Hinweis: Der Prüfungsteil 1 besteht aus zwei Aufgabenstellungen, von denen du eine zur Bearbeitung auswählst.

Themenschwerpunkte: Aims and ambitions Nations between tradition and change – USA

Text: Excerpt from the novel

Black Cake

By Charmaine Wilkerson

Byron, whose parents immigrated to the USA from the Caribbean, is an oceanographer – a

scientist who studies the oceans.

Source: Wilkerson, Charmaine. Black Cake. London: Penguin Random House, 2023, 203-207.

Task 1

• Byron is presented as a successful role model who combines science and sports. He is an oceanographer, i.e. a researcher/academic, and he also enjoys surfing (intro + ll. 20–21). He is popular with schools because he has a “gargantuan social media following” and is seen as a “brainy athlete” (ll. 1–2). Educators invite him to speak because he can convincingly show that athletic interests and academic excellence can go together and that one should not use “either” as an excuse to avoid the other (ll. 2–4). Byron accepts this role especially for students whose demographics are still underrepresented in science and tech careers (ll. 6–7).

• At the same time, he criticizes how schools deal with stereotypes. He points out that schools often reinforce stereotypes instead of “shattering” them (ll. 7–9). Byron’s talk is built around the topic of surfing, which he connects to his own life: The idea came to him the evening before the presentation when he was sitting in his car, and it was the fourth time that year he had been pulled over by the police, which suggests he has personal experience with discrimination (ll. 10–13). He calms himself by imagining being “under the water with a board under his arm” and decides to include the surfing theme in his Career Day speech (ll. 12–14).

• In the gym, he speaks to “a thousand students” (l. 17) and introduces himself in a relatable way: He was born in Southern California “like most of you” (l. 16) and went through the local school system (“grade school, high school, and both of my universities in this state”) (ll. 17–18). He uses a surfboard as a prop (ll. 18–19) and explains that although California is famous for surfing, he “rarely saw another black guy on a surfboard” while growing up (ll. 20–22). When a student answers his question with “Tradition?” (ll. 22–23), Byron expands the point: In university he was “the only black guy” in his doctorate program (ll. 25–26), which underlines that he often belonged to an underrepresented group in academic settings. He also stresses that times are changing because he now sees university students of “different stripes” entering his line of research (ll. 30–31).

• Byron’s central advice, especially for students of colour and other marginalized students, is that underrepresentation should not stop them from pursuing their goals. He explicitly says: “If you want to surf, don’t wait to find someone out there who looks just like you before you go surfing.” (ll. 36–37). He applies the same message to education and careers: If students are interested in a field like “ocean sciences, remote sensing” or even “chemistry or biology or information technology,” they should not wait for someone to give them permission (ll. 37–39). Instead, they should “go ahead and study and apply for programs everywhere you can” (ll. 39–40). He also emphasizes that opportunities need to be seized actively and that students should search for paths that may not be obvious: they may need to “go looking” for “good waves” if they do not see them immediately (ll. 56–57).

• Finally, Byron argues that traditions and stereotypes should not dictate people’s futures. He states that tradition has sometimes taught that only certain kinds of people should study certain subjects or do certain activities, but he rejects this limitation (ll. 41–44). According to him, tradition is “only about what people have or have not done,” not about what they are capable of or what they will do in the future (ll. 43–45). He also challenges students directly not to let someone else’s view of who they are hold them back (ll. 51–52). Overall, Byron encourages students to make bold choices based on their interests and abilities rather than on other people’s stereotypical expectations.

Task 2

• The author presents Byron as persuasive because he combines credibility, strong audience involvement and motivating language with a clear structure that empowers students—especially those facing stereotypes.

• A key strategy is direct address and audience involvement, which creates closeness and makes the message feel personal. Byron begins with “Like most of you” (l. 16), explicitly aligning himself with the students. He repeatedly signals that he understands their mindset (“Now, I know you think …” l. 27) and manages interaction by acknowledging them (“Good, I want to hear your questions …” l. 35). This creates a cooperative atmosphere: students feel seen and included rather than lectured.

• A second persuasive element is ethos through personal example, which makes his advice believable. He speaks as someone who has succeeded in both sports and science: he loves surfing (l. 21) and has an academic path behind him (“grade school, high school, and both of my universities” ll. 17–18). Most importantly, he emphasizes underrepresentation and his own experiences with it: he “rarely saw another black guy on a surfboard” (ll. 20–22) and was “the only black guy” in his doctorate program (ll. 25–26). These details give his speech authenticity and show he is qualified to talk about obstacles caused by stereotypes.

• Byron also persuades through challenging rhetorical questions that confront limiting beliefs and push students toward agency. He builds curiosity with “Now, why do you think this is?” (l. 22) and later sums up his argument with “So, what’s my point?” (l. 33). He directly challenges the audience: “Are you going to let someone else’s view … hold you back?” (ll. 51–52) and reinforces the idea of proactive searching with “But what if you don’t see any good waves …? You need to go looking.” (ll. 56–57). Functionally, these questions do not just ask for information; they guide the listeners toward the intended conclusion: they should not accept barriers as fixed.

• A particularly strong linguistic feature is his use of imperatives and conditional structures, which turns the speech into a clear call to action. The repeated “If … don’t …” pattern creates urgency and clarity: “If you want to surf, don’t wait …” (ll. 36–37) and “If you’re interested in my field … don’t wait for someone to give you permission.” (ll. 37–39). He then uses direct action verbs: “Just go ahead and study and apply …” (ll. 39–40). The famous parallel structure “you can’t win if you don’t play” (l. 40) frames passivity as self-defeating and makes the advice memorable.

• In addition, Byron uses enumeration to open horizons and make options concrete. He lists educational steps (“grade school, high school, and both of my universities” ll. 17–18) and fields (“ocean sciences, remote sensing … chemistry … biology … information technology” ll. 37–38). This makes the advice practical: students can imagine real pathways rather than abstract motivation.

• The author also highlights Byron’s persuasive power through the contrast between “tradition” and “capability/future.” He explicitly addresses the student’s keyword “Tradition” (l. 23) and then reframes it: tradition has told people what “certain kinds of people” should do (ll. 41–44), but it is “not about what they are capable of” and “not about what they will be doing in the future” (ll. 43–45). The mix of a conversational tone (“So, tradition. Yeah …” l. 41) with a serious message makes him approachable while still authoritative.

• Finally, Byron strengthens the emotional impact with a central metaphor and visual emphasis: “RIDE THE WAVE.” (ll. 53–54). The surf metaphor works as a memorable summary of his worldview: opportunities may not be obvious, but you must “catch the wave” and, if necessary, actively search for it (ll. 55–57). As a result, Byron comes across as persuasive because he combines relatable storytelling, direct challenges and concrete encouragement into an empowering message that motivates students to overcome stereotypes and act proactively.

Task 3.1

• Byron’s advice is largely good because it promotes self-determination and prevents young people from becoming passive in environments where they feel underrepresented. For many students in the US who face prejudice based on race, class, gender, sexuality, religion, age or ability, representation may be limited. If they waited until they found someone “who looks just like” them, they might postpone important opportunities indefinitely. Byron’s message therefore encourages young people to pursue goals despite underrepresentation and to focus on their own interests and capabilities rather than on other people’s expectations. In this sense, the advice can be empowering: it can help students build confidence, take initiative and make bolder choices. It can also have broader positive effects, because when marginalized students enter fields where they have been rare, workplaces and society can become more diverse, and their success can open doors for others.

• However, the advice has limitations because it risks underestimating structural barriers. Discrimination does not only affect motivation; it can also affect access to resources, fair treatment and mental health. Young people facing prejudice may have lower self-esteem or fear failure, especially if they have repeatedly experienced stereotypes or exclusion. In addition, some students need systemic support—such as career counselling, scholarships, quotas or equal hiring opportunities—because personal courage alone cannot remove institutional obstacles. Some may also face economic pressure to support their families rather than follow dreams. Therefore, Byron’s message is inspiring, but it should be complemented by the recognition that society and institutions must also change.

• Overall, Byron’s advice is good to a large extent because it strengthens agency and resilience, but it becomes truly fair and realistic only when combined with support structures and a clear awareness of systemic discrimination.

Task 3.2

Good morning everyone, and thank you for having me at Career Day.

As an exchange student, one thing has really stood out to me: how strongly “tradition” can shape what people believe they should do with their lives. Sometimes that tradition is helpful—family businesses, strong community values, or the feeling of security that comes from following a known path. But sometimes tradition also becomes a silent rule that tells people: “This is not for you.”

Individually, breaking with tradition can be liberating and even necessary. If you choose a career based on your interests and strengths, you give yourself the chance to grow into the person you actually are—not the person others expect you to be. For students from marginalized backgrounds, that step can be especially powerful: it is a way of saying, “My future is not limited by stereotypes.” But we should also be honest: breaking with tradition can be hard. It can mean pressure from family, fear of being isolated, or the risk of losing support. So courage matters—but so does support. A brave choice is easier when schools offer guidance, when communities encourage ambition, and when people feel safe to fail and try again.

Societally, breaking with tradition can be a driver of progress. When people enter careers that were once “not for them,” society benefits. Diversity brings new ideas, better solutions, and more innovation. It also challenges conformity. Think about civil rights: change often started when people refused to accept the “traditional” order of things. At the same time, we should not treat tradition as the enemy. Some traditions carry meaning, identity, and stability. The real question is: Does a tradition help people flourish—or does it restrict them?

So my message today is this: Respect tradition, but do not let it decide your future. Use tradition as a starting point, not as a cage. If you don’t see a path that fits you yet—start looking, ask questions, and build one. Your career should be your choice, and your life should be big enough for your dreams.

Thank you.