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Bundesland, Schulart & Klasse
Bundesland, Schulart & Klasse
BW, Gymnasium (G9)
Baden-Württemberg
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Hessen
Berufl. Gymnasium
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Gymnasium (G8)
Gymnasium (G9)
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Gymnasium (G9)
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NRW
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Gymnasium (G9)
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Berufl. Gymnasium
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Fach & Lernbereich
Fachauswahl: Englisch
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Inhaltsverzeichnis
Lernbereich Lektürehilfen
Übersicht
Brave New World
Introduction
Summaries
Chapter 1
Chapter 2
Chapter 3
Chapter 4-6
Chapter 7-8
Chapter 9-10
Chapter 11-12
Chapter 13-15
Chapter 16
Chapter 17-18
Characters
Interpretation
Themes
Motifs
Symbols
Style
Setting
Context
Crooked Letter, Crook...
Summaries
Chapter 1 - 2
Chapter 3 - 4
Chapter 5
Chapter 6
Chapter 7
Chapter 8
Chapter 9
Chapter 10 - 11
Chapter 12 - 13
Chapter 14 - 16
Chapter 17 - 19
Characters
Symbols and Symbolism
Themes and Motifs
Gran Torino
Introduction
Key Scenes
Characters
Storytelling
Setting
Themes and Motifs
Half Broke Horses
Summaries
Chapter I: Salt Draw
Chapter II: The Mirac...
Chapter III: Promises
Chapter IV: The Red S...
Chapter V: Lambs
Chapter VI: Teacher L...
Chapter VII: The Gard...
Chapter VIII: Gumshoe...
Chapter IX: The Flybo...
Epilogue: The Little ...
Family Structures
Main Characters
Lily Casey Smith
Adam Casey
Daisy Mae Casey
Helen Casey
Jim Smith
Rosemary Smith
Rex Walls
Secondary Characters
Buster Casey
Dorothy Casey
Mother Albertina
Ted Conover
Orville Stubbs
Jim Smith junior
Other Characters
Structure of the Nove...
Setting
Prüfungsaufgaben zur ...
L.A. Crash
Einleitung
Schlüsselszenen
Narrative Filmstruktu...
Setting
Fakten
Bevölkerungsstruktur
Kriminalität
Personen im Film
Hauptcharaktere
Officer John Ryan
Officer Tom Hansen
Cameron und Christine...
Rick und Jean Cabot
Anthony
Peter Waters
Graham Waters
Daniel Ruiz
Farhad
Nebencharaktere
Verflechtung der Haup...
Verflechtung der Haup...
Bedeutung des Titels
Themen und Motive
Rassismus
Vorurteile
Kriminalität
Isolation und Ausgren...
Dominanz
Religion
Einwanderung
Besiedelung des Weste...
9/11
Waffenrecht in den US...
Filmanalyse
Kameraführung
Licht
Musik
Prüfungsaufgaben zur ...
Macbeth
Introduction
Summaries
Act I
Act II
Act III
Act IV
Act V
Characters
Interpretation
Themes
Motifs
Symbols
Style
Context
Good To Know
Othello
Introduction
Summaries
Act I
Act II
Act III
Act IV
Act V
Characters
Interpretation
Themes
Motifs
Symbols
Style
Context
Romeo and Juliet
Introduction
Summaries
Act I
Act II
Act III
Act IV
Act V
Characters
Themes and Motifs
Setting
The Great Gatsby
Introduction
Summaries
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Chapter 8
Chapter 9
Characters
Interpretation
Themes
Motifs
Symbols
Style
Context
Good To Know
To Kill a Mockingbird
Introduction
Summaries
Chapter 1
Chapters 2 - 3
Chapters 4 - 6
Chapters 7 - 8
Chapters 9 - 11
Chapters 12 - 13
Chapters 14 - 15
Chapters 16 - 17
Chapters 18 - 19
Chapters 20 - 22
Chapters 23 - 25
Chapters 26 - 27
Chapters 28 - 31
Characters
Interpretation
Themes
Motifs
Symbols
Style
Context

Style

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Download als Dokument:PDF

Language

  • modern American English, mainly informal language, given the fact that the narrator is a child
  • however, the narrator (Scout Finch) tells the story from her point of view at a later point in time which is why she is able to use more complex or elevated language as well
  • most of the time, the narrator first describes a specific scene and only afterwards, she returns to a somewhat more child-oriented narration
  • mix of metaphors ("the ceiling danced with metallic light", p. 21) and candid statements ("[…] he had hookworms.", p. 21)
  • due to their young age, Jem and Scout cannot fully comprehend the words that are uttered in their surroundings
    • often have to guess the meaning of some words
    • misuse them
    • comment on the language style of those around them (their father or Miss Maudie)
  • functions of language:
    • language as revelation: Calpurnia shows her origin through her language when she is furious (it gets "erratic", p. 27)
    • language as concealment: Dill tells lies in order to help staying out of trouble
    • variations in language show divisions in social class: African-American dialect, rich whites use proper grammar in contrast to poor whites, educated people speak more elegant than town officials for instance
  • Scout's tendency to summarize
    • the inaccuracy of those summaries shows that she does not fully understand what other adults tell her
    • provide insight into other characters
    • Scout mixes phrases that most likely came from the speaker with her own interpretation of their message
  • style is warm and confiding
    • Scout shares secrets with the reader that she keeps from the adults
  • different language styles
    • Southern vernacular shows that characters belong to the same community
    • Calpurnia: educated language when working at the Finch's house, adapts more vernacular dialect when visiting church
    • uneducated people are not able to shift speaking styles
  • language hints at the attitude towards a specific issue (different terms for a coloured person show the racial attitude a person possesses)

Genre

  • Southern Gothic
    • novel features comedic as well as dark elements (racism)
    • uses Southern vernacular
    • characters are described in an exaggerated way
    • references to the supernatural (Boo Radley as a living ghost)
  • Bildungsroman (novel that follows moral and intellectual development of the protagonist)
    • Scout matures during the three years
    • she learns to differentiate between people and stereotypes
    • she finally tackles her fears
    • gains knowledge about how the society she lives in functions as a system
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