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FÜR DIE KLAUSUR:
How to quote from a text
Different types of giving reference to the text:
1. When they play tricks on Miriam they have fun (ll.31-33).
2. When they play tricks on Miriam they have fun. This is seen in lines 31 to 33.
3. When they play tricks on Miriam they have fun because they are “laughing” (l.31).
4. The author shows that the girls have fun bullying Miriam because he uses words like “laughing” (l.31) and “giggling” (l.32).
5. When they play tricks on Miriam they have fun because it is said in the text: “We burst out laughing. It was clear that Miriam has seen the note.” (ll.31-33).
6. The author wants to express by writing “We burst out laughing. It was clear that Miriam has seen the note.” (ll.31-33) that the girls have fun bullying Miriam.
7. When they play tricks on Miriam they have fun. This becomes clear in the following quotation: “We burst out laughing. It was clear that Miriam has seen the note.” (ll.31-33).
8. …
Useful phrases: summary
introduction
The short story “…” by … written in 2006 deals with…
The article “…” published on January 13, 2006, by …. focuses on…
useful phrases: short story
The short story
· is about a decisive event in the life of …
· deals with the theme of …
· illustrates a typical example of human …
· is a psychological study of …
· narrates the conflict between two characters …
· concentrates on a number of characters …
· presents aspects of characters at a crucial moment of conflict in their lives …
· is set in …/covers only a short period of time
· has an abrupt opening/an open ending/a surprise ending
Theme
The story/play/poem deals with …
The theme of the story/play/poem is …
Action and plot
The setting of the story/play is …
The action of the story/play is …
The action takes place in …
The events of the story happen …
The main elements of the plot are …
The stages/phases of the action are …
The turning point/climax is reached when
The action reaches its climax when …
The story has a surprise/tragic/happy ending.
Atmosphere
The atmosphere of the play/story is …, because …
The setting/description of … creases a/an … atmosphere
The atmosphere of the story is shown in …/is revealed by…
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calm (ruhig) carefree (sorgenfrei) peaceful (friedlich) safe (sicher) serene (heiter) happy (glücklich) |
aggressive (aggressiv) cold (kalt) dark (dunkel) gloomy (schwermütig) tense (gespannt) threatening (bedrohlich, drohend) sad (traurig) |
The author
· draws the reader’s attention to…
· explains precisely…
· provides insights into…
· describes a person/thing in very detailed way.
· Narrates something in a biased/an objective/a humorous/ a vivid way.
Useful phrases: characterisation
The author/narrator describes the characteristic features/activities/outward appearance of ..
The following characteristics are typical aspects/features of …
The main character’s behaviour is …
Characterisation:
outward appearance - behaviour, abilities - feelings, attitudes
The way in which the narrator presents the characters in the story is called characterisation. One can distinguish between two main methods.
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direct characterisation |
indirect characterisation through action |
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- through the narrator’s description of the character’s outward appearance - through direct comments on his/her character |
- by what the character does, says or thinks - by showing what other characters think or say about him/her |
Useful phrases: comment and analysis
linking and variety of language !!!
1. beginnings
As we have seen in …
As we know from ….
The author of … holds the view that …
This paper opens with…
I’ve read the story “….” written by ….
At first/first of all/at the beginning…
At first glance…
After the first reading…
After intensive study…
2. talking about one's opinion
In my opinion/view …
To my mind …
From my point of view…
The way/as I see it…
In my eyes…
The way I see it…
I think …
The first point I would like to mention …
It seems to me, however, …
I would say…
As far as I can see…
Personally, I feel…
When reading the text I immediately/ gradually/reluctantly disapproved of …/felt a dislike for…
The text impressed/evokes strong feelings in/appeals to/doesn’t appeal to me because of…/it…/there is…
I felt amused/entertained/perplexed/bored/
disappointed by the text, as it…
The text made think about/consider the issue of…
3. analysis, argumentation, linking
When we have a closer look at…
It is often/generally believed/accepted/taken for granted…
On the one hand/on the other hand…
In contrast to…
In addition to/moreover/furthermore/additionally…
With regard to/ regarding to/according to/with reference to the main issue/problem/point of the text is…
the main conflict in the text is…
One reason is that …
Another argument is that…
It is for this reason that…
I like to add/to make a further remark …
The main emphasis lies on sth.
The author
* emphasises/stresses/accentuates/underlines/ focuses on/gives special importance to/lays stress on/ points out …
* bases his arguments on the assumption that…
* offers the theory that…
*supports his view with strong/clear/weak arguments.
* tries to persuade/convince the reader…
* asks/questions/interrogates/enquires/investigates/puts the question/answers/replies/gives an answer/reply
* addresses/adds/convinces/ criticises/compares/makes a comparison/contradicts/ influence sb./affirms/comments on/discusses/estimates/ explains/evaluates/expresses/ illustrates/informs sb. about sth./justifies/claims/ mentions/pretends/ remarks/repeats/reports/ says/utters/tells/talks about/shows/introduces/gives an introduction
* studies/analyses/describes/defines/thinks/reflects/believes/ supposes/intends
The reader gets the information that…
The author gives an example of sth./examplifies…
While/whereas/otherwise
However/nevertheless...
Unless/in spite of…
4. drawing a conclusion
Therefore I would say/think/don’t think/cannot agree with/would support the view that…
As a result…
In short, …
I conclude/have come to the conclusion that/sum up
In the end/at last/finally/after all /altogether/consequently/Last of all/
All in all, I got the impression…
I am convinced that...
Useful phrases: point of view
The point of view is that of the I-narrator.
… shows us that the narrator’s point of view is unlimited/limited.
In this passage, the reader becomes aware that the narrator is omniscient, as he/she gives the reader insight into …’s hidden feelings.
Only an omniscient third-person narrator could know that…
Here, the narrator states explicitly/implicitly/between the lines that…
Words or phrases like “…” show that the narrator does not want us to take what he/she says seriously.
The narrator is a third-person narrator.
As the narrator is a (minor) character of the story, his/her point of view is restricted to…
In phrases like “…”, the narrator’s attitude towards… is revealed.
From the narrator’s statement “…”, we can see whose side he/she is on.
short story
Many attempts have been made to define the short story. But on a few points at least, the opinion of most critics is unanimous. Here are some elements which can be generalised, but which do not always appear in a short story.
formal elements:
genre: fictional narrative text, prose fiction
length: can be read at a single sitting, 500-20000 words, less complex than novels
- no elements of prose (rhyme, rhythm, etc.)
- objective matter-of –fact description with poetic atmosphere (rhetorical devices)
- presents a unified impression of temper, tone, colour and effect
content:
- little action, a limited number of characters
- plot is not very complex, creates a unified impression and leaves us with a vivid sensation rather than a number of remembered facts
- shows a decisive moment of life (which can entail fatal blow (Schicksalsschlag)), conflict situations and strong emotions
- hardly any character development, but we get a snapshot of life
structural elements:
1. exposition
- the introduction of
· setting (time, place)
· main characters (protagonist, antagonist)
· problem, subject, theme
· background information
· atmosphere
2. rising action
- the conflict is developed
3. climax
- the point of highest tension/suspense
- the point of the story with the most action
- the turning point, changes take place
4. falling action
- reduction in suspense
5. solution
- the problem is solved, moral
special features:
- abrupt beginning:
the story starting in the middle of the action
- abrupt or open ending
Different types of narrators/point of views
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Author: creates and writes the story Reader: reads and understands/interprets the story Narrator: tells the story, exists within the story |
Protagonist: main character in a story Antagonist: foil (Kontrastfigur), opposition to protagonist |
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narrator |
pro-noun |
narrator’s role, reliability |
knowledge |
effects on reader |
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first-person narrator (I-narrator) |
I, we |
major or minor character in the story subjective |
-tells his own or someone else’s story -takes actions, has thoughts, feelings, opinions -doesn’t know about other person’s feelings |
reader feels greater intimacy with one character, gets information about his feelings, opinions and views on the world => create sympathy |
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second-person narrator |
you |
- addresses the reader - tells a story where the reader is involved |
reader imagines himself within the action |
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third-person narrator |
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observer narrator |
he, she, it |
minor character or no character in the story subjective - objective |
- reports about events and characters, what can be seen and heard - no feelings, thoughts |
reader gets a greater sense of objectivity for the story, but feels more distance between him and the story |
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limited third-person narrator |
he, she, it |
no character in the story objective |
-tells the story, feelings and thoughts of 1 character |
Reader gets information about the character’s feelings, opinions and views on the world, but not everything => create sympathy |
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omniscient third-person narrator |
he, she, it |
no character in the story omniscient, very objective |
-knows all events and feelings and thoughts of more than one character |
reader gets a panoramic view of the world of the story, looks into many characters and into the broader background of a story |
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device |
explanation |
function |
example |
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COMPARISON |
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simile |
a literary comparison between two different things that resemble each other in at least one way. Use of: like, as, as … as, more/less/nicer than, so, to be similar to, to resemble s.th. |
clearness: It is easier for the reader to imagine something with the help of a picture, making the abstract or unknown concrete and familiar art: gives charm and distinction to the style |
His heart is as hard as a stone. I see men, but they look like trees. The grass bends with every wind; so does Harvey. |
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metaphor |
a literary comparison between two different things by speaking of one in terms of the other. Without use of: like, as, etc. |
He has a heart of stone. I am the bread of life. |
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symbol |
Something concrete stands for something abstract |
Red rose = love Pigeon = peace |
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antithesis /contrast |
establishes a clear, contrasting relationship between two ideas by joining them together or juxtaposing them |
distinction: creates a definite relationship between ideas, clarify difference |
Success makes men proud; failure makes them wise. |
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allusion /reference |
a short, informal reference to a famous person or well known event |
clearness |
If you take his parking place, you can expect World War II all over again. |
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REPETITION |
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alliteration |
Identical beginning of sound of words that belong together |
emphasis: has a hammering-in-effect; calls attention to the phrase and fixes it in the reader's mind; stresses of idea, topic art |
Bear and burden Ah, what a delicious day! |
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anaphora |
Identical beginning of sentences |
To think on death it is a misery. To think on life it is a vanity. |
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epiphora |
Identical end of sentences |
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repetition |
repetition of words or phrases in a text |
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SENTENCE STRUCTURE |
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parallelism |
recurrent syntactical similarity, several parts of a sentence or several sentences are expressed |
Balance and rhythm: shows that the ideas in the parts or sentences are equal in importance; clearness |
Success makes men proud; failure makes them wise. |
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chiasm (Kreuzstellung) |
might be called "reverse parallelism," since the second part of a grammatical construction is balanced or paralleled by the first part, only in reverse order |
emphasis balance: but which cannot be paralleled effectively, because the emphasis is placed on the wrong words |
Tell me not of your many perfections; of your great modesty tell me not either. |
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climax |
arranging words, clauses, or sentences in the order of increasing importance, weight, or emphasis |
emphasis |
The concerto was applauded, it was voted best concerto of the year, it has become known today as the best concerto in the world. |
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parenthesis (Einschub) |
consists of a word, phrase, or whole sentence inserted as an aside in the middle of another sentence |
effect of immediacy: you are relating some fact when suddenly something very important arises; serves to give some statements a context |
Anyone is bold (I speak in foolishness), I am just as bold myself. The new calculations - we see the value up-to-date information - showed … |
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rhetorical question |
A question not answered by the writer, because its answer is obvious or obviously desired, and usually just a yes or no. |
emphasis provocation |
Is this the end to which we are reduced? Is the disaster film the highest form of art we can expect from our era? |
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LISTING |
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enumeration (Aufzählung) |
list of words which are different in meaning, but which belong together |
clearness emphasis effect of speed |
I love her eyes, her hair, her nose, her cheeks, her lips. |
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asyndeton |
list of words which are similar in meaning |
On his return he received medals, honours, treasures, titles, fame. |
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OTHER DEVICES |
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understatement (Untertreibung) |
Expression of an idea as less important than it actually is |
ironic emphasis politeness and tact avoid the charge of egotism |
The 1906 San Francisco earthquake interrupted business somewhat in the downtown area. |
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hyperbole (Übertreibung) |
Exaggeration of conditions |
emphasis |
This stuff is motor oil compared to the coffee you make, my love. |
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personification |
an animal, object, idea or abstraction seems to have human attributes (form, character, feelings, behaviour) |
art clearness |
This coffee is strong enough to get up and walk away. We bought this house instead of the other one because this one is more friendly. |
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onomatopoeia (Lautmalerei) |
the use of words whose pronunciation imitates the sound the word describes |
clearness vividness: produces a lively sentence, adding a kind of flavouring by its sound effects |
slam, pow, screech, whirr, crush, sizzle, crunch, wrench, gouge, bang, fizz, roar, growl, click, snap, pop |
In a comment you voice your opinion on a certain situation, event, person, behaviour, attitude, or a statement made by someone else.
Writing the comment
- one arguments follows the other, the strongest argument is put forward at the end
- An argument for a view is immediately followed by the argument against it.
4. Draw a conclusion.
Summary: "The Grave"
But after years, when Miranda is grown up, she sees jellies, which look like little rabbits, in a shop window. She gets reminded of the story and feels guilty and disgusted.
All in all, this short story shows that hunting isn't very good for children and that experiences in the childhood can be important for the whole life.
student B)
The short story "The Grave" written by Catherine Anne Porter is about two children who often go hunting rabbits and doves together.
The short story is about a girl, Miranda, and her older brother Paul who often got to a cemetery to hunt rabbits and doves. While they play at the cemetery, Paul, who is 12 years old, kills a rabbit with one shot and calls his sister Miranda to show her the dead rabbit. Paul takes the dead animals and strips off the skin. He sees that the dead rabbit is going to have young babies and is shocked about it. They don't want the rabbit's skin anymore. Therefore, Paul buries the rabbits.
After a few years, Miranda sees sweets which look like rabbits. She is reminded of the story and feels very disgusted and guilty.
Summary (Krick)
The short story "The Grave" written by Catherine Anne Porter deals with children's processes of growing up, in which they make experiences in their childhood which influence their later lives.
C. A. Porter tells the story of the 9-year-old Miranda and her brother Paul, 12 years old, who play at a cemetery and go hunting together. One day, they find a ring and a silver dove from a screw in a grave. Miranda is fascinated by the ring and is eager to have it. So, after a little argument, they exchange their treasures. After that, they go hunting and Paul shoots a rabbit. As he cuts the rabbit open, the two children are shocked and amazed at the same time. The rabbit was pregnant and they can see the babies inside the dead body. Miranda doesn't want the fur anymore and therefore Paul puts the babies back and buries the rabbits on the cemetery. Later, Paul memorises Miranda not to tell anybody about this incident, especially not their father.
Many years later, when Miranda is grown up, she sees sweets, which look like little animal babies, and is terrified by the memory of the experience with the dead unborn rabbits, which she has nearly forgotten.
In conclusion, you can say that "The Grave" shows how children's ways to maturity are influenced by experiences in their childhood and that oppressed feelings can appear again even after many years.
Characterisation of Miranda
Student 1
Miranda is a 9-year-old girl in the short story “The Grave” from Catherine Anne Porter.
She has an elder brother, who is 12 years old, his name is Paul. She has got a good relationship to Paul, you can see that in the story because they go hunting together and exchange things like the ring and the dove.
They hunt together since Miranda was 7, so she has followed her brother for many years, and he cares for her. Although she can’t shoot very well, she likes it, because her brother likes it and he is her role model. Because of that, she isn’t afraid to shoot or to kill either.She is no typical girl because she acts more like a boy in the whole story.
It seems that Paul isn’t only her brother, but her best friend, too. She looks up to her brother, and because of that she dresses like him, they nearly wear the same outfit. But there is one difference between them: Miranda has a greater social sense.
Student 2
The text “The Grave” deals with Miranda and Paul. Miranda is a 9-year-old girl who goes shooting with her elder brother since she was 7. She has learned a lot from him and she isn’t afraid to shoot or to kill animals anymore. She can’t shoot very well, but she looks up to him and wants to learn the right way of shooting.
She wears clothes like a boy because they often play together. Sometimes she wants to be like her elder brother Paul.
Student 3
In this characterisation, I will describe one of the main characters of the short story “The Grave”: Miranda.
Miranda is nine years old and a very untypical girl. She has a social sense, but wears clothes like a boy and acts in this way. She has an elder brother, named Paul, to whom she has a very good relationship. She is used to go shooting with her brother since she was seven and that’s why she often goes hunting with him. Miranda looks up to her brother which might be a reason for her behaviour. She wants to be a boy like her brother. She is not afraid to shoot or to kill, this illustrates that she isn’t a typical girl.
In the short story the author makes a direct characterisation, in which he describes Miranda’s outward appearance.
Student 4
Characterisation of Miranda in the short story “The Grave”
Miranda is a nine-year-old girl. She has a very good relationship to her elder brother Paul, to whom she looks up. They spend much time together with hunting. Typical of her character is that she is not afraid to shoot and to kill animals, although she can’t shoot very well. She used to go shooting since she was seven years old. The fact that she wears clothes like a boy and that she likes shooting lead to the conclusion that Miranda acts like a boy and is no typical girl. Maybe the good relationship to her brother is a possible reason for her unusual character traits. Her brother always cares for her and maybe she wants to be like him and so she acts like a boy.
Student 5
Miranda is the main character of the short story “The Grave”. The story is settled in the year 1903. Miranda is a nine-year-old girl, who lives on the land. Moreover, her brother Paul is older and some kind of a role model for her. They often play together and go hunting. This makes clear that they have a good relationship.
Miranda is used to hunt since she was 7 years old. Her brother gives her instructions how to deal with a gun. Actually, Miranda isn’t good at hunting. Although she likes to see the killed bodies of the animals. She also likes to wear boys’ clothes like her brother. Consequently, she is no typical girl.
To sum it up, it is clear that she has an unusual life for the time of 1903 because she really does not behave like a girl of those times.
Student 6
Miranda is a 9-year-old girl, who lives with her family on a farm somewhere in the USA in the very early 20th century. She’s the main character of the fictional story “The Grave” by C.A. Porter.
Porter describes her as an interesting, friendly and social girl who behaves like a boy. She dresses up like one and very often goes hunting with her brother Paul. If her brother shoots any animal, she’s fascinated by the dead body and always watches her brother flaying the prey. With the furs, she dresses her dolls. She, for her part, is very unskilled in hunting, so she nearly never kills anything.
Due to her dress, some old, traditional women complain when they see her. Although she would never change her style, she’s very sorry, if someone feels offended by her.
The relationship to her brother is very good. They do a lot of things together and Paul is some kind of replacement for the father.
characterisation (Krick)
Miranda is the protagonist of the short story “The Grave” who is directly characterised by Catherine Anne Porter because the author describes her outward appearance (e.g. clothes) and her behaviour (e.g. Miranda can’t shoot). Nevertheless, some traits of character are presented indirectly through the description of her action, which let the reader draw conclusions to Miranda’s character (e.g. hunting, clothes => she behaves like a boy).
Miranda is a nine-year-old girl, living on a farm in the USA in the early 20th century. She behaves like a boy. This is indicated by the facts that she isn’t afraid of getting dirty playing at the cemetery, she wears clothes like boys (like her brother) and doesn’t care much for dolls, she only likes to see the fur on them. Although she is used to hunting and shooting since she was little, she isn’t good at shooting and hardly ever hits a game, but she likes it and isn’t afraid of killing animals. Furthermore, Miranda has a great social sense because she feels sorry for shocking the old women with her taboo-breaking behaviour of wearing boys’ clothes.
Her brother Paul is 12 years old and she has a good relationship to him because they play at the cemetery, go hunting together and exchange their findings (dove and ring) like friends. He teaches her how to handle a gun, gives her instructions and also cares for her when they go out to play. Therefore, she admires him and sees him as a kind of role model or replacement of a father. However, Paul is sometimes rude to her and is sick of her behaviour because Miranda claims that she is the one who killed the animal, when they shot at the same time. But as they find out about the baby rabbits, Paul is confidential, trustful and very understanding.
In conclusion, you can say that Miranda doesn't act like a typical girl in general and she is especially not a typical girl of her times.
Complete Analysis: Captive (Krick)
text
function,
part of the analysis
The short story “Captive” written by an unknown author in 2004 deals with a boy, called Jamie, who is captured in a small and dark room, not knowing why. He describes his bad conditions he is living in and his wish to get free. Moreover, Jamie talks about other characters, for examples his mother, whom he has a bad relationship to, because she is an alcoholic and tried to kill him and herself. The reader might assume that Jamie is in prison or kidnapped somewhere because of the “thick walls”(l.1) or ”creepy room”(l.13). At the end, the reader gets to know that Jamie is a child in his mother’s womb, who is born (“quick birth”(l.30). Many words are ambiguous and get a different meaning at the end, for example: “thick walls” are the mother’s womb, “force-fed” by the umbilical cord, “swimming in a deep blue see“ becomes the amniotic liquor, etc. The author of the story “Captive” focuses on the problem of drug abuse or addiction, especially during pregnancy, and the strong dependency of little children to their parents in many ways (financially, socially, emotionally, etc).
comprehension:
summary
The story „Captive“ is a narrative, fictional text (without elements of prose, e.g. rhyme) and can be read at a single sitting. In addition to that, there is little action (just the description of Jamie’s situation) and a limited number of characters (Jamie and his mother).The story creates impressions and leaves us with a vivid sensation (sad atmosphere) rather than a number of remembered facts. “Captive” shows a decisive moment of life (birth of a baby) having a conflict situation and strong emotions (loneliness). Concerning these aspects, one can say that “Captive” is a short story.
analysis:
formal aspects
Nevertheless, the short story “Captive” is not exactly structured like a typical short story. The story has got an exposition (ll.1-8) where we get information about the main character Jamie and situation in the dark room (setting). Background information is given, for example his bad relationship to his mother. Further more, the problem of his capture (no way to get out) is introduced and a sad and isolated atmosphere is created. In the rising action (ll.9-24) Jamie’s conflict, his wish to get out of there, is developed and increases to an unbearable feeling. At the end (ll.25-29) there is just the climax which is at the same time the solution (l.30) of the story. The ending of the story “Captive” is a surprise ending because the birth of the child is a turning point and not expected by the reader. In addition to that, the story is open and we don’t get to know what will happen next. In conclusion, “Captive” follows to a certain extend the structural features of a typical short story, but the falling action is left out.
analysis:
structure
Throughout the whole story, the author used the point of view of the first-person narrator (I-narrator) to describe the feelings and thoughts of Jamie, the protagonist. This has the effect that the reader feels greater intimacy with this character and feels sorry and pity for Jamie in his sad situation.
analysis:
narrator’s point of view the effect
The author used some rhetorical devices to stress Jamie’s conflict and to create a sad and lonely atmosphere, for example antitheses/contrasts: “loneliness”(l.9) – “surrounded by people”(l.10), inside - outside, capture – freedom, “darkness”(l.1) – “white glare”(l.24), “cold” (l.1) – “warm”(l.23). These contrasts emphasise his sadness inside the mother’s womb and his wish to get free/to get outside. Nevertheless, regarding the development of the story, the author creates a hopeful situation because first there are more negative phrases and then there is a development to more positive aspects at the end of the story. The deep blue see, the wideness of the ocean, is also a symbol of freedom and creates a positive atmosphere.
analysis:
rhetorical devices and their function, effect
Finally, the author used the surprise ending, the I-narrator and the rhetorical devices to raise the reader’s attention and to move him/her to think about the problem of the story, the high responsibility of adults and parents for children.
analysis:
conclusion
The following text is a comment on the short story “Captive” written by an unknown author in 2004 which deals with the problem of female drug abuse (or addiction) in times of pregnancy. In my opinion, it is horrible that some women take drugs like cigarettes and alcohol when they’re pregnant, although they should know that this behaviour damages their child’s development and that it can lead, for example, to a disturbance of growth. Moreover, unborn babies get used to the drugs and become drug addicts themselves. After their birth, they suffer from withdrawal syndrome which is really cruel for a young baby. Children are very dependant on their parents and it’s tragic that they wouldn’t survive without parental help. Therefore, all human beings in our society and especially politicians should take high responsibility for children and try to do their best to create and guarantee a good environment for every child. Today we have many social services like the youth welfare office, the pregnancy advice service, the support drug rehabilitation and many more. Nevertheless, there are still woman who have drug problems, get unintentionally pregnant and don’t know what to do or whom to talk to. There should be more education about these problems for people concerned and their relatives and friends. All in all, it is a very difficult problem which is not easy to solve, but society should make many efforts to create a better future for children.
comment, evaluation
introduction
opinion
arguments
examples
solution, open problems
conclusion
I (Susan) enter the room in the hospital and see the young mother (Maggy):
S: “Hi. How are you?”
M: “Well, I’m OK. The doctor said it was a really quick birth.
”S: “Is everything alright with the baby?”
M: “Yes.. No… mhm… it’s very weak and they say it suffers from withdrawal syndrome because… you know… my problem…”
S: “Oh, Maggy. That’s terrible! Perhaps we can find a solution to your problem. You can’t go on living like that. Jamie needs a healthy mother.”
M: “I know… you’re right... but it isn’t that easy. I didn’t want a baby.”
S: “It isn’t easy, I know. But Jamie is here now and it’s very urgent. Think of your baby. It can’t help it. There are many services which may help you…. for example the support drug rehabilitation. You have to become clean and fight against your problem.”
M: “I can’t stand that, Susan!”
S: “You have to, Maggy. Otherwise, people from the youth welfare office come and take Jamie away from you. Do you want this?”
M: “Maybe it’s better this way.”
S: “Maggy, don’t say things like that! Jamie is a chance for you to return to a normal life and a chance to be a good mother and love your child. I’ll help you. I’m your friend. We will solve your problem. You’ll see.”
M: “Thanks for your help, Sue! I’m glad you’re here.”
S: “No problem. Friends help each other.”
M: “You’re right. Thank you.”
S: “OK, I have to go now. See you tomorrow.”
M: “Bye.” dialogue, re-creation of text
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