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, vår 2024
Eksamen: ENG1007 | Dato: vår 2024 | 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 %)
Del 1 – Lytting og lesing
Oppgave 1–12: Lytting (flervalg)
Oppgave 1: Air Travel Announcement
Spørsmål: What is this message mainly about?
Answer: Boarding back rows
The announcement invites "those passengers seated in rows 21 to 31 to begin boarding" and then tells everyone else to "wait for information about boarding for rows 1 to 20". Rows 21–31 are the back of the aircraft, so boarding starts from the rear – which rules out "boarding front rows". Nothing is said about the flight being late or on time; the announcement only organises the order in which people get on.
Oppgave 2: Gate Announcement
Spørsmål: Why is the announcement made?
Answer: To find volunteers
The flight is overbooked, and the airline asks "any passenger willing to volunteer to stay the night at a hotel in London in exchange for a compensation of 250 euros" to come to gate 5A. The word volunteer is used explicitly. The overbooking is the situation, not the purpose – it has already happened and cannot be avoided now; the gate is where volunteers should go, not something that has changed; and the compensation is the offer, not the reason for speaking.
Oppgave 3: Zoo Announcement
Spørsmål: What is the tone of the announcement?
Answer: Spirited
The zoo announces the cheetah feeding with jokes and wordplay: "Attention fans of speed and greed… This tends to be a whiplash affair, so don't be late. There won't be leftovers if you're not on time." The puns on the cheetah's speed make the tone lively and playful – spirited. A sharp tone would be cutting or critical, a serious tone would drop the jokes, and "sensible" describes practical, matter-of-fact information, which this deliberately is not.
Oppgave 4: Quitting
Spørsmål: According to the article, what is true about the causes of rage quitting?
Answer: They should be avoided.
The recording says rage quitting is not a tantrum but "a sign of serious flaws in a workplace" – lax health and safety, exploitative conditions, abusive managers – and that "employers can avoid being left in the lurch by paying attention to the warning signs". The causes are problems to be prevented. Note the trap: exploitation is named as one of the causes, not as something to be done with them, so "they should be exploited" reuses a word from the recording with the opposite meaning.
Oppgave 5: Seats
Spørsmål: What is true about non-reclining seats, according to the text?
Answer: They weigh less.
Airlines install them "to reduce the need for maintenance on the seats as well as to minimize weight, but most importantly to avoid passengers fighting with each other over seat reclining etiquette." Minimising weight is stated directly. "High maintenance" is the opposite of what the recording says, "adjustable" contradicts the word non-reclining, and the fights are what these seats are meant to prevent – the passenger fined $478 was fighting over a seat that did recline.
Oppgave 6: Balloon Dog
Spørsmål: How does the recording describe the event?
Answer: As accidental
The key word is in the first sentence: an art collector "inadvertently knocked a $42,000 sculpture… to the ground". Witnesses add that she had merely "tapped it with her finger". Inadvertently means without intending to, which rules out both "deliberate" and "mischievous". People do laugh about it afterwards – a gallery employee jokes that the edition has shrunk from 799 to 798, which is a good thing for collectors – but that is the aftermath, not how the event itself is described.
Oppgave 7: Bus Stop Talk
Kontekst: George and Daniel meet at a bus stop after not having seen each other for a while. Three questions.
Question 1: What is this recording mainly about? → Working out (UDIR also accepted Moving house)
UDIR's published answer key marks this question as ambiguous: "Fasiten til Q1 ble sett på som tvetydig under sensorskolering, så begge svaralternativer ble godkjent" – both Working out and Moving house were accepted. Both really are in the conversation: the first half is Daniel explaining that he argued with the building managers and had to change student housing, and the second half is George inviting him to join a new volleyball team with a regional tournament in three weeks. If you chose either of those two, you were given the mark; "travelling" (India is mentioned in one line) and "studying" are not what the conversation is about.
Question 2: What is true about the two friends? → They plan to meet soon.
George opens with "Haven't seen you in a while", which rules out "they see each other regularly", and at the end Daniel says "This Thursday I can't make it, but I will join you next week if that's all right" – George answers "Sure. I'll sign you up." A concrete arrangement for next week is a plan to meet soon, so "they can't hang out" is wrong. Weekend games are mentioned only as something the team finds hard to organise.
Question 3: How does Daniel react to the invitation? → Hesitantly
Daniel does not say no, but he does not say a clean yes either: "I'd love to, but I'm really out of shape. Haven't exercised much lately…", and then he can't make the first session. A yes hedged with excuses and postponed a week is hesitation, not dismissal – and certainly not confidence.
Oppgave 8: Boss Issues – Jenny
Kontekst: Four people (Jenny, Kasim, Frida, Joshua) say what they would do if they had a problem with their boss. All four have the same four alternatives: quit the job · talk with the boss · keep their head down · get help from the union.
Answer: Keep her head down
Jenny describes what she did last time: her manager gave her impossible deadlines, she "tried talking to him, but without luck", and she "ended up resigning". The question is about next time, and there she is explicit: "If a similar situation occurs in an upcoming job, I will try a new strategy. I'll just have to bite the bullet." To bite the bullet here means to put up with it and get on with the job. Talking to the boss and quitting are both things she has already tried and rejected.
Oppgave 9: Boss Issues – Kasim
Spørsmål: What would Kasim do if he had a problem with his boss?
Answer: Keep his head down
This is the hardest one in the set, and the first half of the recording is the trap. Kasim does say he is "one of those people who the union rep either hates or loves, because I come to them with so many issues" – but that is about issues in general. The question asks about his boss, and he answers that separately: the one thing he would "have to figure out how to deal with on my own is a troublesome top leader, because she's also my mother-in-law. If it ever comes to that, I'd rather keep my mouth shut than lose my job." Keeping his mouth shut is keeping his head down. This is also UDIR's official answer.
Oppgave 10: Boss Issues – Frida
Spørsmål: What would Frida do if she had a problem with her boss?
Answer: Talk with the boss
Frida too starts with what went wrong last time – she confronted a superior head-on, the union could not help her and she ended up quitting – but she ends with what she has learned: "if I ever find myself in a similar situation again, I'd know how to approach the person directly without being confrontational." Approaching the person directly is talking with the boss. Quitting and the union are the failures she is contrasting this with.
Oppgave 11: Boss Issues – Joshua
Spørsmål: What would Joshua do if he had a problem with his boss?
Answer: Quit his job
Joshua opens with "I would never dream of quitting my job" and says his parents always told him to keep his head down – and then he turns it around: "these last couple of months have been excruciating and I've decided that I should find someplace else… I can comply no longer." The decision is already made. "Keep his head down" is the advice he is rejecting, not the answer.
Oppgave 12: The Currency of Failure
Kontekst: A retelling of a personal social-media post by the British chef Jamie Oliver. Three questions.
Question 1: What does the author say about his own publications? → He is surprised.
After saying that he hated words and reading as a child, he goes on: "so here I am, 46 years old, and I've written 26 books. Apparently one of the most published authors on the planet. No, I'm not showing off. I'm in as much shock as you are." He rules out boasting himself ("not showing off"), and "in as much shock as you are" is surprise, not pride and not shame.
Question 2: What is the best alternative title for this text? → "Best-selling author reveals surprising secret"
He is one of the most published authors in the world (best-selling), and the revelation is that "I've never ever physically written a word" – he dictated his books, first to a dictaphone and later to an editor. That is exactly a surprising secret. He is famous, not infamous; he is not ashamed of his past; and while he does say boredom makes him fall asleep, he is certainly not proud of it.
Question 3: What does the author mean by "the currency of failure"? → Mistakes have their own value.
"Currency" here means something that has worth and can be spent: "many of us are not brought up to embrace the currency of failure enough. Like, we're embarrassed of trying and failing," and if our relationship with failure "is managed properly, this can be the key to a much happier, healthier future". Failure is treated as valuable, not as unproductive – and the money meaning is the deliberate false trail in "failure can make you rich".
Oppgave 13–21: Lesing
Oppgave 13: Oceanic Garbage
Oppgave: Read a text about organisms living on plastic garbage in the ocean. Answer the question: "What are we told is true of organisms living on plastic?"
Answer: "They reproduce"
The text states that dozens of species have been able to survive and reproduce on plastic garbage in the ocean. This is the key detail – not merely that they exist on the plastic, but that they are actively reproducing there. Be careful not to confuse this with other claims about the organisms; the question asks specifically what the text tells us is true.
Oppgave 18: Paper or Plastic
Oppgave: Read the text and click the phrase that matches the meaning of "disapproved of."
Answer: "frowned upon"
"Frowned upon" is an idiomatic expression meaning to disapprove of something or regard it negatively. The other options do not carry the same meaning of disapproval.
Oppgave 14: Advertisement
"What is this text mainly about?" → Adjusting clothing
The advertisement is for an alterations and tailoring business that prepares "men's and women's formal wear alterations, dress alterations, and suit tailoring" – not for organising weddings or booking events themselves.
Oppgave 15: Airlifting of Dogs
"What is true according to the news item?" → The drone pilot's skills and timing are important
The text emphasises that "the operator has just a few minutes to lure the dogs into the net" and that "the mission depends on how the dogs respond to the machine". Helicopters can't fly there, but the text doesn't say the island is too small for them to land.
Oppgave 16: Oysters
Q1 ("True about oysters from New York Harbor?"): → They should not be eaten
The text explicitly states they "are not suitable for consumption" because the waters are still polluted.
Q2 ("How do oysters impact the harbor water?"): → They clean it
The oysters are "helping to filter the water" and play a key role in steadily improving water quality.
Q3 ("What can be concluded about oysters from New York Harbor?"): → They were once an affordable option
"New Yorkers of all social classes could enjoy them" – sold at street stands, saloons and barges – which rules out "only wealthy" or "only saloons".
Oppgave 17: Flamingo (click the phrase)
Phrase meaning "gathering": → "scooping up"
The flamingo eats mollusks by "scooping up the mollusks with its upper beak" – this matches the meaning of gathering or collecting them together. The other phrasal expressions in the text describe other actions (plunging, twisting, forcing out).
Oppgave 19: Note to Learners (gap-fill)
Gap 1: like – "For instance, words like lovely and friendly are adjectives."
Gap 2: pair – "An example is the word pair hard and hardly" (a pair of words being compared).
Gap 3: different – Hard and hardly have completely different meanings (not identical, interchangeable or difficult).
Gap 4: little – "they hardly tried" means they tried very little (the opposite of "much").
Oppgave 20: Hum (gap-fill)
Gap 1: that – "I also bet that you just tested it" (relative clause introduced by "that").
Gap 2: one – "what one calls humming" (generic pronoun).
Gap 3: hold – "you cannot in addition hold your nose" (parallels the earlier phrase "while holding your nose").
Gap 4: humming – "humming is impossible" (the gerund form is the grammatical subject).
Oppgave 21: Mummification (paragraphs in order)
Riktig rekkefølge:
- Given (first paragraph): Introduction – mummification preserved the body, the home of the soul.
- Alternative 3: "This process took seventy days... The brain was removed through the nostrils..." (process begins, brain removed first).
- Alternative 1 (given as paragraph 2 in the source): "Other organs were removed and preserved separately... Only the heart was left in place." (other organs follow the brain).
- Alternative 2: "The embalmers next removed all moisture from the body and covered it with salt." (drying is the next step).
- Alternative 5: "Each mummy needed hundreds of yards of linen which was carefully swaddled around the body." (wrapping begins).
- Alternative 4: "When the wrapping was finished, the body was placed in a tomb..." (final step, leads into the modern-day observation).
Note: Build the chronological order by looking for cue words like "next", "when [previous step] was finished", and the logical sequence of embalming: brain → organs → drying → wrapping → tomb.
Tips til leseoppgaver:
- Read the question and all options carefully before reading the text in detail
- Look for specific evidence in the text to support your answer – don't rely on assumptions
- Be wary of distractors: options that sound plausible but are not directly supported by the text
- For vocabulary tasks (like Task 18): consider the word in context, not just its dictionary meaning
- For inference tasks: look at what the text implies, not just what it states directly
Del 2 – Videreformidling
"Work Experience"
Oppgave: Listen to an interview where Kris tells Ben about her various work experiences. Then write a short text summarising how her experiences are relevant for a future job. (150–200 words)
Key information from the interview:
- Kris is 18 and has worked part-time beside her studies for two years.
- Year one: McDonald's in Sydney during an exchange year (about 11 months).
- Year two: a neighbourhood bakery/café in Norway, where she has now worked for a year and three months.
- Before that: football (soccer) referee from about the age of 13 to 16 – first five-a-side and children's matches, later, after more courses, boys her own age.
Veiledning
Tips:
- Structure your text clearly: introduce Kris and her experiences, then explain relevance
- Use the information from the interview – don't invent details
- Show that you can mediate (videreformidle) information from a spoken source into writing
- Focus on transferable skills: what did she learn that would be useful in a future job?
- Stay within the word limit (150–200 words)
Viktige punkter å få med:
- Two service jobs on opposite sides of the world: McDonald's in Sydney was "fast-paced" and "a bit more hectic"; the Norwegian bakery is "a lot more quiet" – a neighbourhood café with regulars you get to know, so the work is "a bit more personal". She has therefore handled both high tempo and long-term customer relationships.
- She has noticed what differs between the two cultures: she thinks customer-service expectations are higher in Norway – she is asked to wipe tables she considers clean "quite often" – though she adds honestly that this may be the difference between a fast-food outlet and a bakery rather than between two countries. Noticing that distinction is itself a strength worth mentioning.
- Refereeing taught her something the café jobs did not: "I had to be a bit more decisive and stand my ground a bit more as a soccer referee than I did at either of my other customer service workplaces." She also took further courses in order to qualify for older age groups, and the job was physically demanding – harder, she says, than either McDonald's or the bakery.
- Relevance for a future job: tempo and stress tolerance, customer service in two different work cultures, decisiveness and authority under pressure, willingness to take courses and take on more responsibility, and physical stamina.
- Remember the task: you are to sum up in your own words how her experiences are relevant for a future job – not to retell the interview line by line.
Eksempelsvar (videreformidlingstekst):
What Kris Brings to Her Next Job
Kris is eighteen and has worked part-time alongside her studies for two years. Her first job was at McDonald's in Sydney during an exchange year, where she stayed for about eleven months; since coming home to Norway she has worked for a year and three months at a neighbourhood bakery. Two service jobs, but two very different ones – and that contrast is what makes her experience useful.
McDonald's, as she describes it, was fast-paced and hectic. The bakery is quiet and personal: the same customers come in every day and she gets to know them. An employer therefore gets someone who can keep up when there is a queue out the door and who can also build a relationship with a regular. She has even thought about the differences in what customers expect in the two countries, and she is careful to say that some of it may be the difference between fast food and a bakery rather than between Australia and Norway.
Her most transferable experience, though, is one that has nothing to do with serving food. From the age of thirteen she refereed football, taking extra courses so that she could handle older players, and she says the job forced her to be decisive and to stand her ground in a way neither of her other jobs did. Someone who can make an unpopular decision in front of a pitch full of sixteen-year-olds – and who takes courses in order to qualify for more – will manage a difficult shift.
Vanlig feil: Mange kopierer setninger direkte fra kildematerialet i stedet for å gjenfortelle med egne ord. Husk å tilpasse språk og tone til formatet oppgaven ber om. Sjekk at du har dekket alle punktene oppgaven krever.
Del 3 – Samhandling
"Do I have to grow up now?"
Oppgave: Read a discussion thread about a young person struggling after moving out for university. Write the next post in the thread (200–250 words). Refer and respond to other posts, contribute your own perspectives, comment, question, agree and/or disagree.
Thread participants:
- Theo (19): Has just moved out for university. Struggles with everyday tasks like cooking and cleaning. Feels lonely and overwhelmed. Wondering if he has made the right choice.
- Jonathan (20): Takes a tough-love approach. Says Theo needs to push through and toughen up. Shares that his parents convinced him to stay in the army even when he wanted to quit, and he is glad they did.
- Olivia (24): Is more sympathetic. Understands Theo's feelings and validates his struggles. However, she suggests that maybe Theo should consider moving back home if he is really that unhappy.
Veiledning
Tips:
- Write in a forum/discussion style – address other posters by name
- Show nuance: acknowledge valid points from multiple participants
- Add your own perspective and personal examples where appropriate
- Demonstrate critical thinking – don't just agree with everyone
- Be supportive but honest in your advice to Theo
- Stay within 200–250 words
Viktige punkter å tenke over:
- Theo's feelings are normal: Moving out for the first time is a major life change and it is natural to feel overwhelmed
- Jonathan has a point, but: "Toughing it out" works for some people, but dismissing someone's feelings is not always helpful. The army and university are very different situations
- Olivia's sympathy is kind, but: Moving back home might not solve the underlying problem – Theo needs to learn these life skills eventually
- Practical advice: Learn to cook simple meals, establish routines, reach out to classmates, join clubs or societies, call home when feeling lonely
- The middle ground: Acknowledge the difficulty but encourage Theo to give it more time before giving up
Eksempelsvar (foruminnlegg):
Re: Do I have to grow up now?
Theo, I completely understand where you are coming from. I moved out last year and the first few months were honestly some of the hardest I have ever had. So first of all, know that what you are feeling is completely normal. You are not failing – you are adjusting.
Jonathan, I respect your perspective, but I think comparing the army to university life is a bit of a stretch. Not everyone responds well to the "just toughen up" approach, and there is nothing wrong with admitting that something is hard. That said, you do have a point that pushing through difficult times can lead to growth. Sometimes you don't realise how strong you are until you have no other choice.
Olivia, it is nice that you are being supportive, but I would be careful about suggesting Theo move back home right away. If he goes home every time things get difficult, he might never learn to manage on his own. Moving out is supposed to be challenging – that is kind of the whole point.
My advice, Theo? Give it a proper chance. Start small. Learn three or four simple meals you can cook. Set up a cleaning schedule so it does not pile up. And most importantly, talk to people. Join a student club, sit with someone new at lunch, or just knock on your neighbour's door. Loneliness is usually the hardest part, and it gets so much better once you start building a social circle. You have got this.
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 – take your time and plan carefully
- Make a brief outline before you start writing
- Give your text a suitable title
- Use varied vocabulary and sentence structures to demonstrate language competence
- Show depth and personal reflection, not just surface-level observations
- Include examples from English-speaking countries where relevant
- If writing a literary text, include a clear conflict and character development
- You may write in any format unless the task specifies otherwise
Oppgave 4A: Happiness
Oppgave: Look at the cartoon where figure 1 asks "Where did you find that?" (referring to happiness) and figure 2 replies "I created it myself." Use the cartoon as a starting point to write about happiness. Reflect on the message in the cartoon, discuss how happiness means different things to different people, and explore challenges young people face in creating their own happiness. Give your text a title.
Viktige punkter:
- The cartoon's message: Happiness is not something you find or stumble upon – it is something you actively create through your choices, mindset and actions
- Different definitions of happiness: Material wealth, relationships, personal achievement, helping others, freedom, health, spiritual fulfilment – varies across cultures and individuals
- Challenges for young people: Social media comparison, academic pressure, uncertainty about the future, mental health issues, financial stress, identity struggles, unrealistic expectations
- Creating happiness: Building meaningful relationships, pursuing passions, gratitude, setting realistic goals, self-care, finding purpose, accepting imperfection
- Cultural perspectives: The American Dream and the pursuit of happiness, Scandinavian "hygge" and work-life balance, different cultural values around community vs. individual happiness
Oppgave 4B: Minorities
Oppgave: Write about a character or person who has experienced challenges and rewards of being part of a minority in an English-speaking country. Explore the challenges and rewards of belonging to a minority, reflect on how diversity benefits the community, and use examples from texts you have worked with. Give your text a title.
Viktige punkter:
- Types of minorities: Ethnic/racial minorities, religious minorities, LGBTQ+ individuals, immigrants, people with disabilities, linguistic minorities
- Challenges: Discrimination, stereotyping, feeling like an outsider, pressure to assimilate, language barriers, unequal opportunities, microaggressions, identity conflicts between home culture and mainstream culture
- Rewards: Strong sense of community and cultural identity, bilingualism/multilingualism, resilience, unique perspectives, cultural richness, pride in heritage
- How diversity benefits the community: Innovation and creativity, cultural exchange, broader perspectives in problem-solving, richer arts and cuisine, challenging stereotypes and building empathy
- Examples from English-speaking countries: African Americans and the Civil Rights Movement (US), Indigenous peoples in Australia/Canada/New Zealand, South Asian communities in the UK, Latino communities in the US, immigrant experiences
- Possible formats: Essay, article, biographical text, or narrative non-fiction about a real or fictional person
Oppgave 4C: Life Skills – Literary Text
Oppgave: Write a literary text where a young person faces challenges related to health and life skills. Create your own character(s) in an English-speaking country, explore challenges related to health and life skills, reflect on strategies to overcome them. The text must have a clear conflict. Give your text a title.
Viktige punkter:
- Health and life skills: Mental health (anxiety, depression, stress), physical health (eating habits, exercise, sleep), social skills, coping strategies, self-care, resilience
- Character ideas: A university student struggling with stress and unhealthy habits, a teenager learning to manage anxiety, a young person dealing with an eating disorder, someone overcoming social isolation
- Conflict types: Internal (self-doubt vs. determination, unhealthy habits vs. desire for change), external (peer pressure, family expectations, academic demands), both internal and external working together
- Strategies to overcome challenges: Seeking help from friends/family/professionals, developing routines, learning to say no, setting boundaries, practising mindfulness, physical activity, reaching out
- Literary elements: Use vivid descriptions, dialogue, character development, a clear narrative arc (beginning, conflict, turning point, resolution), show don't tell
- Setting: Must be in an English-speaking country – use specific details to bring the setting to life
Oppgave 4D: Life Skills – Quotes
Oppgave: Choose one or two of the following quotes about growing up and reflect on how they relate to "life skills" for young people today. Give your text a title.
Quotes:
- "It takes courage to grow up and become who you really are." – e.e. cummings
- "Growing up is never easy. You hold on to things that were. You wonder what's to come." – Bryan White
- "I think too much. I think ahead. I think behind. I think sideways. I think it all." – Winona Ryder
- "Life is a climb, but the view is great." – Vanessa Hudgens
- "We delight in the beauty of the butterfly, but rarely admit the changes it has gone through to achieve that beauty." – Maya Angelou
Viktige punkter:
- e.e. cummings: Being yourself requires courage – fitting in is easier than standing out. Relevant to identity, peer pressure, authenticity, self-acceptance
- Bryan White: Growing up means letting go of the past and facing uncertainty. Relevant to transitions (leaving school, moving out), nostalgia, fear of change
- Winona Ryder: Overthinking and anxiety are common for young people. Relevant to mental health, decision-making, analysis paralysis, mindfulness
- Vanessa Hudgens: Life is difficult but rewarding. Relevant to perseverance, goal-setting, appreciating progress, resilience
- Maya Angelou: Transformation is painful but beautiful. Relevant to personal growth, hardship as a catalyst for change, appreciating the process
- Connect to life skills: How do these quotes relate to practical skills young people need – managing stress, building relationships, making decisions, taking responsibility, self-care?
Eksempelsvar (Oppgave 4A – Happiness):
The Happiness You Build
In the cartoon, one figure asks the other where they found happiness, and the answer is simple but profound: "I created it myself." At first glance, this might seem obvious. Of course we are responsible for our own happiness. But when you think about it more carefully, the message goes deeper than that. It challenges the idea that happiness is something external, something we stumble upon or receive from others, and suggests instead that it is something we actively construct through our choices, our mindset and our daily actions.
This is a powerful idea, but also a complicated one, especially for young people today. We live in a world where happiness is constantly defined for us. Social media tells us that happiness looks like perfect holidays, flawless skin and thousands of followers. Advertising tells us that happiness is the next product, the next upgrade, the next trend. Even well-meaning adults sometimes tell us that happiness means getting good grades, going to university and landing a well-paid job. With all these external definitions flooding in, it is no wonder that many young people struggle to figure out what happiness actually means to them.
The truth is that happiness means vastly different things to different people, and that is perfectly fine. For some, it is the warmth of close friendships and family. For others, it is the satisfaction of mastering a difficult skill or achieving a personal goal. In some cultures, happiness is closely tied to community and belonging – in many African and Asian societies, for instance, people find fulfilment through contributing to their families and wider communities. In contrast, Western cultures, particularly in countries like the United States, often emphasise individual achievement and personal freedom as the path to happiness. Neither approach is wrong, but both have their limitations.
For young people, one of the biggest challenges in creating happiness is comparison. Studies have shown that heavy social media use is linked to lower self-esteem and increased feelings of inadequacy. When you spend hours scrolling through carefully curated images of other people's lives, it is easy to feel that your own life falls short. But what we see online is rarely the full picture. The person posting about their amazing weekend might be struggling with loneliness during the week. The classmate who seems to have everything figured out might lie awake at night worrying about the future. Comparison, as the saying goes, is the thief of joy.
Another challenge is the pressure to have your life planned out at a young age. Many teenagers feel anxious about choosing the right subjects, the right career path, the right everything. This anxiety can make happiness feel like something that exists in the future – "I'll be happy when I get into university," "I'll be happy when I get a job" – rather than something that can be experienced in the present. But research in positive psychology suggests that people who practise gratitude and focus on the present moment tend to report higher levels of well-being than those who are always chasing the next milestone.
So how do young people actually go about creating their own happiness? The cartoon gives us a starting point: take responsibility. This does not mean pretending that everything is fine when it is not, or blaming yourself when you feel unhappy. It means recognising that while we cannot control everything that happens to us, we can control how we respond. We can choose to invest in relationships that make us feel valued. We can choose to spend time on activities that give us a sense of purpose, whether that is sport, music, volunteering or something else entirely. We can choose to limit the time we spend comparing ourselves to others and instead focus on our own progress.
It also means accepting that happiness is not a permanent state. Nobody is happy all the time, and chasing constant happiness can actually make us more miserable. A more realistic and healthy approach is to aim for a life that feels meaningful, connected and balanced – a life where there is room for both joy and struggle, because both are part of being human.
The figure in the cartoon did not find happiness lying on the ground. They built it, piece by piece, with their own hands. And that, I think, is the most important lesson for all of us: happiness is not a destination. It is something you create, every single day.
Vanlig feil: Mange glemmer å gi teksten en tydelig tittel og å dekke alle de tre punktene oppgaven krever (budskapet i tegneserien, ulike syn på lykke og utfordringer unge møter). Husk å analysere og reflektere – ikke bare gjengi fakta. Bruk varierte setningsstartere og bindeord som «however», «in contrast» og «for instance» for å skape god flyt.
Generelle eksamenstips for ENG1007:
- Del 1 (lytting/lesing): Read all options before listening or reading. Look for specific evidence in the text. For vocabulary tasks, consider context and common collocations.
- Del 2 (videreformidling): Convey key information from the source in your own words. Structure your text clearly and stay within the word limit. Show that you can summarise and reflect.
- Del 3 (samhandling): Respond to others' views directly by name. Show nuance and critical thinking. Use an appropriate forum register – be respectful but honest.
- Del 4 (skriftlig produksjon): Plan your text before writing. Use varied vocabulary and sentence structures. Show depth, personal reflection and knowledge of English-speaking cultures. Always give your text a title.
- Time management: All three parts are weighted equally at approximately 33%. Budget your time accordingly and leave time to proofread.
- Language quality: Aim for varied sentence openings, appropriate linking words and a range of vocabulary. Avoid repeating the same phrases.