them now, and offer your services. And good luck! And don’t tell me you also believe in freedom of choice, because that’s a strand of permissiveness the Don and Donna choose to ignore. You choose story A or article B for a textbook and you can bet your bottom dollar that one of these two, or one of your colleagues on the team, has an objection to it, or has found a better story or a more appealing article. You can quietly point out the literary qualities of your choice,

or its topicality, or its accessibility to the target (ow!) age-group, or rant on about its other qualities, but you will be deftly outmanoeuvred by a Karin or a Kjell or a Theresa or a John or a Robert pointing out that it is too long, or too short, or too difﬁcult, or too simple. And they are quite likely to add that the stuff you write yourself has too many commas, or too many brackets, or that its sentences are way too long – bad news for me, for I believe long sentences can be one of the joys of life – or too short – and short sentences can be so effective. (Can’t they?) Get rid of those clichés, they say: a tall order, bet your bottom dollar! They’ve got a point there! That’s the maddening thing. These guys are not fools! Compromise is the name of the game. Compromise and bargaining. You support me on this and I’ll support you on that. Wheeling and dealing. And, in a sense, stealing. That delightful sensation when you buy a book on the off-chance that it might contain the perfect story that you can use in a textbook, something fresh … and … yes … there it is. You send it round to the rest of the gang and, marvel of marvels, they agree! This is much more satisfying than doing a re-run of one of those textbook stalwarts, however ﬁne they are. (I suspect Hemingway’s “Hills Like White Elephants” wins the prize for most-used story in Norway.) If you are one of the people who enjoyed using “Embracing Verdi”, then you can thank a moment of lucky shopping when I bought a paperback by a writer unknown to me in a second-hand bookshop in the town in Wales with more second-hand bookshops than any other town I’ve been to: Hay on Wye.

Less familiar or completely unknown writers are a spoonful of medicine against the disease that often goes with compromise: thay you produce a bland, dull book. But a lot of things get thrown out. (Editors love saying books are getting too long!) The bargaining and debating at meetings on Cappelen’s third floor in Mariboesgate were often fairly noisy, and we would notice doors along the usually so quiet corridors tactfully being closed as our words flew. And never more so than when Marcie got worked up over something, as she often did, winding herself up into a wonderful enthusiasm, then returning to her normal cruising speed with that affectionate word she enunciated with a special falling intonation “Anyway …” (How we miss her.) We could make dozens of books out of the material we rejected! There was one story I tried to put into every book I worked on, but there was always a majority against it. It practically gave me a persecution complex. No matter how strongly I argued that it was very appropriate for December, and revealed interesting aspects of the American South, and was written in a zestful style with plenty of authentic dialogue, it got the thumbs down. I moaned and groaned, but it was no use. Of course, it contains some words that used to be taboo, but this would not cause anyone who has read The Snapper to raise an eyelid. No, that wasn’t the reason. The others just didn’t like it too much! So “The Birds for Christmas” never got an airing. Oh well, I managed to veto anything by Jeffrey Archer getting into any book I was involved with! (And anyway Mark Richard’s story can now be found on the internet.) There were practical problems at our meetings, too. Robert Mikkelsen, for example, always managed to inflict bodily injury on the coffee machine so that it refused to generate more than a pathetic dribble of liquid of indeterminate taste and lukewarm temperature. Another big problem was the air. Windowless rooms do tend to be stuffy and debilitating. Amazing that we produced such exciting books! Mind you, we encouraged Cappelen to send us to comfortable hotels now and then for working weekends!

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Another thing: in the midst of delicate negotiations and discussions of, say, the sorts of activities we wanted to accompany a text about multicultural America, in would breeze Trond and start singing snatches from 1960s pop songs, imitating Joni Mitchel or Mick Jagger, instead of doing something useful like planning good marketing strategies and seminars at exciting venues. I hope this little review of a corner of my life (approximately ﬁfteen years in the Cappelen English stable) shows how much I miss it – and all the people I worked with – now that the ripeness of my years has eased me out of those airless rooms and leisure-free weekends. Actually Trond, as everyone knows, organises extraordinarily enjoyable seminars, at which it was a real pleasure to meet our “customers”. And Donna and Don are among the most patient people I know!

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One last thought. No more will I have to try to replace with something more original those tired metaphors “melting pot” and “salad bowl” that make American history into a kitchen! As I said at the beginning, some things in life are tricky.

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En god nyhet for elevene dine – Cappelen introduserer en ordbok de enkelt kan finne frem i Herbert Svenkerud, Kari Bjerkeng, Anne Lerø Engelsk skoleordbok er spesielt utviklet for bruk i ungdomsskolen, men egner seg også godt for alle elever som har problemer med å finne fram i ordbøker. Layout og grafiske virkemidler er valgt for å sikre en så oversiktlig fremstilling som mulig. Målet er at elevene lett og raskt skal finne det de leter etter. Nytt for denne ordboken er at det er innført en egen blåfarge for oppslagord, varianter, betydningsnumre og uttrykk. Under behandlingen av et oppslagsord gir et nytt betydningnummer en ny linje, og dette, sammen med blåfargen på betydningsnummeret, gjør betydningsinndelingen ekstra tydelig. Oversettelser som er gruppert etter et betydningsnummer, hører naturlig sammen. Ofte er betydningsnummeret etterfulgt av en kursivert, kort og presis beskrivelse av betydningen. Slike spesifiserende opplysninger kommer i parentes foran én eller flere oversettelser. I tillegg kan betydningsforskjeller tydeliggjøres ved hjelp av forklarende parenteser etter oversettelsene. Til sammen skulle dette sikre at alle betydningsforskjeller og betydningsnyanser kommer klart frem. Engelsk skoleordbok har et spesielt fokus på uttrykk og faste vendinger. Disse er alfabetisk ordnet i egne seksjoner under tilhørende oppslagsord. Ordboken prioriterer med andre ord det idiomatiske, noe som er særlig viktig i språkopplæringen. Også i uttrykksseksjonene gjør blåfargen det lett for øyet å finne frem. Og på samme måte som for betydningsnumrene gir et nytt uttrykk en ny linje. Forutsigbarheten i dette, kombinert med de grafiske virkemidlene, fører til at man sparer mye tid når man leter seg frem. Ordutvalget tar sikte på å dekke de helt sentrale ordene i engelsk og norsk; akkurat de ordene elevene dine trenger. Ordboken inneholder en engelsk-norsk del og en norsk-engelsk del, hver med ca. 16 000 oppslagsord.

Faktasider og minigrammatikk i midtdelen Praktisk format, faller godt i hånden Slitesterkt ﬂexibind, tåler tøff behandling ISBN 82-02-23336-4 Pris kr 175,-

Vil du stå som mottaker av fagavisen (gratis!)? – Send en e-post til vgsinfo@cappelen.no