Fagdidaktik

VEJLEDNING OG TRE EKSEMPLER PÅ ABSTRACTS (fra fagkonsulent i Engelsk René Bühlman)

 

Engelsk resumé - Abstract

 

Et resumé er en kort sammenfatning af hele besvarelsen, skrevet på engelsk. Resuméet kaldes også et abstract. Formålet er at give læseren et hurtigt overblik over opgavens indhold.

 

Det engelske resumé:

• fylder typisk 15-20 linjer
• indeholder en beskrivelse af opgavens:
  • formål/problemstilling
  • anvendte metoder
  • resultater og konklusioner
• indeholder ikke citater eller kildehenvisninger
• skrives i ét afsnit
• laves efter opgaven er skrevet
• placeres umiddelbart før indholdsfortegnelsen

 

Det indgår i bedømmelsen af opgaven, om resuméet er:

• en relevant sammenfatning af opgaven
• overskueligt disponeret og indholdsmæssigt sammenhængende
• skrevet på forståeligt og korrekt engelsk

 

De tre hovedpunkter i et engelsk resumé:
1. Formål        Hvorfor?	Hvilken problemstilling ville du undersøge eller teste (din hypotese)? Gå tilbage til din opgaveformuleringen og sørg for at der er overensstemmelse hermed. Formulér formålet præcist og sammenhængende. Eksempler på indledninger:                                                                  This study tests . . .                                                                                          The study investigates . . .                                                                                This paper examines . . . .
2. Metode        Hvordan?	Hvad gjorde du, og hvordan gjorde du det?       Skriv i korte, præcise vendinger.
3. Resultater og konklusioner        Hvad fandt      du ud af?	Hvad er resultatet af din undersøgelse/analyse?  Hvad har du konkluderet? Eksempler på afslutninger:                                                                 There is a significant relationship between . . . . .                                              The results show that in 85% of the cases . . .                                                             It is shown that Raymond Carver is strongly influenced by  . . .

 

 

 

Sproglige tips:
Forhold dig objektivt	Undgå de personlige stedord “jeg” eller “vi”:   Skriv ikke: ” I investigate the incidence of…” Skriv i stedet: The study investigates…”
Tid	Normalt skrives i  NUTID.   DATID kan evt. bruges til at beskrive metoden (hvad man har gjort).
Variér dit sprog	Gentag ikke blot nøgleord og -sætninger fra selve besvarelsen. Find en ny måde at sige det på.
Naturvidenskabeligt eller humanistisk fag?	Resuméets udformning bærer præg af, hvilket område du skriver inden for:   Humanistisk fag (fx litterær analyse) ·         What the study set out to do ·         What themes you identified in the literature ·         How you integrated these themes to reach your conclusions ·         What conclusions did you draw Naturvidenskabeligt fag (fx empirisk undersøgelse) ·         What the study set out to do ·         What method(s) you adopted ·         What results were achieved ·         What conclusions can be drawn ·         What recommendations your research leads you to make.)

 

 

Et sidste godt råd:
Tænk på din læser!	Det engelske resumé er læserens (censors!) førstehåndsindtryk. Det vil derfor være en rigtig god idé at ”sælge sig selv” bedst muligt: Sørg for at alle niveauerne i Blooms taksonomi er repræsenteret (redegørelse, analyse, vurdering), så du demonstrerer overfor læseren at din besvarelse er dybtgående, velovervejet og gennemarbejdet.

  

Historie/mediefag/engelsk:

 

Irakkrigen og massemedierne

 

The study examines the role of the American mass media in the conflict in Iraq. Early in the war between the United States and Iraq, a poll taken showed that 67% of Americans believed that they decided to support the war in Iraq because of a media campaign against Saddam Hussein. For the first time in history, American reporters were "embedded" with U.S. troops and could present the war to the American public from the front lines. The paper discusses if this was merely a ploy by the Bush administration to bring its own version of the war to Americans.  The role of the mass media is investigated through analyses of news shown on American television and various American websites. It is concluded that public support in America for the Iraqi war was heavily influenced by media coverage.

 Dansk:

Henrik Ibsen’s Et Dukkehjem

 

This paper analyses Nora, the main character in "A Doll's House" and examines the different facets of her personality. The paper discusses both her businesswoman persona that she has kept secret and the little doll persona that she displays for her father and her husband. Women’s social status at the time is described and related to Nora’s situation, as well as to that of her friend, Miss Linde. Parallels are drawn to “Forraadt” (“Betrayed”) by the Norwegian writer Amalie Skram, and it is demonstrated that there are striking similarities between the dilemmas faced by today's women and the women that lived in the era of the novel. Finally, the paper concludes that Nora, in spite of the persona that she projected to her husband and father for so long, is actually a strong, flexible, and proud woman.

 Biologi:

 Børn og fedme

 This paper explores the significant rise in childhood obesity and the resulting health problems that result from poor nutrition and lack of exercise, which can be life threatening. It is explained why childhood obesity is becoming a significant public health issue, with medical and psychological consequences that persist into adulthood. The paper supplies data and statistics relevant to this particular topic. Depending on how overweight in children is defined, at least 11% and possibly as many as 25% of  Danish children and adolescents are deemed obese. The health risks surrounding obesity are described, including diabetes, high blood pressure, and heart problems. The correlation between television and obesity in children is examined and discussed and it is concluded that there is evidence that the risk for childhood obesity doubles every two hours per day that the child watches television.

 

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Lone Sandholt Jacobsen: Derfor retorik som metode i samfundsfag. August 2000