Om dette løsningsforslaget: Dette er forslag til svar laget av eksamenssett.no. For lytteoppgavene (del 1, oppgave 1–12, og del 2, oppgave 22) har vi transkribert og analysert lydopptakene fra Udir for å gi løsningsforslag med forklaringer, og vi har kontrollert hvert flervalgssvar mot Udirs egen publiserte fasit der den finnes. For leseoppgavene og skriveoppgavene (del 2, 3 og 4) gir vi veiledning, viktige punkter og eksempelsvar. Husk at det finnes mange gyldige måter å besvare skriveoppgavene på.
Løsningsforslag – ENG1007 Engelsk VG1 SF, høst 2023
Eksamen: ENG1007 | Dato: høst 2023 | Læreplan: LK20
Struktur: Del 1 – Lytting og lesing (~33 %) · Del 2 – Videreformidling · Del 3 – Samhandling (del 2 og 3 til sammen ~33 %) · Del 4 – Skriftlig produksjon (~33 %)
Varighet: 5 timer | Hodetelefoner kreves (lytteoppgaver)
Del 1 – Lytting og lesing
Oppgave 1–12: Lytting (flervalg)
Oppgave 1: Company Announcement
Spørsmål: In this context, what does "add a little spice" mean?
Answer: To create excitement
A manager tells the sales force they are $20,000 short of the target, and then says: "To add a little spice to the challenge, I promise a bonus to the top salesperson and dinner to the entire sales force if we reach our goal." The spice is the bonus and the dinner – something added to make the last week more exciting. The task is about the idiom in this context, so the literal meaning "to season the meal" is the trap, and the money and the daring are what the staff must do, not what the phrase means.
Oppgave 2: Underground Update
Spørsmål: What is true about the buses?
Answer: They run between some stops.
The Central Line has no service between White City and Leytonstone, and the announcement is precise about the replacement: "Replacement buses operate between Stratford and Leytonstone only." Stratford–Leytonstone is a short section of the closed stretch, so the buses cover some stops, not all of them. The works are on Saturday 25 March from 03:00 and all day Sunday – so neither Friday night nor Saturday morning is what the buses are tied to.
Oppgave 3: Air Travel
Spørsmål: What is this message mainly about?
Answer: Departure of flight
The passengers are already on board – "welcome aboard TA719 travelling from Sydney to Hobart" – and everything that follows is take-off preparation: the aircraft is "third in line for take-off", seatbelts fastened, baggage secured, tray tables upright, electronic devices off. Boarding has finished before the message starts, the flight is not cancelled, and the arrival in Hobart is never mentioned.
Oppgave 4: Library
Spørsmål: How did the librarians react to the return, according to the text?
Answer: They were surprised.
A videotape checked out on a seven-day loan in 2003 came back 19 years later, and the report says the officials "were taken aback" – which means surprised. No irritation is described: the item says it is "unsettled whether the customer will be fined", and it ends by hoping the return will inspire others, which is friendly but is the reporter's comment rather than the librarians' joy.
Oppgave 5: Banned
Spørsmål: What can be an unintended result of banning books?
Answer: People become aware of them.
The recording explains the so-called Streisand effect: "Rather than suppressing the work, the ban makes one take note of it." That is the unintended result – attention instead of silence. Protecting "ordinary people… from exposure to corrupting ideas" is the argument for banning, that is, the intended result, and being corrupted is the fear the ban is meant to prevent. Indifference is the opposite of taking note.
Oppgave 6: Cristiano Ronaldo
Spørsmål: What is this recording mainly about?
Answer: Scrutiny from Amnesty
The news item is built around one event: Ronaldo "has been criticized by Amnesty International after signing with Saudi Arabian club Al-Nassr", and Amnesty "has called for Ronaldo to use his voice and status to draw attention to human rights issues in the country". His salary and his status are the background facts Amnesty is reacting to, and human rights is the subject of the criticism – but what the recording is about is Amnesty taking him to task.
Oppgave 7: Job Opening
Kontekst: Grace rings her friend Juliet about a vacancy at Grace's company. Three questions.
Question 1: What is this recording mainly about? → Applying for a position
The whole call is about the vacancy: Grace has heard from Michelle that an assistant-to-the-accountant post is opening, she describes the job and when it starts, and Juliet ends by saying she will "text her and call tomorrow morning to make an appointment for an interview". The two are already friends, the move upstate belongs to the man who is leaving, and lunch is mentioned twice – but only as something that would be nice if Juliet got the job.
Question 2: What is true about Juliet's current job? → She is between jobs.
Grace opens by asking "Are you still looking for a job?", and Juliet says it herself: "as I don't have a job now that would be perfect". She is out of work and looking, so she has neither just quit nor is she changing jobs – and she is clearly looking.
Question 3: Why does Grace think Juliet is perfect for the job? → Because they are friends
Grace never mentions Juliet's qualifications or experience – she does not even know the working hours. Her reasons are personal: "I think you would love it here, and I would be thrilled to have you working with me… Then we could meet up for lunch every day, too." Michelle is the source of the tip, not someone recommending Juliet, and the manager has not been told anything except that Grace and Michelle "might know someone perfect for the job". This is UDIR's official answer.
Oppgave 8: Learned in School – Arthur
Kontekst: Four people (Arthur, Bethia, Jack, Rachel) say what they wish they had learned at school. All four have the same alternatives: basic money skills · sustainable living · domestic skills · finding a job.
Answer: Domestic skills
Arthur has just bought his first car and found that oil changes are expensive: "we should learn how to complete a basic oil change and how to change a tire… We need to get under the car and get dirty to really learn how to do it." That is practical, hands-on skill – domestic skills in the broad sense of looking after your own things. He does add "This might even save me a few bucks", which is the bait for "basic money skills", but the saving is a consequence of the skill, not the thing he wants taught.
Oppgave 9: Learned in School – Bethia
Spørsmål: What does Bethia wish she had learned about in school?
Answer: Domestic skills
After a storm wrecked her garden, Bethia and her husband – both with good jobs, she with two PhDs – had to "spend thousands fixing the place up again", while the neighbour across the street "managed to do loads by himself instead of paying contractors". What she envies is "being able to do these basic repairs and maintenance without relying on other people". The thousands of pounds are what the missing skill cost her, not a wish to learn about money.
Oppgave 10: Learned in School – Jack
Spørsmål: What does Jack wish he had learned about in school?
Answer: Sustainable living
Jack begins by joking that he learned nothing useful, and then names the exception: Ms Rose "taught us to whittle wood into kitchen utensils, and she showed us how to mend broken things instead of throwing them away". He ends with "more of Ms Rose's lessons would definitely have helped". Mending rather than discarding is sustainable living. CV writing is mentioned in passing ("Someone taught us to write a CV, I think") – but as something that did happen, not as what he wants more of.
Oppgave 11: Learned in School – Rachel
Spørsmål: What does Rachel wish she had learned about in school?
Answer: Finding a job
Rachel drifted for about two years after school, "and I assure you, getting work after that period was not easy". Her wish is stated at the end: "I still wish I had learned about the consequences of unemployment before finding myself in that situation" – that is, about work and how hard it is to get back into it. Making money is what she planned, not what she wanted taught, and neither repairs nor sustainability comes up.
Oppgave 12: Allyson Felix
Kontekst: An open letter from the Olympic sprinter Allyson Felix, "Dear world and the women in it". Three questions.
Question 1: How did Felix react to the loss of sponsors? → She took matters into her own hands.
"When it came to the Olympics this year, I didn't have a sponsor for my racing spikes. So, we started our own brand. It's called Saysh. We design and develop products for and by women." Founding her own company instead of looking for someone else to pay is taking matters into her own hands. Her appearance before the United States Congress was about a racial injustice in healthcare, earlier in the letter and for a different reason, and she kept running throughout.
Question 2: What motivates Felix to run? → Proving her point
The letter closes with it: "When you see me run, know that I'm not running for medals. I'm running for change. I'm running for greater equity for each of us. I'm running for women." She rules out medals in so many words, even though she has "a lot of medals to show for it"; running is the platform from which she makes her case.
Question 3: Which of the following comes across as positive? → Courage
The turning point of the letter is "I was told to know my place, that runners should just run, that it's just business. Instead, I spoke up." Speaking up against your own employer while pregnant is courage, and the letter ends hoping for a future "where no woman or girl is ever told to know her place". Compliance – knowing your place – is exactly what the letter rejects, tradition is what she breaks with by starting a family mid-career, and patience is never mentioned.
Oppgave 13–21: Lesing
Oppgave 13 – Doodles
Oppgave: Read a text about Sam Cox (aka Mr Doodle), who covered his 12-room mansion in doodles. Answer: What does Cox say about the comparison to Haring?
Answer: Cox's style is more playful.
The text says Cox "doesn't resent the comparison to Haring, but reckons his style is less serious and more off the cuff." This means he accepts the comparison but sees his own work as more playful and spontaneous.
Oppgave 14 – Bontebok Antelope
Spørsmål: What is this text mainly about?
Answer: Conservation
The Oregon Zoo's new bontebok calf is the news hook, but the text uses it to tell a bigger story: from "only 17 bontebok left on the planet" a couple of hundred years ago to an estimated 2,500–3,000 today, which "shows what groups can achieve when they make an effort to conserve nature". The keeper calls it "an incredible conservation story" and hopes it will inspire more. The birth is the occasion, extinction is where the species came from, and Africa is only where the animal is from.
Oppgave 15 – Wikipedia Entries
Spørsmål: Why has Dr. Wade added entries to Wikipedia?
Answer: To increase representation
Dr. Jess Wade has written over 1,700 biographies because Wikipedia lacks content "particularly about women, but also about people of color", and the site "still reflects an imbalance in biographies of men and women". Filling that gap is increasing representation. She is a physicist, but she is writing biographies rather than teaching physics; she is adding what is missing rather than correcting what is false; and the text gives no hint that she is doing it for her own reputation.
Oppgave 16 – Luc Debove
Spørsmål: What is Luc Debove's current job?
Answer: He works in a pastry school.
The question asks about his current job, and the text is precise: "He was appointed Executive Pastry Chef at a patisserie institute in southern France in 2019", where "his experience in teaching enables him to pass along knowledge to future pastry chefs". The Michelin-starred kitchens are the career he built "over the past 30 years", the World Champion of Ice Cream Making title and the 1995 sugar-art prize are things he has won, and he takes part in competitions – he does not judge them.
Oppgave 17 – Trilobite
Kontekst: May Kendall's poem "Lay of the Trilobite" (1885). A man walks into the mountains to reflect on the greatness of humankind and is lectured by a fossil. Three questions.
Question 1: How does the man react to the Trilobite's message? → He is humble.
He sets out to admire humankind and leaves having been told that humans fight, mistreat each other and are selfish – and he accepts it: "I merely bowed, and raised my hat". Bowing and raising your hat is a gesture of respect. He does answer back only "in my heart", and the reason he gives is telling: to answer aloud "would have annoyed my pride". He is neither indifferent (he turns away "reluctantly") nor happy.
Question 2: What does the man think about the Trilobite? → It is right.
His silence is the point: he does not contradict the fossil, and his closing wish – "I wish our brains were not so good… I wish that Evolution could have stopped a little quicker" – only makes sense if he accepts that the simple creature had the better life. The Trilobite does describe itself in terms of simplicity and ignorance, but the man's view of it is that its argument holds.
Question 3: What does the Trilobite say is most important? → Harmony
The contrast the poem builds is between human intellect and how humans behave: for all their philosophers and scientists they fight and are selfish, while the Trilobite "lived peacefully and in harmony with all around him". Faith, philosophy and perfection all appear in the poem – "your faiths are ghosts and dreams", "wisdom and perfection" – but as human claims the Trilobite is dismantling, not as what it values.
Oppgave 18 – Ultra-Marathon (click the phrase)
Oppgave: Click on the phrase that, in this context, means the same as "oblivious".
Answer: "in your own bubble"
Meghan Cassidy explains that running 31.1 miles a day for 23 days running "isn't so wearisome": "You are in your own bubble, completely focused on running." Being in your own bubble means being shut off from everything around you – that is what oblivious means here. "Completely focused" is the closest rival, but it says what she is aware of, while "oblivious" is about what she is unaware of; the bubble is the phrase that carries that meaning.
Oppgave 19 – Manx
Oppgave: Read a text about the Manx language on the Isle of Man and fill in the correct words from the dropdown menus.
Svar:
- recently – "a language recently declared extinct by UNESCO" (time adverb fits the context)
- brought – "we've brought it back to life again" (present perfect requires past participle)
- noted – "said Julie Matthews... who noted that..." (formal reporting verb)
- likewise – "likewise, if you have been here all your life" (means 'in the same way/also')
Oppgave 20 – Scouts
Oppgave: Read a text about record demand for Scouts in the UK after the pandemic. Fill in the correct words.
Svar:
- current – "on current waiting lists" (adjective modifying 'waiting lists')
- behind – "is behind the surge" (cause/reason for the increase)
- spike – "seeing a spike in demand" (noun meaning sudden increase)
- level – "this level of growth since the Second World War" (quantity/degree)
Oppgave 21 – Beauty and the Beast
Oppgave: Put five paragraphs in the correct order. The story is about Petrus Gonsalvus (the real "beast") and his condition hypertrichosis.
Riktig rekkefølge:
- Alt. 3: "The story of these two people is said to have inspired the fairy tale..." (introduces Gonsalvus and his condition hypertrichosis)
- Alt. 1: "Another name for it is werewolf syndrome..." (explains the condition further)
- Alt. 5: "Name-calling wasn't the only derogatory treatment..." (sent to courts, Catherine de Medici arranged marriage)
- Alt. 4: "She wanted to see whether his offspring..." (the experiment, four of seven children affected)
- Alt. 2: "They were taken from their parents and sent as pets..." (tragic conclusion)
Del 2 – Videreformidling
Oppgave 22 – Speed Friending
Oppgave: Listen to a conversation between Jerome from the Philippines and Jemma from England at a "speed friending" event for international students. You helped arrange this event and think "speed friending" is an interesting concept. Sum up the essence of what you have heard in an e-mail to a friend. (150–200 words)
Tips:
- Use e-mail format (greeting, body, sign-off)
- Explain what "speed friending" is
- Summarise the key points from the conversation between Jerome and Jemma
- Include your own perspective on the concept
- Stay within 150–200 words
Viktige punkter å få med:
- What "speed friending" is: short, timed one-to-one conversations at an event for international students – the same format as speed dating, but for making friends. The pair in the recording are cut off by "I think our time is up".
- Who they are: Jemma is doing a bachelor's degree in sociology in Oslo; Jerome is studying IT, also in Oslo.
- Why they came: Jerome "wanted to get to know international students with different cultures". Jemma has the more personal reason: she does not live in student housing or shared accommodation, and was worried she would "end up sitting alone in my apartment all semester", so she came early to meet people.
- The icebreaker questions: If you had your own talk show, what would it be about? – Jerome would do technology and the future, TED-talk style, with guests like Elon Musk or Mark Zuckerberg; Jemma would do animals, with zoologists bringing on strange creatures. What are you secretly very knowledgeable about? – Jerome can cook all sorts of dishes based on fish sauce ("that would bring umami"); Jemma knows a lot about Star Wars.
- Culture – difference and likeness: Jerome says Filipino culture is strongly community- and family-oriented ("we really treat each other as a family, even my nearest neighbor who I barely talk with") and finds the Norwegian dugnad a similar idea. Jemma says Britain has no such concept – she had only met the word a few days earlier – and that her biggest culture shock is that "people here just really don't know how to queue".
- Your role: the task says you helped arrange the event and find the concept interesting, so the e-mail should carry your own view of whether it works – not only a retelling.
Eksempelsvar (e-post):
Hi Sarah,
I helped organise a "speed friending" event for international students last week, and I have to tell you about it. The idea is borrowed from speed dating: you get a few minutes with one person, a couple of questions to break the ice, and then the timer goes and you move on – except that nobody is looking for romance, only for someone to have coffee with.
The pair I listened to were Jemma, who is doing sociology here in Oslo, and Jerome, who is studying IT. Their reasons for coming were quite different. Jerome wanted to meet students from other cultures; Jemma doesn't live in student housing and had turned up early because she was genuinely afraid of spending the whole semester alone in her flat. Within five minutes they were designing imaginary talk shows – his about technology, with Elon Musk as a guest, hers about strange animals – and confessing what they secretly know far too much about: fish-sauce cooking and Star Wars.
The best part was the culture talk. Jerome described how family-oriented the Philippines is, even towards a neighbour you barely speak to, and recognised the same instinct in Norwegian dugnad. Jemma had never met the word before and said her biggest shock here was that nobody knows how to queue.
Five minutes, and they had found both a likeness and a joke. I think the format works.
Best,
Alex
Vanlig feil: Mange glemmer riktig e-postformat (hilsen, avslutning). Pass på at du ikke bare kopierer informasjon fra kilden, men omformulerer med egne ord. Unngå å inkludere unødvendige detaljer som ikke er relevante for oppgaven. Husk også å holde en passende tone – en e-post til en prosjektleder krever halvformelt språk, ikke slang.
Del 3 – Samhandling
Oppgave 23 – Career Advice
Oppgave: Read the discussion forum where Charlie (18) is seeking career advice. Write the next post in the thread (200–250 words). Refer and respond to the other posts, as well as contributing your own perspectives.
Charlie 18: Has good grades. Parents are lawyers and want Charlie to study law. But Charlie has no interest – wants to pursue music instead. Asks for input.
Emma 17: Advises Charlie to listen to parents and teachers. Good grades shouldn't be wasted. A law career ensures steady income.
Timothy 25: Says Charlie should follow the dream. "You've got this one life." Maybe Charlie is the next musical sensation.
Tips:
- Address the other posters by name
- Show nuance – both sides have valid points
- Give specific advice, not just vague encouragement
- Share personal perspective or examples
Eksempelsvar (foruminnlegg):
Hey Charlie,
I think both Emma and Timothy make good points, but neither tells the whole story.
Emma, I understand your practical thinking. Financial stability matters, and good grades are indeed valuable. But I disagree that Charlie should study law simply because the grades allow it. Spending years studying something you have no passion for sounds like a recipe for misery. And let's be honest – being a good student doesn't automatically mean you'll be a good or happy lawyer.
Timothy, I love your enthusiasm, but telling Charlie to "just go for it" without a plan feels a bit irresponsible. The music industry is incredibly competitive, and talent alone is rarely enough. That doesn't mean Charlie shouldn't try, but it does mean going in with open eyes.
Charlie, here's what I'd suggest: you don't have to choose one extreme or the other. Many universities offer music programmes that combine creative training with practical skills like music production, business or education. That way, you're following your passion while also building a career foundation. And here's something important – you said you "hardly ever see" your parents because they work all the time. That tells me you already know what kind of life you don't want. That's valuable self-awareness.
Talk honestly with your parents. Show them you've thought about this seriously. A plan is more convincing than just a dream.
Good luck!
Del 4 – Skriftlig produksjon
Velg EN av fire oppgaver (4a, 4b, 4c eller 4d)
Generelle tips til del 4:
- This part counts for about 33% of the exam – invest time in planning
- Answer all aspects of the task
- Give your text a clear structure with an introduction, body and conclusion
- Use varied vocabulary and sentence structures
- Include examples from English-speaking countries where relevant
- Upload your answer in Task 25 together with your Del 2 and Del 3 texts
Oppgave 4a: Appearance and Identity
Oppgave: Write a text exploring how appearance and identity are related.
- Explore how identity may be expressed through appearance.
- Discuss what the people in two or more images from page 2 in the preparation material may wish to communicate with their appearance.
- Reflect on challenges that may occur due to judgements people make about others, based on how they choose to look.
Viktige punkter:
- Appearance as self-expression: Clothing, hairstyle, tattoos, accessories – all ways people signal identity, belonging or values
- Preparation material images: Refer to specific images and analyse what each person communicates
- Judgements and stereotypes: First impressions, discrimination based on appearance (dress codes, cultural clothing, subcultures)
- Examples: Hijab bans in schools, workplace discrimination, youth subcultures (punk, goth, streetwear)
Oppgave 4b: Expectations and Demands
Oppgave: Write a text exploring expectations and demands young people face. Include references to one or more characters in a story or stories you have worked with.
- Introduce some typical expectations young people may face.
- Explore the challenges of meeting expectations and how young people are affected. Refer to examples from your chosen story/stories.
- Reflect on how expectations can be both beneficial and damaging.
Viktige punkter:
- Types of expectations: Academic (grades), social (fitting in), family (career, behaviour), self-imposed (social media, perfectionism)
- Fictional references: Use characters from texts studied in class – e.g., Holden Caulfield (The Catcher in the Rye), characters from Dead Poets Society, The Hate U Give, The Perks of Being a Wallflower
- Both sides: Expectations can motivate (goals, ambition) but also damage (stress, anxiety, loss of individuality)
Oppgave 4c: Choosing Your Own Future – Creative Writing
Oppgave: In "Surface Pressure" (see preparation materials), Luisa is frustrated with her family's expectations. Write a literary text about the challenges of choosing your own future, rather than making choices based on what others expect.
- Create your own characters living in an English-speaking community.
- Explore challenges related to choosing your own path.
- Include a clear conflict.
Viktige punkter:
- "Surface Pressure": From the film Encanto – Luisa carries the family's burdens and struggles with expectations
- Character ideas: A student expected to take over the family business, a child of immigrants torn between cultures, an athlete pressured into a sport they don't love
- Conflict: Internal (guilt vs. desire) or external (argument with family, ultimatum, breaking point)
- Literary elements: Dialogue, descriptive language, symbolism, a narrative arc
Oppgave 4d: Identity Quotes – Reflection
Oppgave: Choose one or two of the following quotes and create a text in which you reflect on how your chosen quote(s) relate to the topic "identity":
- "Don't let your struggles become your identity." – Deidré Wallace
- "Some of the most wonderful people are the ones who don't fit into boxes." – Tori Amos
- "To be yourself in a world that is constantly trying to make you something else is the greatest accomplishment." – Ralph Waldo Emerson
- "Never forget what you are, for surely the world will not. Make it your strength." – George R. R. Martin
In your text:
- Reflect on the message of the quote(s).
- Explore the challenges and rewards of daring to be yourself.
- Discuss to what degree societal pressure can influence identity.
Viktige punkter:
- Choose wisely: Pick the quote(s) that resonate with you and give you the most to write about
- Unpack the quote: What does it really mean? Who is it aimed at?
- Personal and societal: Balance personal reflection with broader examples (social media pressure, cultural expectations, gender norms)
- Examples: LGBTQ+ visibility, immigrants navigating two cultures, social media vs. authentic self
Eksempelsvar (Oppgave 4d – Reflection):
The Courage to Be Unboxed
Tori Amos once said, "Some of the most wonderful people are the ones who don't fit into boxes." It is a simple sentence, but it contains a truth that many of us spend years discovering. From the moment we enter school, we are sorted: the sporty ones, the clever ones, the quiet ones. These labels feel harmless at first, but over time they become walls. And walls are hard to climb out of.
Ralph Waldo Emerson put it differently: "To be yourself in a world that is constantly trying to make you something else is the greatest accomplishment." Written over a century ago, these words feel more relevant than ever. In 2023, the "world" that tries to shape us is not just family and school – it is Instagram, TikTok and the relentless pressure to present a polished version of ourselves. Studies show that teenagers who spend more than three hours a day on social media are twice as likely to experience anxiety and depression. The constant comparison chips away at identity until many young people no longer know who they are outside the filter.
But being yourself is not as straightforward as it sounds. Identity is not fixed – it is shaped by culture, family, experience and the society we live in. A young British-Pakistani woman may feel one way at home and another way at school. A teenager from a conservative town in Texas may discover they are gay and face the agonising choice between honesty and safety. Societal pressure does not just influence identity – in many cases, it forces people to hide parts of themselves entirely.
And yet, the people who refuse to be boxed are often the ones who change the world. Malala Yousafzai refused to accept that girls should not be educated. Greta Thunberg turned what many saw as her weakness – her Asperger's – into what she calls her "superpower." Neither of them fit neatly into a category, and that is precisely what made them powerful.
I think the key is understanding that being yourself does not mean being the same person forever. It means having the courage to change, to be uncertain, to not always have the answer. The boxes will always be there. The question is whether we choose to step inside them or to build something of our own.
Vanlig feil: Mange glemmer å inkludere en «hook» i innledningen som fanger leserens oppmerksomhet, eller pakker ikke ut hva sitatet faktisk betyr før de reflekterer. Husk å dekke alle punktene i oppgaven og knytte refleksjonen tydelig til temaet «identity». Unngå å bare gjengi fakta uten å gjøre det engasjerende for leseren.
Generelle eksamenstips for ENG1007:
- Del 1 (lytting/lesing): Read all options before listening/reading. Look for specific evidence in the text.
- Del 2 (videreformidling): Use the correct format (e-mail). Summarise key content and add your perspective.
- Del 3 (samhandling): Respond to all forum participants by name. Show nuance and critical thinking.
- Del 4 (skriftlig produksjon): Answer all bullet points. Give your text a title. Show depth and personal reflection.
- Opplasting: Collect all written answers (Del 2, 3, 4) in one document and upload in Task 25.