Sofie Renner – författare

Essay from the year 2003 in the subject Didactics for the subject English - Pedagogy, Literature Studies, grade: 2,3, University of Tubingen (Seminar fur Englische Philologie), course: Einfuhrung in die englische Fachdidaktik, language: English, abstract: In the following written analysis, I am going to deal with the topic Film in the classroom"e;. In the main body, I am going to show the II.1"e;Stundenentwurf"e;. After that, I will focus on the chosen film scenes and divide them into the sections "e;Before/ after/during the war"e;. The next point will deal with connecting the film materials to the novel, II.2 Anknupfung an Moon Palace. I will divide this point into II.2.1 The draft and II.2.2 Students revolts. After that, I will talk about II.3 Homework. The next point is II.4 Time. After that, I will talk about II.5 Problems with showing films in the classroom. Than I will suggest further film material in III. Other film sequences and films about Vietnam. The last point will be IV: Conclusion. I think that showing films in the classroom in regrads to Paul Austers novel Moon Palace is important to visualize or connect the scenes. On the other hand, a lot of problems might appear as I will discuss later on. Teaching this lesson, I want to achieve that my pupils can imagine the background of the novel, of Vietnam War. The preceding lesson should have dealt with the historical dates of the Vietnam War. At the end of this lesson, I will also present them a written summary of the most important facts of the Vietnam War. The next lesson will begin with the discussion of the homework. If we have enough time, we could collect arguments against the Vietnam War and present a little demonstration. Or we could also collect arguments to write a letter to Paul Auster explaining him the necessity of doing a film about Moon Palace .

Seminar paper from the year 2003 in the subject American Studies - Literature, grade: 2 (B), University of Tubingen (English Seminar), course: HS Literature: Latino Images in U.S. Latino Film, language: English, abstract: I. Introduction In the following written analysis, I am going to deal with the topic The film Tortilla Soup in context of Mexican Life in America and Type and Stereotype of Chicanos and Latinos in Film . In the main body, I am going to show II.1 Mexico with the points II.1.1 Mexican history, II.1.2 Mexican American Migration and II.1.3 Mexican Life in America. The next point will deal with the film Tortilla Soup , II.2 About the film. I will divide this point into II.2.1 Plot, II.2.2 Major characters and actors and II.2.3 The picture of food in connection with family in Tortilla Soup . After that, I will talk about II.3.1 Latinos and chicanos. This point will be divided into II.3.1 Type and Stereotype: Chicano Images in Film, II.3.2 What it means to be Latino in 2000 and II.3.4 Contemporary Latino films the end of stereotypes?. The last point will be III. Conclusion. I think that the historical embedding of a film is extremely important to gain a better understanding of a film. I wanted to focus on Mexico first with its history, migration and the life of Mexicans in America. Then I wanted to talk about the film itself with the plot, main characters and the picture of food in connection with family in the film. And in the end, I wanted to deal with the topic of Chicano Images in Film , Latinos in the year 2000 and contemporary Latino films with a possible ending of stereotypes.

Seminar paper from the year 2003 in the subject English Language and Literature Studies - Linguistics, grade: 3,0, University of Tubingen (Seminar fur Englische Philologie), course: Hauptseminar Englische Linguistik, language: English, abstract: "e;Communication is understood as the exchange and negotiation of information between at least two individuals through the use of verbal and non-verbal symbols, oral and written/ visual modes, and production and comprehension processes (Michael Canale 1983:4). The aim of the Blackpool Telos Project is to raise communicative competence in second language learning of 10th and 11th grade german grammar school students. The BTP is also suitable for advanced adult learners. The above mentioned quotation should serve as a kind of guiding principle for the following analysis. One should bear in mind that according to Breen & Candlin (1980), Morrow (1977) and Widdowson (1978), communication is a form of social interaction and is unpredictable and creative both in form and message. Communication occurs in sociocultural contexts and in discourse, it is performed under limiting psychological and other conditions. It always has a purpose and involves authentic as opposed to textbook language. And finally, communication is considered to be successful or not on the basis of actual results. The learner and his needs, the learning goal and the final realization within Telos are the most important points. In the BTP, special emphasis will be put on the independent learning of a second language in a constructive environment. Here, English is considered as a second language and not foreign language because it is used within the own language field. Non native English speakers can find themselves in two situations: einerseits Situationen, in denen Englisch als fremde Sprache verwendet wird, d.h. au erhalb des eigenen Sprachraums und der fur die eigene Kultur und Gesellschaft alltaglichen Kommunikationsanlasse und funktionen; andererseits Situationen, in denen dem Englischen innerhalb des eigenen Sprachraums als zweite Sprache neben der eigentlichen Muttersprache eine kulturell und gesellschaftlich verankerte und bedeutsame Rolle zukommt (Kohn, Kurt 2002: 1). The organization of this paper is as follows. First I will provide a theoretical background for the BTP. Special emphasis is put on defining communicative approaches. The second part connects theory and practice. In this part, the main aim of the Blackpool Telos Project, and an introduction to the different activities, will be discussed and linked to constuctivist ideas. The third part will provide a linguistic context of the material and discuss the learning potential of the various tasks. In order to illustrate the third part, screenshots of the BTP will be used. The CD with the BTP will be attached to the paper.