*Course: Comparative Literature. Course: Literary Introduction. Course level: Bachelor. Course size: 40-50.*

To support the transition from upper secondary schools to university by integrating the academic core issues with recognisable media and analysis principles, which the students know from Danish teaching.

To introduce the students to basic analytical, theoretical and methodologies perspectives within comparative literature.

To provide the students with an insight into the core issues and support the students' initial reflections on the subject’s central methods of analysis.

In the course of the subject you centre the teaching around a central work - typically a novel.

In the activity the work is briefly presented to the students in other forms (a film, graphic novel, comic, picture, computer games etc.), which they will use as a basis for group work and a presentation. The framework for the group work can be relatively traditional, as the most important thing is that the students are challenged to use their competencies for media analysis (how is the work translated into a different media), while they at the same time strengthen the comparative literature methods that they have been introduced to.

The activity is run as follows:

- In groups the students must themselves find the central work in another media, such as e.g. film, TV-series, myth, advertising etc.
- They must present an analysis with an emphasis on the transfer to the new media, preferably with a brief presentation where the emphasis is placed on the descriptive and analytical
- The group must prepare a written problem statement with the work and the work in a different media as its analytic focus.

The problem statements are reviewed a week later in the class and there is a discussion of the elements in a university assignment in relation to what they know and the new elements.

The activity has the objective of training the students for the future exams at the university, but also activating them in relation to thir being able to see the correlation and transitions from the methods of analysis they know to those that they must get to know.

The students are generally at home in that which they know (including good practice for group work and structured presentations), but find it difficult to think 'with' in relation to the new, more methodological and discursive methods of analysis. This will be easier to make them aware of, partly by placing it in a specific exam context and partly by basing it on an analysis that have carried out and know.

It is important, especially for the first part of the activity, that you find a good basic text to base the work on.

Mary Shelley's Frankenstein is a good example, as it is found both in a wide variety of versions and also has many possibilities for text analysis.

In general, you should be aware that the assignments set in the induction courses for new students should be very specific and precise.

- THEME: Activities in sessions
- THEME: Teaching and digital media
- THEME: Exam and forms of examination
- THEME: Teaching evaluation
- THEME: Feedback
- THEME: Student teachers
- THEME: Internationalisation
- THEME: Activities between sessions
- THEME: Questions in sessions
- THEME: Teaching strategies of studying
- THEME: Conducting research with students
- THEME: Supervision
- Example of practice: Academic skills development
- Example of practice: Academic speed dating
- Example of practice: Academic weekend
- Example of practice: Academic quiz
- Example of practice: Analysis introduction
- Example of practice: Asking questions in academia
- Example of practice: Bridging cultural periods, teachers or courses
- Example of practice: Classroom activity with Prezi as a collaboration tool
- Example of practice: Classroom fieldwork
- Example of practice: Collective supervision
- Example of practice: Conceptual speeddating
- Example of practice: Discussion practice
- Example of practice: Exercises in oral presentation
- Example of practice: Extracurricular student presentations
- Example of practice: European Capital of Culture on the curriculum
- Example of practice: Facilitating study groups
- Example of practice: Feedback on written exercises
- Example of practice: Feedback on web communication
- Example of practice: Fieldwork in rural districts
- Example of practice: Form for assessment and feedback
- Example of practice: Group feedback on individual papers
- Example of practice: Group supervision on individual projects
- Example of practice: Guidelines for beginning your master's thesis
- Example of practice: Handling language issues
- Example of practice: Ideas for master’s thesis at graduate intro
- Example of practice: Interdisciplinarity in teaching
- Example of practice: Interpretation with hermeneutic shock
- Example of practice: Language education with relevant digressions
- Example of practice: Learning diary
- Example of practice: Learning with blogging
- Example of practice: Lightning round evaluation
- Example of practice: Logbook course
- Example of practice: Looped feedback on student products
- Example of practice: Master´s thesis idea bank
- Example of practice: Master’s thesis supervision - Matching the writers and the supervisors
- Example of practice: Material exercises: Study of archaeological source material
- Example of practice: Memory exercise
- Example of practice: Mentor instruction
- Example of practice: Multicultural group work
- Example of practice: Neighbour discussion
- Example of practice: Online intercultural exchange
- Example of practice: Oral feedback on audio file
- Example of practice: Oxford Debate
- Example of practice: Participation in Aarhus Food Festival
- Example of practice: Participatory academic communities
- Example of practice: Peer feedback with the Text Feedback Game
- Example of practice: Peer-to-peer feedback with Google Docs
- Example of practice: Portfolio for research and academic methods
- Example of practice: Poster session
- Example of practice: Presentation with response
- Example of practice: Questioning texts I
- Example of practice: Questioning texts II
- Example of practice: Repetition sheet
- Example of practice: Research workshop with students
- Example of practice: Round Table
- Example of practice: Search exercise with student teachers
- Example of practice: Scheduled group assignments
- Example of practice: Semester reflections
- Example of practice: Situated Learning: Focus on Process Work in Teaching
- Example of practice: Student seminars about youtube
- Example of practice: Student teachers in language courses
- Example of practice: Students as guest lecturers
- Example of practice: Students collaborating with Aarhus 2017
- Example of practice: Students collect research data
- Example of practice: Students contribute to web portal
- Example of practice: Study group and feedback guidelines
- Example of practice: Submission with audio or video file
- Example of practice: Supervision on supervision
- Example of practice: Supervision seminar for lecturers
- Example of practice: The academic youtube video
- Example of practice: The art of asking questions
- Example of practice: Treasure hunt at the library
- Example of practice: Wiki for preparation and presentation
- Example of practice: Working with student teachers
- Example of practice: Written exercise with peer assessment