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 FACULTY OF LANGUAGE STUDIES E303A: English Grammar in Context 2014/2015 TMA (Second Semester) [Prepared by Course Chair: Dr. Ismail Safieh] Copyright ©2014-2015 Arab Open University TMA Please return your completed assignment to your tutor t

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مُساهمةموضوع: FACULTY OF LANGUAGE STUDIES E303A: English Grammar in Context 2014/2015 TMA (Second Semester) [Prepared by Course Chair: Dr. Ismail Safieh] Copyright ©2014-2015 Arab Open University TMA Please return your completed assignment to your tutor t   الثلاثاء مارس 17, 2015 9:27 pm

FACULTY OF LANGUAGE STUDIES



E303A: English Grammar in Context


2014/2015 TMA (Second Semester)


[Prepared by Course Chair: Dr. Ismail Safieh]





Copyright ©2014-2015 Arab Open University

TMA
Please return your completed assignment to your tutor to arrive by the end of week 10-11.
This assignment, which is made up of three tasks, relates to your study of E303 Book 1 (Getting Started: Describing the grammar of speech and writing) and the associated readings and activities. It represents 20% of the overall continuous assessment score (or OCAS).
This TMA assesses your skills of grammatical analysis in greater depth and at a fine level of sophistication, and in addition assesses your skills of description and interpretation of texts in the Systemic Functional Linguistics (SFL).
You are not required to write more than 1,000 words, but you will also need to present some of your findings in the form of tables or diagrams. Please indicate at the end of your essay the number of words you have used.
Before you start this assignment, refer to the general guidance on completing and submitting your assignments section on page 41in the course guide booklet that you have with the E303 package.
In this TMA you will demonstratee that you can analyze clauses in written and spoken texts and explain and describe the differences between them using appropriate linguistic terminology (Functional Grammar). You should complete the three tasks.

• Task 1
Choose two texts by native speakers/writers of English: one text should be spoken (a natural or fictional conversation/dialogue between two or more speakers or an interview about any subject taken from a novel, TV, radio, magazine, newspaper or any other source) and the other text should be written (non-fiction prose) text in English taken from an English newspaper or magazine. The written text can be about any specialized subject (eg. medicine, law, education, arts, politics, sports, etc.). Each text should be about 150-200 words in length. The texts you choose should be RECENT; i.e. published over the LAST 2-4 WEEKS. You can access most daily newspapers or magazines on the internet.
Note: You can use tables, graphs and any other formats to do the task properly and make it convenient and easy to follow. You could also use appendices to tabulate the results of the 2 articles.


Important Notes:
1. Your chosen texts MUST be approved and signed by your tutor to make sure they are the proper texts for the TMA, otherwise your TMA will not be accepted.
2. You should write an introduction to the TMA at the very beginning of the page on which you are beginning the TMA. Also, you should write a conclusion to the whole TMA at the end in which you sum up what you have done in the TMA and state your own evaluation and opinion of the TMA.
3. In an appendix attach a photocopy or a printout of the two texts you have used for analysis.
4. Indicate in a very clear manner the source and date of publication of each text.


• Task 2 (no essay writing required here)
You should type the two texts here (150-200 words) on the page you are this Task in your TMA.
In this task you will analyse the structure of all clauses in the first 150-200 words in each text. You should identify the clause boundaries using || and the embedded clauses using [[ ]]. Then, analyze the structure of each clause in terms of main clause, dependent clause (circumstantial/adverbial, relative or nominal), coordination, subordination, embedding, finite/non-finite, etc. After you finish analyzing each clause in each text, you should discuss the results of both texts and comment on the major differernces between the two texts.
Note:
Refer to Unit 6 in Book 1, especially Activity 11, p. 182, to do this task properly.


• Task 3 (write about 750-1000 words for the discussion and comparison)
In this task you should write an essay 750-1000 words in which you discuss and compare the structures of the clauses in the spoken and written texts based on the findings in Task 2: their types, numbers, complexity, etc. Explain and discuss clearly the differences in clause relationships within written and spoken texts using correct and proper linguistic/grammatical terminology.
Note:
Refer to Unit 6 in Book 1 to detailed information and practice to do this task properly.




















Using the e-library on campus:
Students are requested to visit the e-library on campus and use it to do their TMAs properly. They are also requested to show their tutor that they used the e-library in doing the TMA.

The following are guidelines on plagiarism:
If you submit an assignment that contains work other than yours without acknowledging your sources, you are committing plagiarism. This might occur when:
• Using a sentence or phrase that you have come across
• Copying word-for-word directly from a text
• Paraphrasing the words from the text very closely
• Using text downloaded from the internet
• Borrowing statistics or assembled fact from another person or source
• Copying or downloading figures, photographs, pictures or diagrams without acknowledging your sources
• Copying from the notes or essays of a fellow student
(Slightly adapted from OU document on quoting versus plagiarism)

It is important to remember that plagiarism is strictly barred and would be subject to punitive action by the Arab Open University.

Learning Outcomes of the TMA:
To be successful in doing your TMA, you are expected to demonstrate knowledge and understanding of :
1. The differences between speech and writing through a knowledge of the clause;
2. The composition of the clause and of clause complexes;
3. The ways that clauses can combine to form clause complexes and the nature of the relationships between clauses;
4. Embedded clauses and their role as a clause constituent;
5. Differences in clause relationships within written and spoken texts.
6. the major characteristics of English grammar, and how the language may be described and analyzed, using appropriate linguistic terminology (based broadly on a functional grammatical model);
7. the relevance of grammar to a range of real-life contexts;

and to have descriptive, analytical, cognitive, interpretation and communication skills to:
1. analyze and describe major grammatical structures in English, using appropriate terminology;
2. interpret written and spoken linguistic data, showing an understanding of how grammatical forms relate to meaning;
3. construct a coherent argument, clearly focussed on the topic under discussion;
4. develop good academic practice in the acknowledgement of source material and presentation of bibliographies;
5. present written work to a high standard;
6. respond to tutor feedback about improving the effectiveness of written communication.
7. work independently, scheduling tasks and managing time effectively;
8. make independent judgements;
12. assess the value of evidence critically (including simple statistical data).
9. construct coherent written arguments, supported by relevant evidence, appropriately referenced.







E303A Generic Marking Criteria
Total mark is 20. It is divided as follows:
14 marks (70%) for content:
Answering the questions asked correctly and doing the required tasks properly
6 marks (30%) for language/form:
Proper academic writing mechanics/conventions, correct grammar/structure, organization, format, quoting/referencing and full documentation of sources, etc.

In all the E303 assignments, and in the examination, your work will be assessed according to the following generic marking criteria, which are based on the learning outcomes described above:
1 The relevance of your answer to the specific question set
2 The extent to which you display knowledge and understanding of the course material
3 The extent to which you demonstrate the skills of linguistic analysis and description
4 The extent to which you demonstrate critical interpretation and evaluation of linguistic evidence
5 The extent to which you construct a persuasive academic argument, well supported by evidence
6 The clarity of your expression and your use of academic conventions
7 The extent to which you demonstrate the skills of independent study (particularly in the case of TMAs)
In deciding upon the grade awarded to your assignment, your tutor will make use of these generic marking criteria in conjunction with the marking grid below. Of course, if you have been awarded, say, a grade within the ‘Pass 4’ band, it does not mean that every comment across the chart relevant to Pass 4 applies to this specific piece of work. The grade awarded is that appropriate to the assignment overall, not a numerical average.
The feedback form (cover page), together with annotations on your script, will supply significant information about your performance. When you get your work back, you should read your tutor’s comments carefully, taking note (for the benefit of future assignments and examination preparation) of what seem to be your strengths and weaknesses. The marking criteria chart should help you with this. You should allow yourself the time to reflect back on your work in the light of the tutor’s comments and to consider whether some of the advice can be applied to the next assignment. There may be comments that you do not understand, or do not agree with. In this event, your tutor will be ready to discuss these with you. The personalised advice you receive is likely to be one of your most valuable learning resources; do use it.

The Marking Grid

The grid below links these seven criteria described above to the specific learning outcomes of the TMA presented above, as well as indicating in broad terms how they relate to each performance bad. The grid is for guidance only and it is evaluated and amended by the course team in the light of student and tutor experience




1. Relevance to question set 2. Knowledge and understanding of course material 3. Skills of linguistic analysis and description 4. Critical interpretation and evaluation of linguistic evidence 5. Construction of academic argument 6. Clear expression and use of academic conventions 7. Skills of independent study
Relationship to Learning Outcomes Key Skills
(a)-(b) Knowledge and Understanding
(a)-(c) Cognitive skill
(a) Cognitive skills (b)-(c)
Key skills
(a)-(b), (h)-(i)
Practical/
professional
(b)-(c) Cognitive skill d
Key skills (a)-(c)
Practical/
professional (e) Key skills (d)-(e)
Practical/
professional e
Cognitive skill (e)
Key skills (f)- (g)
Practical/ professional (a), (d), (f)
90-100
Pass 1
A
Excellent Sustained focus on the question; evidence of intellectual engagement with question Excellent knowledge and understanding of course material, effectively deployed Confident in exercise of all relevant linguistic skills Critical approach to evidence Well-structured and coherent argument; consistently well supported by evidence Very clear expression; all sources of evidence appropriately acknowledged and referenced High level of motivation; clear evidence of independent engagement with/application of ideas
80<90
Pass 2
B, B+
Very
Good Utilizes a wide range of relevant material to produce a cogent argument in answer to question Good knowledge and understanding; judicious use of relevant course material Competent in exercise of key linguistic skills Good discussion of competing explanations for linguistic data Assertions are well supported by evidence Very good structure, expression and ability to employ source material appropriately Evidence of independent engagement with ideas and good motivation to apply insights gained
70<80
Pass 3
C, C+
Good Clear evidence of understanding question and clear overall direction of answer Draws competently on the most relevant course material Linguistic skills adequate for the task in hand Recognition and some limited discussion of competing explanations for linguistic data Clear, sustained argument Good structure/expression/referencing Some evidence of independent engagement with ideas; responsive to tutor feedback


References
Northedge, A. (1990) The Good Study Guide, Milton Keynes, The Open University.
Wray, A., Trott, K. and Bloomer, A. (1998) ‘Plagiarism and how to avoid it’ in Wray, A., Trott, K. and Bloomer, A. Projects in Linguistics: a practical guide to researching language, London, Arnold.

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FACULTY OF LANGUAGE STUDIES E303A: English Grammar in Context 2014/2015 TMA (Second Semester) [Prepared by Course Chair: Dr. Ismail Safieh] Copyright ©2014-2015 Arab Open University TMA Please return your completed assignment to your tutor t
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