Bücher von Teresa Schenk

Lesson Plan from the year 2017 in the subject Didactics for the subject English - Pedagogy, Literature Studies, grade: 1,7, University of Augsburg, language: English, abstract: The lesson described in this paper is based on the book The Hobbit by J.R.R. Tolkien. The lesson is intended for a year 10 class in a grammar school, the recipients of the lesson will therefore be 14 to 17 year old pupils. The fantasy novel The Hobbit was chosen for several reasons. The book was originally written for children which means that it contains relatively easy vocabulary and is fun to read at the same time. Pupils are likely to enjoy this book as it is set in a fictional world that is lovingly described and is packed with action as the protagonists have to survive many exciting adventures. Furthermore, J.R.R. Tolkien is listed in the syllabus for Realschulen as an author that could be discussed in year 10. As the pupils at grammar school are the same age, should have similar competences and most likely have similar interests as pupils in a Realschule, the book should be appropriate for grammar school pupils too. The lesson described in this paper would be the first of about eight lessons on the book and would be 45 minutes long. The main focus of the lesson is set on reading comprehension and so the overall goal of the lesson is for the pupils to be capable of summarising the first two chapters of ¿The Hobbit¿ in their own words as well as being able to reflect on the novel. This goal is based on the syllabus for English in grammar schools in year 10. The aims of reading comprehension that should be attained by the end of year 10 are described here. Among other things, Pupils should be able to read long and complicated literary texts and understand them on their own. This is expected of the pupils in the lesson on The Hobbit, as the homework due for the lesson is to read the first two chapters of The Hobbit on their own. In the section on understanding texts, there is a passage stating that pupils in year 10 should read either a novel or a drama of the twentieth or twenty-first century and understand, interpret and give their own opinion on the text (ISB 2004). The novel The Hobbit fits into the category of novels from the twentieth century as it was published in 1937 (Tolkien 1997) and in the course of the lesson will be understanding, interpreting and giving their own opinion on the text.

Seminar paper from the year 2017 in the subject English Language and Literature Studies - Literature, grade: 1,0, University of Augsburg, language: English, abstract: Despite having been written a few decades after the romantic period, several elements of Romanticism appear in Hardy¿s novel ¿Far from the Madding Crowd¿. However, the concept of romantic love is strongly criticized in the novel. While playing an important role in the novel and characterizing many relationships, romantic love is always depicted in a negative light. This paper will begin with a definition of the term Romanticism. Following the definition, the paper will deal with how several elements of Romanticism are incorporated in the novel. The next part will examine the concept of romantic love and how it is criticized in Far from the Madding Crowd. After a definition of what is meant by romantic love, two different characters of the novel, who both suffer because of their romantic love towards another person, will be focused on. Finally, the ending of the novel, where the two protagonists are united, will be analysed and the type of love that characterizes their relationship will be discussed.

Seminar paper from the year 2017 in the subject English Language and Literature Studies - Linguistics, grade: 1,0, University of Augsburg, language: English, abstract: This paper will analyze the various accents in the historical period drama television series Downton Abbey created by Julian Fellowes. The main research question is whether the social class of the series¿ characters is reflected in their accents and how these accents mirror their personality. To do so, this study will primarily analyze t-glottalization and h-dropping. I predict that a character¿s social class will become apparent through their accent which also relates back to their personality.The paper will begin with a short theoretical background on how social class and language are linked before giving a brief overview of Downton Abbey and how social class plays a major role in this series. It will then give an overview of features that distinguish class accents, focusing on differences between Received Pronunciation and Northern English accents as Downton Abbey is set in the north. Afterwards, previous research on social class in film by Hodson will be illustrated. Next the methodology and the analysis will follow. First the accents of the two characters Daisy and Mary will be compared by counting the frequency of t-glottalization and h-dropping and the results will be examined. Afterwards, I will look at the same features in Mr. Carson¿s pronunciation and interpret the results. Finally I will summarise the findings of this paper.

Studienarbeit aus dem Jahr 2016 im Fachbereich Soziologie - Methodologie und Methoden, Note: 1,3, Universität Augsburg, Sprache: Deutsch, Abstract: Diese Hausarbeit untersucht die Methoden der Studie ¿Ain¿t no makin¿ it¿ von Jay MacLeod und betrachtet sie kritisch. Zuerst wird der Forschungsprozess von MacLeod skizziert. Als Nächstes werden die Ergebnisse der Studie zusammengefasst. Darauf folgt die methodische Analyse der Studie ¿Ain¿t no makin¿ it¿. Dabei wird zuerst die Stichprobe genauer betrachtet. Daraufhin werden die Erhebungsmethoden beschrieben. Diese gliedern sich in Beobachtungen, Gruppendiskussionen und Interviews. Schließlich werden die Analysemethoden dargestellt. Hier ging MacLeod scheinbar nach der Grounded Theory vor. In den darauffolgenden Abschnitten werden die Methoden bewertet. Zuerst werden dabei die Erhebungsmethoden und dann die Analysemethoden evaluiert und im Anschluss wird eine allgemeine Bewertung der Methoden gemessen an gängigen Gütekriterien der Sozialforschung vorgenommen. Zuletzt erfolgt eine Zusammenfassung.

Studienarbeit aus dem Jahr 2016 im Fachbereich Soziologie - Individuum, Gruppe, Gesellschaft, Note: 1,7, Universität Augsburg, Sprache: Deutsch, Abstract: Diese Arbeit stellt sich die Frage, worin der Mindererfolg der türkischen Schüler begründet ist. Zuerst wird die Theorie des französischen Soziologen Bourdieu über soziale Ungleichheit im Allgemeinen skizziert, da seine Theorie hilfreich bei der Erklärung von Bildungsungleichheit in Deutschland ist. Dabei werden die Begriffe des Habitus und der verschiedenen Kapitalien eingeführt und erläutert. Anschließend wird die Anwendung seiner Theorie auf die Bildung dargestellt. Im Anschluss an die Einführung in Bourdieus Theorie werden seine Konzepte verwendet, um die empirischen Befunde zur Bildungsungleichheit zwischen türkischen und deutschen Schüler einzuordnen. Am Anfang der Datenanalysen werden Faktoren, die den Bildungserfolg im Allgemeinen behindern, genannt. Danach werden Bedingungen für eine schwache Lesekompetenz geschildert, da sich die Lesekompetenz als entscheidender Faktor für die schulischen Misserfolge türkischer Schüler herausgestellt hat. In den darauffolgenden Abschnitten wird auf zwei entscheidende Phasen des Bildungsweges türkischer Migranten eingegangen: Probleme für türkische Schüler bei der Einschulung und in der Adoleszenz. Die Hausarbeit wird mit einer Zusammenfassung und Schlussfolgerung abgeschlossen.