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<p>This essay focuses on the genre of Chick Lit and two novels in that genre: <em>Confessions of a Shopaholic</em> by Sophie Kinsella and <em>Queen of Babble</em> by Meg Cabot. The essay examines the origins of the Chick Lit genre and discusses its influences and the typical trademarks of the Chick Lit novel. The essay also discusses how some of the current research has come to the conclusion that Chick Lit is sprung from the genre of romance novels. In the second section of the analysis, the conventional formula of the popular romance novel is presented, followed by a discussion about the ways in which the Chick Lit novels differ from that formula. The primary research question of the essay asks “Is the Chick Lit novel a new version of the romance novel or can it not be seen as a distinct literary genre?” The third section of the essay consists of a comparative reading of the two Chick Lit novels, where it is argued that they can be seen as novels about personal growth and development, and how they deal with self-discovery more than anything else.  In the conclusion, the essay discusses how although Chick Lit novels have borrowed some themes and characteristics from the romance novels, there is also more to the Chick Lit novel than just the romance theme. Friendships and family relations are as important to the two heroines as finding love is, and it is important for the protagonists to understand themselves first, and only after that do they begin thinking about love.</p>

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<p>This essay is about metaphors of time, mortality and transience in William Shakespeare’ssonnets. Exploring these metaphors, I examine sonnets nr. 60, 64 and 65 more closely, since Ithink they are particularly representative as regards the metaphors of time. Unlike the rest ofthe sonnets, these three deal with the subject throughout the sonnets, focusing on theinevitable degeneration of material things. The image of time in the sonnets is depicted in avaried way constructed by several metaphors that add to the depth and paint imagesinfluenced by the beliefs and knowledge of Shakespeare’s time. I put these images in relationto the English Renaissance and its concepts of time using sources from, for example, JohnSpencer Hill, Katherine Duncan-Jones and Dympna Callaghan, who all have made their ownanalyses of Shakespeare’s sonnets. In my close reading of the sonnets I analyse the variousmetaphors Shakespeare uses to make us experience the passage of time as in, for example,sonnet number 60, where the ongoing passage of time is described in a cyclical way by theuse of the metaphor of the waves rolling in and out of a pebbled shore. In a repetitive way thewaves are in constant motion. We can recognise ourselves as being the pebbles, affected bythe constant motion in our lives, slowly turning into sand by time’s cruel hand.</p>

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<p>Background: During our VFU (Workplace-based Education), we met a teacher, who worked with metacognitive strategies, and used a holistic, top-down approach with her pupils. The teacher had been working with them in this way for three years. We wanted to know how the pupils used lexical inferencing strategies they had learned about in school, in their spare time outside school. Purpose and aim: The purpose of the study was to examine the use of lexical inferencing strategies and the aim was to find out whether pupils who had been encouraged to use lexical inferencing strategies in classroom teaching actually used these strategies when encountering unknown English words in their spare time. Method: We used a qualitative, semi-structured group interview, with an interview guide approach as method to achieve descriptions of the lived world of our interviewees. Eighteen out of 24 pupils in a 9th grade class were interviewed. We conducted six interviews, since the pupils were interviewed in groups of three. During the process of data analysis four different categories of strategy use emerged. Results: The results of our study showed that the pupils used the following strategies when encountering an English word outside school: avoidance, referring to another resource, inferencing from context and metalinguistic knowledge. The results also showed that even though the pupils are trained to use these strategies in school, they did not use them consistently in free time encounters with English language texts</p>