Arab Open University (Tutor Marked Assignment (TMA

FACULTY OF LANGUAGE STUDIES A123A/B TMA COVER FORM (2013/2014)

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Mar/ A&&#ca,*+ ,# TMA 201 2#r c#n,*n, ! a %a3 #2 20 %ar/( STUDENT MAR0 %ar/( +*+)c,*+ 2#r &an$4 5 c#%%)n'ca,'#n *rr#r(! a %a3'%)% #2 4 %ar/( Earn*+ Mar/

N#,*( #n 6&a$'ar'(%! A. According to the Arab Open University By-laws, the following acts represent cases of cheating and plagiarism: Verbatim copying of printed material and s bmitting them as part of !"As witho t proper academic ac#nowledgement and doc mentation. Verbatim copying of material from the $nternet, incl ding tables and graphics. %opying other st dents& notes or reports. Using paid or npaid material prepared for the st dent by individ als or firms. B. 'enalties for plagiarism ranges from fail re in the !"A to e(p lsion from the niversity.

)eclaration: $ hereby declare that the s bmitted !"A is my own wor# and $ have not copied any other person&s wor# or plagiari*ed in any other form as specified above. +t dent +ignat re:
TMA feedback: (PT3)

A123! An In,r#+)c,'#n ,# , * -)%an','*(! "ar, (I) TMA! S*%*(,*r 27 2013 8 2014 TMA ! 20 6#'n,( C),8#22 +a,*! Week 11 Dec. 07-12, 2013.
[Prepared by Course Chair: Dr. Tahrir Hamdi]

TMA B&#c/ On*

,ead -wendolyn Broo#s&sonnet .irst fight. !hen fiddle/ fo nd in Resource Book I, 0(tract A12, p.34. 9)*(,'#n 5o r Block 1 Form and Reading boo# states: Briefly, then, we can define poetic form as the shape and pattern of words in a poem. !he meaning of a poem has to do with the emotional and intellect al responses that a poem can draw from a reader or listener. .orm is not 6 st a container for meaning7 it actively shapes meaning8 93:;. $n abo t 322 words, disc ss how poetic form in Broo#s& poem helps shape its meaning. F'r(, 2'$ ,4 T *n 2'++&* .irst fight. !hen fiddle. 'ly the slipping string <ith feathery sorcery7 m **le the note <ith h rting love7 the m sic that they wrote Bewitch, bewilder. = alify to sing !hreadwise. )evise no salt, no hempen thing .or the dear instr ment to bear. )evote !he bow to sil#s and honey. Be remote

A while from malice and from m rdering7 B t first to arms, to armor. %arry hate $n front of yo and harmony behind. Be deaf to m sic and to bea ty blind. <in war. ,ise bloody, maybe not too late .or having first to civili*e a space <herein to play yo r violin with grace. p. 34; G)'+anc*!

9 Resource Book 1,

%aref lly reread Unit : /.orm and "eaning in 'oetry: !he +onnet/ in Block 1 Form and Reading. "a#e s re yo disc ss how form and content are related 9pay partic lar attention to diction, presentation and their contrib tion to the meaning of this sonnet;. >eep yo r disc ssion specific and refer to words and phrases from the poem. +t dents sometimes tend to generali*e their disc ssions witho t specifically referring to the sonnet7 th s, in order to avoid falling into this trap, #eep yo r foc s by ma#ing close reference to the poem. +o rces that yo can se incl de: !he %ritical ,eception and $nfl ence of -wendolyn Broo#s,8 The Poetry of Brooks by ,obert A. ?ee, !he Art of the +onnet by +. B rt and ). "i#ics and Introduction to Poetry by @. A. >ennedy and )ana -ioia.

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T * 2#&&#<'n$ ar* $)'+*&'n*( #n 6&a$'ar'(%! $f yo s bmit an assignment that contains wor# other than yo rs witho t ac#nowledging yo r so rces, yo are committing plagiarism. !his might occ r when: Using a sentence or phrase that yo have come across %opying word-for-word directly from a te(t 'araphrasing the words from the te(t very closely Using te(t downloaded from the $nternet Borrowing statistics or assembled fact from another person or so rce %opying or downloading fig res, photographs, pict res or diagrams witho t ac#nowledging yo r so rces %opying from the notes or essays of a fellow st dent

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Mar/'n$ Gr'+ GRADE A CONTENT 0(cellent answers showing confident and wide-ranging #nowledge of core material, good nderstanding of any relevant theory, and a capacity to address the B estion in a str ct ral, direct and effective way, tho ghtf lly and with insight. Originality of tho ght or ideas from o tside the co rse are an added asset. 0(amples are to the point. Very good answers showing sec re #nowledge of co rse materials. Adopting an analytical approach and providing relevant disc ssion covering most of the #ey iss es. )isting ished from A answers by being less insightf l or by showing less comprehensive #nowledge of the co rse. %ompetent answers reflecting adeB ate #nowledge of the more directly relevant co rse material and concepts, with reasonable str ct re and adeB ate coherence related to the B estion set. LANGUAGE 5 ORGANI>ATION - Cas an introd ction defining plan of essay. - Body divided into several paragraphs - %oncl sion which directly relates arg ments to topic. - 0vidence that essay has been edited. - 0rror-free grammar D register. - <ide range of speciali*ed terminology. - .irst fo r criteria above maintained - )emonstrates e(tensive grammar control. - !erminology speciali*ed b t less varied.

B ,# EB

C ,# EC

- $ntrod ction andFor concl sion short b t still satisfactory. - 0vidence of editing. - ?ess grammar control than above. - -ood range of speciali*ed terminology.

Answers which omit some concepts Fevidence andFor lac# coherence Fstr ct re, andFor ma#e minor errors while still demonstrating basic nderstanding. Or Bare pass answers which show awareness of some relevant material and attempt to relate it to the B estion.

Bare fail answers which attempt to draw pon relevant material b t do not reflect s fficient #nowledge of the co rse andFor neglect the foc s reB ired by the B estion, andFor are incomplete in some important aspects whilst being acceptable in others.

- $ntrod ction andFor concl sion short b t acceptable. - no evidence of editing. - .ew grammatical errors that impede comm nication. - Above average range of speciali*ed terminology. - +lightly conf sed introd ction andFor concl sion, b t body still fair. - Go evidence of editing. - +ome error types that impede comm nication. - .air range of speciali*ed terminology. - Go introd ction and For no concl sion. - Body badly organi*ed or irrelevant. - 'oor grammar control 9e(tremely limited range of grammar D register;. - ?imited or not speciali*ed range of terminology.

Mar/8D*+)c,'#n Gr'+ The following grid is used in deducting marks, when grading TMAs, MTAs, and FEs, on the basis of language use and organisation
LANGUAGE & ORGANIZATION Deduction 3rd level courses 1st & 2nd level courses - !o deduction - !o deduction

Has an introduction defining plan of essay. Body divided into several paragraphs. Conclusion which directly relates arguments to topic. Evidence that essay has been edited. Wide range of specialized terminology. Error-free grammar & register mechanics etc. Clear organization with good introduction and conclusion. Body divided into several paragraphs "emonstrates e#tensive grammar control and mechanics$ correct spelling proper punctuation correct sentences with occasional%sporadic grammar mista&es 'e.g. phrasal verbs relative

- "educt ()* of deduction allowed$ TMA: 2 MTA: 3 TMA: 1 ! MTA: 2

clauses+. Evidence of editing ,erminology specialized but less varied. -ntroduction and%or conclusion short but still satisfactory. .ome evidence of editing. /ess grammar control than above$ 'e.g. wrong use of prepositions verb tenses+. .ome non-recurrent problems in mechanics of writing 0verage range of specialized terminology. -ntroduction and%or conclusion short and slightly confused but acceptable with body still fair. !o evidence of editing$ some grammatical and other recurrent types of errors that impede communication 'e.g. verb forms au#iliary verbs passive structures sub2ect-verb agreement+. 3ecurrent errors of spelling and punctuation 4oor formatting Below average range of specialized terminology. !o introduction and %or conclusion. Body badly organized or irrelevant. !o editing whatsoever 4oor grammar control 'e#tremely limited range of grammar & register very basic recurrent and varied grammatical spelling and punctuation errors of all types+. !o formatting /imited or not specialized range of terminology.

- "educt 1)* of deduction allowed TMA:3 MTA:" ! TMA: 2 MTA: 3

- "educt 5)* of deduction allowed

TMA: ! MTA: #

TMA: 3 ! MTA: !

- "educt 6))* of deduction allowed TMA: $ MTA: % TMA: $ MTA: %