Cartoon analysis – eksempelsvar Udir task 4A – ferdig modellbesvarelse for norskfaget på ifingo.
Faglig kvalitetssikret av lærere og toppstudenter · Følger læreplanen (LK20) · Sist oppdatert 2026-10-02
This guide shows you how to write a text about happiness that moves beyond simple observations, providing the structure, vocabulary, and analytical depth required to earn a top grade on your English exam.
Tasks like this, which ask for a reflective essay based on a multimodal stimulus (like a cartoon, photo, or short quote), are extremely common in English exams for VG1, VG2, and VG3. These tasks directly assess core competencies from the LK20 curriculum, including "exploring and reflecting on the human condition" and "interpreting and assessing complex texts." The examiner is not just testing your English grammar; they are evaluating your ability to think critically, interpret symbolic meaning, and structure a coherent, personal, and well-supported argument.
For example, a past exam might ask you to reflect on a picture of a crowded city street with the prompt "Discuss the relationship between the individual and society." Another might show a single wilting flower growing through concrete and ask you to write about resilience. The skills you practise with this happiness task—unpacking a metaphor, connecting it to broader themes, and reflecting on its relevance to young people—are directly transferable to a wide range of potential exam questions. Mastering this format is key to demonstrating the mature reflection that separates a good response from an excellent one.
Using precise terminology elevates your essay from a simple reflection to an academic discussion. It shows the examiner you have a sophisticated understanding of the topic. Here are some key concepts you can use when you write a text about happiness.
| Concept | Definition | Example of Use in an Essay |
|---|---|---|
| Subjective Well-being (SWB) | An individual's personal assessment of their own happiness and life satisfaction, encompassing both their thoughts (cognitive evaluation) and their feelings (affective balance). | "The cartoon suggests that subjective well-being is not passively received from the world but is actively constructed through personal effort and mindset." |
| Eudaimonic Happiness | A sense of happiness derived from having a purpose, finding meaning, and achieving self-realization. It focuses on personal growth and virtue. The concept originates with Aristotle. | "While a new phone might provide temporary pleasure, eudaimonic happiness stems from longterm goals, like mastering a skill or contributing to one's community." |
| Hedonic Happiness | A sense of happiness derived from pleasure, enjoyment, and the absence of pain. This is often associated with sensory and material gratification. | "The constant pursuit of hedonic happiness, often promoted by consumer culture, can distract from the more stable, eudaimonic joy that the cartoon's figure has created." |
| Resilience | The psychological capacity to cope with stress and adversity. It is the ability to "bounce back" from difficult experiences and adapt to challenges. | "The smiling figure's ability to 'create' happiness implies a high degree of resilience, suggesting they have faced challenges but processed them in a way that fostered inner strength." |
| Growth Mindset vs. Fixed Mindset | A concept by psychologist Carol Dweck. A growth mindset believes abilities can be developed, while a fixed mindset believes they are innate. | "The frowning figure exhibits a fixed mindset, believing happiness is a finite resource to be 'found'. In contrast, the second figure demonstrates a growth mindset, treating happiness as a skill to be cultivated." |
Cartoon figure 1 (frowning): Where did you find that (happiness)? I've been searching for it everywhere. Cartoon figure 2: I created it myself.
Illustrasjon: Ukjent
Referring to the above cartoon, write a text about happiness.
In your text:
Reflect on the message in the drawing.
Discuss how happiness might mean different things to different people.
Explore the challenges and possibilities young people face when creating their own happiness.
The cartoon shows two simple figures having a meaningful conversation. One figure, who looks confused and sad, asks, “Where did you find that? I’ve been searching for it everywhere.” The other figure, who is smiling and holding a jar labeled “Happiness,” answers, “I created it myself.” Even though the drawing is simple, the message is deep: happiness is not something we always find by chance or in the outside world—it is something we can create from within ourselves.
This idea challenges the common belief that happiness is something we get from others or from achievements, money, or success. The cartoon suggests that true happiness often starts with our mindset, attitudes, and choices. It encourages us to take responsibility for our own well-being instead of waiting for happiness to come from somewhere else.
Happiness can mean different things to different people. For one person, happiness might be spending time with family. For another, it might be achieving a personal goal, feeling accepted, or simply enjoying a moment of peace. Some people find happiness in creativity, others in nature, or in helping others. What brings happiness is often connected to a person’s values, culture, personality, and life experiences. That’s why there’s no single recipe for happiness—everyone has their own version of it.
For young people today, creating their own happiness can be both challenging and full of possibilities. One major challenge is the pressure from social media and society to always seem happy, successful, and perfect. This pressure can make young people feel like they are failing if they are not constantly happy. It can also lead to comparing themselves with others, which often makes happiness harder to find.
Another challenge is that many young people are still figuring out who they are, what they want, and what makes them feel good. This journey takes time and can involve a lot of trial and error. They might struggle with mental health, school pressure, family expectations, or uncertainty about the future—all of which can affect their ability to feel happy.
On the other hand, young people also have many opportunities to create happiness. They have access to more knowledge and resources than ever before. They can learn about mental health, practice self-care, find communities online, or explore their interests and passions. Many young people are also becoming more aware of the importance of setting boundaries, expressing their feelings, and making time for what matters to them.
Creating happiness doesn’t mean being cheerful all the time. It means building a life where there is room for joy, meaning, and connection—even when things are difficult. It means recognizing that we have the power to influence how we feel by the way we think, act, and treat ourselves.
In conclusion, the cartoon reminds us of a powerful truth: happiness is not always something we find—it’s something we can build. It looks different for each person, and especially for young people, the journey to happiness is full of ups and downs. But with self-awareness, courage, and support, creating happiness is possible.
When approaching an essay like this, many students make predictable mistakes that limit their grade. Here are three common pitfalls and how to avoid them. …