0x010088F6312065A70A44B630A6848498EAD80093CFEAFE161DC94D83C7C5C9A5A748B8

In previous years, the problem of students from study programmes other than English taking this course and complaining that it is "too linguistic" occurred repeatedly. One measure to resolve this was to make it clear from the start, both in the course description and in lectures, that this is a linguistics course that requires knowledge of the basics of (English) linguistics. This seems to have helped to some extent; a persisting problem is that students can enroll until 4 or 5 weeks into the semester so they will miss these announcements in the lectures.Another issue that was mentioned last year was the availability of information on special needs accommodation (which we received too late). Due to one student with special needs contacting us themselves in December, we were well prepared this time around. However, a teaching assistant had to be hired to help with some aspects of accommodation, such as writing ALT text for pictures. This was extremely helpful, since special needs accommodation requires a lot of extra work from course leaders, instructors etc. We will also need funding to pay for these kinds of measures in the future.

The general learning outcomes for ENG1001 are defined in the pensumhefte. They were also presented in the first session of the semester, and their application to the individual topics discussed during the semester was elaborated. They were again reviewed at the end of the semester and related to relevant knowledge for the exam in a special 'exam preparation sheet' that was uploaded to Blackboard. The definition of the course outcomes is appropriate but as indicated. Overall, this was a successful course - this is based especially on discussions with the external reviewer (this course had an external review this year), with all staff on the course and on informal and formal feedback from students. Especially with regard to the exam, the external mentioned that "it wasn't unreasonably difficult, nor was it too easy. Students had to memorize basic concepts but also critically engage with them". Despite that, students seemed to have more problems with the OA and some of the exam tasks than in previous years; a problem that was also reported by the course leader of the other linguistics basisemne. It is a bit unclear where this stems from because these tasks have by now been tested and improved over 3 years and were never problematic. It could be the case that we are seeing the effects of the pandemic, with a cohort of students that suffered from extended digital teaching during high school. This, in turn, might be related to the exceptionally low attendance in lectures and seminars, also as compared to previous years, which again leads to less engagement with the course materials and central questions of the course and less comprehension of both. The fact that the reference group disbanded and did not submit an official report, and participation of only 5 (out of 200) students in the final survey, are cases in point. An important measure for the future will be the implementation of mandatory attendance in the lecture. This might help raise awareness of the importance of lectures and attendance in general, which seemed non-existent this semester (see the comment in the feedback survey mentioning that it was considered rude that the lecturer asked students to be on time or attend the lectures in general). On a related issue, it is unclear how to encourage students to engage with the course readings more: especially the seminar leaders reported that students simply did not read the texts and that discussions in the seminars was hence very difficult. On the other hand, one measure that seemed to be helpful and elicited some engagement from the students was the discussion board on Blackboard; this will definitely be maintained in future semesters.

This year, we ran a pilot for a possible lektor streng in this course. This included specifically targeted seminars (2 out of 6 groups) and a specific obligatory assignment for the lektor students. Generally, the pilot went well. However, some students communicated that they would rather not have the specific seminars, since a) they did not feel like they learnt anything more (relevant) and at times even felt as if they were missing out on things, and b) they felt they were being isolated from the other students. Some of the seminar leaders also felt like the specified seminars were not the best idea, since we always discuss education-related issues in the seminars so there is no actual need for this distinction. Going forward, I would suggest dropping the specified seminars, since they also created a lot of extra administrative work because of all the students who accidentally signed up for the wrong seminars, and because of the extra preparation work the TAs had to put into these seminars.Maintaining a specified OA is more easily feasible and also seems reasonable and relevant, given that the lektor students have to write a short reflective piece on relevance for the teaching profession for their MA thesis. The only thing that should be kept in mind for future years is that word counts need to be adjusted for the new OA because some students mentioned, quite rightly, that they had difficulties working on the same task as the others and reflecting on teaching-related issues within the same word range.Finally, it should be mentioned that a specified final exam is not feasible in this course, nor is it desirable for the sake of comparability.

NTNU:TIA:REST

Institutt for språk og litteratur

Department of Language and Literature

Spesifiserte trykte og håndskrevne hjelpemidler tillatt. Ingen kalkulator tillatt.

Engelsk

Mer om vurdering

Eksamen skal i sin helhet besvares på engelsk. Informasjon om hvilke ordbøker som er tillatt brukt under eksamen er tilgjengelig på eksamensoppgaven.

Anbefalte forkunnskaper

Engelsk som programfag over to år på studiespesialisering i videregående skole eller tilsvarende. ENG1201 Språkferdighet og grammatikk.

Faglig innhold

Emnet tar for seg ulike problemstillinger knyttet til det faktum at engelsk i dag er det mest brukte språket i global kommunikasjon. Hvordan oppstod og utviklet engelsk seg i Storbritannia? Hva var årsakene til at språket ble spredt til de ulike kontinentene hvor vi finner det i dag? Hvilken status har engelsk i de forskjellige språksamfunnene? Hvilke ulikheter finner vi i forskjellige varianter av engelsk når det gjelder uttale, ordforråd, grammatikk og stavemåte? Hvordan endrer språket seg i møtet med ny teknologi og globaliseringsprosesser? Hva er sammenhengen mellom språk og makt, og hvem har mest de skulle sagt: morsmålsbrukerne av engelsk eller de som har engelsk som andrespråk? Hvilke holdninger finnes generelt til engelsk som globalt språk? Er engelsk et nyttig lingua franca, en språklig "tyrannosaurus rex", eller noe midt i mellom? Hva vil skje med engelsk i framtida? Disse og andre tema vil bli drøftet fra en primært sosiolingvistisk synsvinkel, men kan også bli belyst fra et litterært perspektiv.

Kursmateriell

Læringsutbytte

KunnskapKandidater som har bestått emnet- gjøre rede for hovedtrekkene i hvordan det engelske språket oppsto og utviklet seg i Storbritannia.- gjøre rede for de forskjellige årsakene til at engelsk ble spredt til de ulike kontinentene hvor vi finner det i dag.- gjøre rede for de forskjellige rollene engelsk spiller i forskjellige samfunn både som første- og andrespråk.- identifisere og beskrive forskjeller i varianter av engelsk i og utenfor Storbritannia når det gjelder uttale, ordforråd, grammatikk og stavemåte. FerdigheterKandidater som har bestått emnet- diskutere maktforhold mellom morsmålsbrukere av engelsk og de som har engelsk som andrespråk.- gjøre rede for og reflektere over positive og negative effekter av rollen engelsk har som globalt språk.- vurdere sannsynlige scenarier for den videre utviklingen av det engelske språket i digitaliserings- og globaliseringsalderen. Generell kompetanseKandidater som har bestått emnet - formidle viktig akademisk innhold, i form av teorier, problemer og løsninger.- utveksle synspunkter og erfaringer med andre med bakgrunn fra feltet.- planlegge og gjennomføre varierte oppgaver og/eller prosjekter over tid, i henhold til etiske krav og prinsipper.- påpeke mangler ved eksisterende teoretiske rammeverk og kunne ta utgangspunkt i og benytte seg av nye tilnærminger.

Læringsformer og aktiviteter

Forelesninger og veiledning. Det forutsettes at alle studenter regelmessig bruker gjeldende læringsplattform. Godkjent obligatorisk aktivitet er gyldig i to semester (semesteret godkjenningen gis og påfølgende semester).

Skriftlig(e) innlevering(er) på 1000-1500 ord

Varianter av engelsk

Engelsk språk

Engelsk kulturkunnskap

Bachelor i engelsk

Fremmedspråk - bachelorstudium

Engelsk - årsstudium

Europastudier - bachelorstudium

Språk og litteratur - bachelorstudium

Lektorutdanning i språkfag for trinn 8 – 13

Web/Lists(guid'8b698a2d-6ad0-4f7d-b3be-219cc1979f02')/Items(21999)/FieldValuesAsText

Mandatory attendance in the lecture should be implemented. 80% of all sessions are suggested.

Tiltak

Mandatory attendance

Adjust the word range, or rather task, for the lektor student OA in a way that it is more feasible.

Adjust word range for lektor student OA

After some confusion concerning the contents of this course last year, one of the proposed measures was to emphasize in future course descriptions that this is a linguistics course and that taking ENG1101 before or in parallel would be helpful. This was communicated last year but still remains to be implemented online. However, it was mentioned orally in class and this seemed helpful even if some students made the decision to quit ENG1101 - and expressed more difficulties with the course material than those who had/were taking it. The name change of the course from the more general 'Global English' to 'Varieties of English' might have been conducive as well.

Overall, this was a successful course - the exam results show that students successfully engaged with the topics and that the majority did well on the exam (see the grade overview). Equally, the reference group report illustrates that students were satisfied with the course, i.e., the lectures, seminars, teaching activities in both and the general atmosphere in class. Both the students and the lecturer were not entirely happy with digital teaching in the lecture; this certainly impacted the atmosphere in the classroom (the black screens problem) from the lecturer's point of view and attendance did indeed decline over the course of the semester. However, a switch from pre-recorded lectures &amp; short weekly Q&amp;A sessions last year to live lectures this year was generally positive and conducive to the learning environment. Equally, the discussion board on Blackboard, an additional exam preparation Q&amp;A session and several online quizzes in preparation for the exam seemed a helpful in general. The general learning outcomes for ENG1001 are defined in the pensumhefte. They were also presented in the first session of the semester, and their application to the individual topics discussed during the semester was elaborated. They were again reviewed at the end of the semester and related to relevant knowledge for the exam in a special 'exam preparation sheet' that was uploaded to Blackboard. The definition of the course outcomes is appropriate but as indicated.

There was one obligatory assignment to be completed towards the middle of the semester, i.e., an essay of 900-1100 words. The students received a pass/fail grade and feedback based on a rubric that was also shared with them after the OA. Further, the instructors and the teaching assistants compiled a feedback sheet with general feedback on this OA and essay-type assignments in general. In general, students did well on the OA. It was slightly problematic that the vitenskalepig assistent who was supposed to take care of most of the OA grading (and several seminars) quit in the middle of the semester as that made handling of resubmissions difficult.  The final exam was a 4h home exam. It consisted of several multiple choice questions targeting knowledge of the most relevant theories and concepts discussed in the course and several short answer questions that examined whether the students are able to analyze linguistic material and discuss linguistic problems in an academic manner. Information on the exam was communicated via an 'exam information sheet' posted on Blackboard, in the last session of the semester, an additional exam preparation Q&amp;A session, and in the last seminars of the semester, with mock exams that were conducted.  Like last year, the need for special needs accommodation was not communicated (early enough), meaning that for a large part of the semester, the lecturer and seminar leaders did not know about any accommodation that was necessary. That also held true for the exam. The flow of information needs to change (become faster) in this regard if NTNU want to ensure accessibility for all students.

Alle trykte og håndskrevne hjelpemidler tillatt. Alle kalkulatorer tillatt.

Eksamen skal i sin helhet besvares på engelsk. Informasjon om hvilke ordbøker som er tillatt brukt under eksamen er tilgjengelig på eksamensoppgaven. 

Emnet tar for seg ulike problemstillinger knyttet til det faktum at engelsk i dag er det mest brukte språket i global kommunikasjon. Hvordan oppstod og utviklet engelsk seg i Storbritannia? Hva var årsakene til at språket ble spredt til de ulike kontinentene hvor vi finner det i dag? Hvilken status har engelsk i de forskjellige språksamfunnene? Hvilke ulikheter finner vi i forskjellige varianter av engelsk når det gjelder uttale, ordforråd, grammatikk og stavemåte? Hvordan endrer språket seg i møtet med ny teknologi og globaliseringsprosesser? Hva er sammenhengen mellom språk og makt, og hvem har mest de skulle sagt: morsmålsbrukerne av engelsk eller de som har engelsk som andrespråk? Hvilke holdninger finnes generelt til engelsk som globalt språk? Er engelsk et nyttig lingua franca, en språklig "tyrannosaurus rex", eller noe midt i mellom? Hva vil skje med engelsk i framtida? Disse og andre tema vil bli drøftet fra en primært sosiolingvistisk synsvinkel, men kan også bli belyst fra et litterært perspektiv.

KunnskapKandidater som har bestått emnet- gjøre rede for hovedtrekkene i hvordan det engelske språket oppsto og utviklet seg i Storbritannia.- gjøre rede for de forskjellige årsakene til at engelsk ble spredt til de ulike kontinentene hvor vi finner det i dag.- gjøre rede for de forskjellige rollene engelsk spiller i forskjellige samfunn både som første- og andrespråk.- identifisere og beskrive forskjeller i varianter av engelsk i og utenfor Storbritannia når det gjelder uttale, ordforråd, grammatikk og stavemåte. FerdigheterKandidater som har bestått emnet- diskutere maktforhold mellom morsmålsbrukere av engelsk og de som har engelsk som andrespråk.- gjøre rede for og reflektere over positive og negative effekter av rollen engelsk har som globalt språk.- vurdere sannsynlige scenarier for den videre utviklingen av det engelske språket i digitaliserings- og globaliseringsalderen. Generell kompetanseKandidater som har bestått emnet - formidle viktig akademisk innhold, i form av teorier, problemer og løsninger.- utveksle synspunkter og erfaringer med andre med bakgrunn fra feltet.- planlegge og gjennomføre varierte oppgaver og/eller prosjekter over tid, i henhold til etiske krav og prinsipper.- påpeke mangler ved eksisterende teoretiske rammeverk og kunne ta utgangspunkt i og benytte seg av nye tilnærminger.

1 skriftlig oppgave på 2-3 sider, eventuelt i tillegg til andre, mindre oppgaver, som online quizzer

Web/Lists(guid'8b698a2d-6ad0-4f7d-b3be-219cc1979f02')/Items(16510)/FieldValuesAsText

Overall, this was a successful course - the exam results show that students successfully engaged with the topics and that the majority did very well on the exam (see the grade overview). The reference group report, however, indicates that there are huge differences between students in terms of satisfaction and self-assessment in terms of successful learning. Much of this seems to be attributable to the Corona situation, partly asynchronous teaching and a generally high level of stress among the students (and lecturers). The following points are specifically noteworthy: a) Students suggesting that the course was too linguistic and not historical. This has not changed from previous years and it is unclear why students felt this way now. Given the reduced amount of face to face teaching this semester (see also below on teaching and learning activities), this could not be explained as thoroughly as the instructor would have wished for. In the future, it should be indicated in the course description that it is advisable to take ENG1101 (English linguistics) in parallel or before this course, so as to make it clear that the course is a linguistics course.b) Students suggesting that the course lacked structure. Again, this was only marginally changed from previous years, maintaining the same pensum reading. The structure was explained in the beginning of the semester, reviewed at the end of it and commented on in each lecture with a recap of the previous week's content and outlook on issues to be discussed in the next week. Lack of face to face contact with opportunities to ask questions seems to have been highly problematic in this regard.c) Students suggesting that the course was too broad and did not go into detail with several theories. Given that this is an introductory course, its main aim is to give an overview over theories in the field, while it cannot go into detail (which will be done in 2000 or 3000 level courses). Further, the seminars did in fact go into more detail on several of the topics and there were several self-learning activities mentioned in the lectures that allowed students to follow up on topics themselves, as is common in academic learning. A perceived lack of depth might be due to the fact that students did not follow up on the suggested self-learning activities and/or attend the seminars (see also below on teaching and learning activities).d) Students suggesting a lack of feedback on the obligatory assignment (OA). It is unclear where this perception comes from since several measures were taken in order to provide feedback on individual OAs and on general issues coming up in the essays (see below under forms of assessment).

The general learning outcomes for ENG1001 are defined in the pensumhefte. They were also presented in the first session of the semester, and their application to the individual topics discussed during the semester were elaborated. They were again reviewed at the end of the semester and related to relevant knowledge for the exam in a special 'exam preparation sheet' that was uploaded to Blackboard. The definition of the course outcomes is appropriate but as indicated above, it should be emphasized in future course descriptions that this is a linguistics course, so as not to create incorrect expectations among students.

Due to the Corona situation, all teaching in this course had to be conducted digitally, given that 330 students were enrolled. After some discussion with the other 1000 level course coordinators, the decision was made to pre-record lectures and offer weekly live Q&amp;A sessions; the seminars were taught live via Zoom. The first and last lectures also took place live on Zoom so as to be able to answer questions directly. There was also a discussion forum on Blackboard, providing a space for asking questions asynchronously and several Collaborate chat rooms were created for students to mingle digitally. In this way, students: a) received input and explanations on the most crucial concepts of the course (pre-recorded lectures)b) were able to follow up on topics of their interest in more depth thanks to the suggested self-learning activities and additional but non-compulsory reading that was indicated in the pensum listc) were able to ask questions and discuss problems synchronously and asynchronously in the discussion forum and Q&amp;A sessionsd) receive more in depth input on several central topics of the course, as well as practice academic discussions (live seminars) The instructors' impression was that motivation and participation varied greatly among students. The first and last live lectures were attended by ca. 80 of the 330 enrolled students, Q&amp;A sessions by ca. 30 students on average, with an increase in participation right before the deadline of the OA. Participation in the seminars varied equally, with some sessions having to be cancelled due to lack of attendance. Those students who did attend the Q&amp;A sessions and seminars were generally well prepared and interested. Especially the use of Mentimeter interactive surveys seemed to work well and increase participation and engagement. Unfortunately, there seemed to be a high level of anxiety among some students who did not want to ask questions openly during the Q&amp;A, post questions in the discussion forum or use the Collaborate chats because they involved video. This will hopefully improve in future semesters, once we can go back to in person teaching. In general, students seemed very stressed and anxious throughout the whole semester, as became clear from the social-emotional scales shown at the beginning of each Q&amp;A session. This seemed strongly related to the Corona situation.

There was one obligatory assignment to be completed towards the middle of the semester, it was a paper of 900-1100 words. Besides demonstrating knowledge of the previously acquired concepts, the students were required to work with a small amount of linguistic data and analyze it. They received a pass/fail grade and feedback based on a rubric that was also shared with them after the OA. Further, the instructors and the teaching assistant compiled a feedback sheet with general feedback on this OA and essay-type assignments in general. In general, students did well on the OA and after a round of resubmissions there only remained 1 student who did not pass.There was a lot of anxiety before the OA, to the extent that the reference group called an emergency meeting with the course leader. In the meeting, several problematic issues were discussed and the group suggested that the issues were resolved. The instructors also answered many questions on the OA in the discussion forum, the Q&amp;A sessions and the seminar before the OA so as to prepare students for the task. None of these measures seemed to alleviate the generally high level of anxiety among students, unfortunately. The final exam was a 4h home exam. It consisted of several multiple choice questions targeting knowledge of the most relevant theories and concepts discussed in the course and several short answer questions that examined whether the students are able to analyze linguistic material and discuss linguistic problems in an academic manner. Information on the exam was communicated via an 'exam information sheet' posted on Blackboard, in the last session of the semester and the last seminars of the semester, with mock exams that were conducted. Students did do very well (only 3.4% of students failed) as shown in the grade overview and the exam format is hence deemed appropriate.With the help of colleagues at special needs services and IT, an effort was made to make the exam as accessible as possible, especially with regard to dyslexic students. Thus, the text-to-speech function of Inspera was successfully applied. However, this process was relatively time-consuming and in the future, increased support for the course leader would be desirable.

Emnet Global engelsk tar for seg ulike problemstillinger knyttet til det faktum at engelsk i dag er det mest brukte språket i global kommunikasjon. Hvordan oppstod og utviklet engelsk seg i Storbritannia? Hva var årsakene til at språket ble spredt til de ulike kontinentene hvor vi finner det i dag? Hvilken status har engelsk i de forskjellige språksamfunnene? Hvilke ulikheter finner vi i forskjellige varianter av engelsk når det gjelder uttale, ordforråd, grammatikk og stavemåte? Hvordan endrer språket seg i møtet med ny teknologi og globaliseringsprosesser? Hva er sammenhengen mellom språk og makt, og hvem har mest de skulle sagt: morsmålsbrukerne av engelsk eller de som har engelsk som andrespråk? Hvilke holdninger finnes generelt til engelsk som globalt språk? Er engelsk et nyttig lingua franca, en språklig "tyrannosaurus rex", eller noe midt i mellom? Hva vil skje med engelsk i framtida? Disse og andre tema vil bli drøftet fra en primært sosiolingvistisk synsvinkel, men kan også bli belyst fra et litterært perspektiv.

Forelesninger og veiledning. Det forutsettes at alle studenter regelmessig bruker gjeldende læringsplattform.
Godkjent obligatorisk aktivitet er gyldig i to semester (semesteret godkjenningen gis og påfølgende semester).

Kandidaten kan
- gjøre rede for hovedtrekkene i hvordan det engelske språket oppsto og utviklet seg i Storbritannia.
- gjøre rede for de forskjellige årsakene til at engelsk ble spredt til de ulike kontinentene hvor vi finner det i dag.
- gjøre rede for de forskjellige rollene engelsk spiller i forskjellige samfunn både som første- og andrespråk.
- identifisere og beskrive forskjeller i varianter av engelsk i og utenfor Storbritannia når det gjelder uttale, ordforråd, grammatikk og stavemåte.
- diskutere maktforhold mellom morsmålsbrukere av engelsk og de som har engelsk som andrespråk.
- gjøre rede for og reflektere over positive og negative effekter av rollen engelsk har som globalt språk.
- vurdere sannsynlige scenarier for den videre utviklingen av det engelske språket i digitaliserings- og globaliseringsalderen.

Global engelsk

Lektorutdanning i språkfag - masterstudium (5-årig)

Web/Lists(guid'8b698a2d-6ad0-4f7d-b3be-219cc1979f02')/Items(10912)/FieldValuesAsText

No reference group report was received for this course (reference group members were recruited, but seem not to have delivered a final report to the English section coordinator, despite reminders), so I have little basis for evaluation other than my own impressions. Covid-19 also of course made this semester's course uniquely challenging. Overall, however, the quality of the course seems to have been good, both before and after the disruption caused by the sudden shutdown of physical teaching and the change of exam form. See further comments below.

The learning outcomes are up-to-date and relevant and integrated well into the overall English program. The incoming emneansvarlig for V21 (Susanne Mohr) has indicated a wish to change the course's name to "Global Englishes" -- which would be in keeping with more recent terminology/conceptualizations of the subject, and which I support. The learning outcomes are communicated to the students both in the emnebeskrivelse and in overviews at the start and end of the course -- as well as in a "What you should know for the exam" document, posted on Blackboard. Learning outcomes were sometimes indicated at the start of individual lectures -- it would probably be good to do this systematically for every lecture.

In-person lectures worked well. As before, audiovisual material (YouTube clips of various Englishes, etc.) seems to be both pedagogically useful and appreciated by the students. A possible improvement here would be to make sure that all this material is up-to-date (especially the sound files taken from JC Wells' "Accents of English" -- this is a classic source but is now 40 years old, and so doesn't reflect more recent changes in the Englishes under discussion). There may also be scope for increasing the interactive component of these lectures. Recorded lectures, after the Corona measures were introduced, seemed to be well-received (they were uploaded on YouTube as well as BB, and seemed to get a reasonable number of views), though it's difficult to tell without a reference group report -- and I think everyone is aware that they were an emergency measure. Seminar leaders reported that in-person seminars worked well and helped those students that attended -- although, as usual, low attendance was a problem. Here it is unfortunate that we have no reference group report, as students have (in previous semesters) not always reported that seminars in this subject are as useful as they could be. After the Corona measures, "seminars" were moved online -- not taught synchronously, but with uploaded materials (ppts, quizzes, discussion threads/fora, suggestions for exercises, etc.) The seminar leaders made great efforts to do this, but unfortunately there is little evidence that students made use of these (they were not obligatory) -- although in fairness, given the situation, they may have had other things on their mind at the time.

The OA, a 900-1100 word essay, was generally done fairly well. It is a 'low bar' and the length and complexity of the task could probably be increased, but it functions well as a sort of "gatekeeper" for the exam -- making sure only 'serious' candidates (that is, candidates who are prepared to make at least some effort) go through to the exam. Some OAs were done excellently. The final exam was converted from a school exam to a home exam -- formally a "semesteroppgave" due to the amount of time the students had to do it (three weeks), but in practice something more like a home exam -- set questions, 2 x 900-1100 word essays, no expectation that students would set their own topic. (Students were given three weeks, rather than four hours during the previously set exam time, because -- in those 'early' days of Covid where there was still a lot of uncertainty and we were all in lockdown -- I and other lecturers in 'basis' courses in English felt that expecting students to have reliable access to the internet, a quiet room, etc. was too risky.)Converting the questions from a school exam "type" to a home exam "type" meant that strong candidates had more chance to show they could synthesize material from different parts of the course., and there were some very strong answers; the overall grade curve was similar to previous years, though -- if anything a slightly lower median than previously. It may be that we should keep a home exam format (though probably shorter, e.g. 3-7 days) in the future -- I don't think I have strong feelings about the appropriateness of the school exam vs a home exam for this course; it is easier to set questions for a school exam (some questions can 'just' test knowledge/recall, which could be looked up in a home exam context), but as mentioned above, a home exam gives more opportunity for students to show the ability to synthesize.

1 skriftlig oppgave på 2-3 sider

Web/Lists(guid'8b698a2d-6ad0-4f7d-b3be-219cc1979f02')/Items(4180)/FieldValuesAsText

Varianter av engelsk - ENG1001