Klicheer I Kunsten Essay

European union history essay

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Essay European history union

Til hver af opgavegenrerne hører der et antal skrivehandlinger og analysegreb, hvoraf nogle er specifikke for genren, mens andre er fælles. Her får du en oversigt i punktform.

Om essayet

Essayet er den mest personlige af de tre opgavegenrer, og den der stiller de største krav til din viden om emnet — som altid er danskfagligt — og din holdning til det. Det er den genre hvor du kan give din personlige holdning udtryk, men også den hvor du lettest falder igennem hvis du ved for lidt om emnet, eller hvis din holdning er for snæver og unuanceret.
I essayet skal du nemlig ikke argumentere for en holdning, eller forsøge at overbevise nogen — men du skal afsøge et felt, undre dig, og kvalificere din undren til stadig større undren.
I essayet skal du forholde dig personligt, men ikke privat, til det emne som udgangsteksten åbner. Det sætter grænser for hvor tæt du kan gå på dig selv og dine omgivelser i essayet. Det personlige giver engagementet, mens det private lukker af for abstraktionen og det løft i retning af det almene som essayet skal indeholde.
Modsat hvad mange tror, er essayet ikke den letteste genre!

Opskriften på det gode essay er nogenlunde sådan her. Det gode essay:

  • opfylder opgavens krav og anvisninger
  • undersøger, reflekterer
  • har emnefokus
  • har overblik over materialet
  • tager afsæt i materialet
  • udnytter materialet i sine refleksioner
  • inddrager skribentens egne overvejelser og evt. andet stof
  • afrunder i en åbning, hvor læseren kan fortsætte refleksionerne

Som forfatter til essayet skriver du dels for at folde tanken ud for dig selv og forhåbentlig bevæge dig i retning af større klarhed, dels for at invitere læseren til at deltage i rejsen.


Essayet bør indeholde 3 hovedafsnit – som du godt kan underinddele for fremstillingens skyld, men læseren skal have en klar fornemmelse for hvornår du bevæger dig fra hovedafsnit til hovedafsnit. Det betyder ikke at du skal lave underrubrikker, men du kan sagtens lave et ekstra linjeskift mellem hovedafsnittene hvis du synes det tydeliggør strukturen.

IndledningSkriv dig ind på emnet og præsenter teksten, så både du og læseren kommer i gang — og i samme retning!
Åbningen bør være undrende, åben, undersøgende, sprogligt interessant — dvs. essayistisk
Beskriv hovedemnet fra 3-5 vinkler:
- Sørg for at præsentere og indarbejde teksten fra opgave
- Indarbejd både abstrakte og konkrete sekvenser, dvs. både eksempler og refleksioner
- Hold dig på måtten/til emnet!
- Sørg for gode overgange.
- Besvar (eller reflekter i det mindste) over alle de spørgsmål du stiller. Og omvendt: stil kun spørgsmål du kan besvare eller reflektere over.
- Sørg for variation i eksemplerne.
- Inddrag danskfaglig viden (og terminologi).
- Kontroller at du har besvaret opgaven.
AfrundingDu skal i mål, og det skal læseren også. Rund essayet af i forhold til indledningen og det oplæg du gav der.

"Hvor langt skal det være?"

Det er ofte det første spørgsmål læreren bliver mødt med. Det fornuftige svar er: ”Lang nok.” Nemlig lang nok til at opgaven er løst tilfredsstillende. Det er ikke en dyd i sig selv at skrive langt – tværtimod er god skriftlig fremstilling kompakt og fri for tomme kalorier. Du forventes at skrive 3,5 sider som minimum, men sigt efter ca. 4. Hvis vi tager udgangspunkt i 4 sider, kan hovedafsnittene fx fordeles således:

De stiplede linjer i grafikken angiver at grænserne er flydende og selvfølgelig bør indrettes efter indholdet. Grafikken er rent vejledende. Husk at du ikke skal lave overskrifter til afsnittene!
Du må selvfølgelig gerne skrive mere hvis du har indhold til det, men hellere 4 sider uden gentagelser og tomgang end 5 med!


Brug opgavens titel som titel på dit essay — medmindre du ligefrem bliver bedt om at finde på en titel selv.


Indledningen præsenterer emnet og skal gerne gøre det nærværende og interessant for læseren fra starten. Ofte vil man vælge at give et konkret eksempel på det som man undrer sig over i resten af essayet. Som i resten af essayet bør eksemplet være personligt, men ikke privat. Et essay om klicheer i kunsten kunne fx starte med at du undrer dig over en skulptur af Jeff Koons, som du lige har set. — Eller over en film du lige har set, hvor helten forsvinder ud i aftensolen til sidst.

Du kan lave en klassisk tragtindledning, som fx
De fleste af os kender en kliche når vi ser den. Eller hører den. De fleste af os er parate til at håne klicheen, og endnu mere dens ophavsmand, så hvorfor er det egentlig at vi holder så meget af dem at vi læser de samme kioskbaskere med forskellige titler, hvorfor ser vi de efterfølgende stadigt tyndere opkog på en oprindeligt god film, og hvorfor gider vi lytte til den ene sang efter den anden hvor hjerte rimer på smerte?

  • Start med et konkret eksempel, og undr dig over det.
  • Sørg for at vække læserens nysgerrighed fra starten.

  • Undgå metasprog: start aldrig med I denne opgave …



Her fortsætter du linjen fra din indledning og åbner den mod den undersøgelse du vil foretage i essayet. Det kan du fx gøre ved at præsentere den tekst du skal tage afsæt i. Du kan også præsentere den senere, men du får en klarere struktur i dit essay ved at præsentere den her — så overvej det.
Præsentationen af teksten er skarpt vinklet: du skal ikke analysere eller fortolke den, men fremhæve hvad det er du vil arbejde videre med i den. Husk at angive tekstoplysningerne: titel, forfatter, kilde.

Ex.: Nogle af de samme tanker har NN gjort sig i … hvor han gør sig til talsmand for det synspunkt at …


Nu er du klar til at undersøge, overveje, reflektere over essayets emne i en blanding af konkrete eksempler og abstrakte refleksioner. Skriv så læseren kan se eksemplerne for sig!
Dine refleksioner skal indeholde danskfaglige elementer (fx viden om periode, genrekoder, sprog, m.m.) og gerne viden fra andre fag og områder.
Din sprogtone må gerne være personlig — men skal også kunne forstås og accepteres af din læser.
Din tilgang til emnet skal have præg af (struktureret) højttænkning: du skal holde døren åben for nye vinkler og synsmåder.

  • Brug tekstmaterialet til noget — det er ikke nok at nævne det
  • Skriv gerne billedskabende
  • Skriv gerne personligt (men vær bevidst om din sprogtone og dit ordvalg)
  • Brug uafklarethedsmarkører, som fx hvis, måske, vist, sikkert, muligvis, sandsynligvis, nok, vel også, en slags, nærmest, eventuelt, osv.
  • Brug gerne retoriske spørgsmål (med måde!)

  • Undgå at blive privat
  • Undgå at blive plat


Afrundingen skal være åben og ikke konkluderende. Dvs, den skal samle op på refleksionerne, understrege linjerne i undersøgelsen, og holde døren åben for videre refleksion.
Samtidig skal den gøre det klart for læseren at nu slutter du — det skyldes ikke en fejl at der ikke står mere på siden.

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