Upon completion of this course, the students will:
● have a good knowledge of the Norwegian language system and the text structure in general and academic texts,
● have good knowledge of different literary texts and be able to place them in a relevant context,
● have good knowledge of different aspects of Norwegian culture, history and society.
Upon completion of this course, the students will be able to:
- understand longer, continuous speech of a general and academic nature,
- understand long, complex academic and literary texts and be able to differentiate between different style levels,
- express themselves in a fluent, nuanced and precise manner in verbal situations,
- write clear and structured texts on complex topics, with varied language and a high degree of accuracy.
Upon completion of this course, the students will:
- be able to function well linguistically and culturally in the Norwegian workforce and student life,
- be able to actively participate in Norwegian social and cultural life.
Language: The students will expand their knowledge of the Norwegian language system and the structure of general and academic texts. They will also gain an insight into Nynorsk and Norwegian dialects. Knowledge about the use of academic language is also included in this part of the course.
Literature: Students will work with a selection of literary texts from different genres, including media texts (for example, radio and television programmes or film). The link between the texts and the societal context will be highlighted. During the course, students will develop their ability to interpret literary texts.
Culture and society: Students will expand their knowledge of Norwegian history and society. The course also addresses current issues relating to Norwegian culture and what is viewed in a broader context.
Required prerequisite knowledge
|Written exam||1/1||A - F||Norwegian-Norwegian dictionary. |
Students will work with authentic texts within all three areas. The course requires active effort and participation from the students.
Attendance at the course is compulsory (75%).
During the semester, students must submit three written assignments that will be part of a file (approved/not approved).
In addition, they will write a longer assignment (1,500 words +/- 10%, approved/not approved).
The students will also hold an oral presentation on an academic subject (approved/not approved).
- Course coordinator
- Unni Puntervold Pereira
- Course teacher
- Wenche Elisabeth Thomassen , Ann Elisabeth Laksfoss Cardozo , Greta Brodahl
- Programme coordinator
- Anne Siri Norland , Karen Marie Espeland
Method of work
Students will receive guidance and feedback from the subject teachers regarding the texts and may also receive feedback from fellow students. The programme sets high demands for individual effort and independent work.
Students who have completed the B 2 exam (level 3) with the grade of C or better.
Employees in the public and private sectors who have completed the written and oral parts of the B-2 exam (level 3).
Norwegian students from foreign universities who have completed the written and oral exam in Norwegian at B2 level (level 3) in their home countries.
Brottveit, Ånund (2004) “Idrettsnasjonalisme” in Brottveit, Ånund, Brit Marie Hovland and Olaf Vaagedal (ed.) Slik blir nordmenn norske. Bruk av nasjonale symbol i eit fleirkulturelt samfunn.
Unipax: Oslo, 140-153 (13), Nynorsk (with vocabulary explanations).
Døving, Runar (2003) “Matpakka. Den store fortellingen om familien og nasjonen.” in Rype med lettøl. En antropologi fra Norge. Pax: Oslo, p. 89-115 (27).
Huseby, Olaf (2008) På egne bein. Abstrakt forlag: Oslo, p. 5-79 (74).
Hylland Eriksen, Thomas (2008) Storeulvsyndromet. Jakten på lykken i overflodssamfunnet.
Aschehough: Oslo, p. 7-34 (27).
Lange, Katarina and Henrik (2013) Ibsen på en time (excerpt) (for example, 1-10, 35-38, 40-60,63-66, 68-72, 80-82, viktige ingredienser) Schibsted: Oslo.
Stenersen, Øivind (2015) Norges historie. En innføring. Cappelen Damm Oslo, p. 77-120 (43).
Stordahl, Vigdis. “Samene fra “lavtstaaende race” til “urbefolkning”” in Hylland Eriksen, Thomas (ed.) Flerkulturell forståelse. Universitetsforlaget: Oslo, p. 153-167 (14). Approx. 200 pages
Curriculum in the Language part:
Golden, Anne/Mac Donald, Kirsti/ Ryen, Else (2014): Norsk som fremmedspråk, Universitetsforlaget, Oslo.
(Part 2, Chap. 19 and 20: Setningstyper og leddstilling, Part 3, Uttrykksmåter, Chap. 21 Kjent
og ny informasjon, Chap. 22 Fokusering, Chap. 23 Logiske relasjoner, Chap. 26
Tidsforhold, Chap. 27. Aksjonsart, and Chap.28 Modale forhold.)
New compendium for Academic writing
Lutdal, Håkon (2018): Med ordet i sin makt. 10.000 stående uttrykk, faste fraser, ord og vendinger.
Approx. 200 pages
Curriculum in the Literature part:
Topic: Human dignity and cultural encounters
Lars Saabye Christensen (1988): Herman. Oslo: Cappelen (novel)
+ Herman (1990): Film (Erik Gustavson (director).
Linnéa Myhre (2014): Kjære. Oslo: Tiden Norsk Forlag (novel, p. 7- 25, 152 - 156).
Hanne Ørstadvik (1997): Kjærlighet. Oslo: Forlaget Oktober (novel, p. 5-30, 171-175).
Norman Mubashir (2004): Mitt liv som Ola Noman. Oslo: Kagge (novel, approx. 5 pages).
Zeshan Shakar (2017): Tante Ulrikkes vei. Oslo. Gyldendal Forlag (novel, approx. 30-50 pages).
Approx. 300 pages.
Sist oppdatert: 27.06.2019