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 A230A TMA حل واجب )

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مُساهمةموضوع: A230A TMA حل واجب )   الثلاثاء سبتمبر 30, 2014 12:02 am

Arab Open University
Tutor Marked Assignment (TMA)

FACULTY OF LANGUAGE STUDIES
A230A TMA COVER FORM (2014-2015)
Branch: Program:
Course Title: Course Code:
Student Name: Student ID:
Section Number:: Tutor Name:

Mark Allocated
to TMA STUDENT MARK

20% for content : a max of 20 marks marks deducted for lang. & communication errors: a maximum of 4 marks Earned Mark


Notes on plagiarism:
A. According to the Arab Open University By-laws, “the following acts represent cases of cheating and plagiarism:
 Verbatim copying of printed material and submitting them as part of TMAs without proper academic acknowledgement and documentation.
 Verbatim copying of material from the Internet, including tables and graphics.
 Copying other students’ notes or reports.
 Using paid or unpaid material prepared for the student by individuals or firms.
B. Penalties for plagiarism ranges from failure in the TMA to expulsion from the university.

Declaration: I hereby declare that the submitted TMA is my own work and I have not copied any other person’s work or plagiarized in any other form as specified above.
Student Signature:

TMA feedback: (PT3)








The Daffodils William Wordsworth, 1770 - 1850
I wandered lonely as a cloud
That floats on high o’er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.
Continuous as the stars that shine
And twinkle on the Milky Way,
They stretched in never-ending line
Along the margin of a bay:
Ten thousand saw I at a glance,
Tossing their heads in sprightly dance.
The waves beside them danced, but they
Out-did the sparkling waves in glee:
A Poet could not but be gay,
In such a jocund company:
I gazed—and gazed—but little thought
What wealth the show to me had brought:
For oft, when on my couch I lie
In vacant or in pensive mood,
They flash upon that inward eye
Which is the bliss of solitude;
And then my heart with pleasure fills,
And dances with the daffodils.

“The Daffodils” by William Wordsworth is a typical romantic poem that reflects the essence of romanticism. After reading the poem, discuss the following issues:
1. How the poem embodies the features of romanticism (language and imagery) and how it illuminates the personal life of the poet whilst transcending the private into a humane public experience.
2. The importance of the context in inspiring this poem and the “secret” collaboration of writing between Wordsworth and his sister, Dorothy.
3. Finally, write your personal reflections about the poem and the effect it had on you as a reader.

*Don’t include the TMA question or marking grid in your essay to avoid similarity in the Turnitin program.
* Don’t refer to unscholarly electronic or written sources such as Wikipedia and Cliff notes.
Useful references:
1. Fink, Z.S. (1958) The Early Wordsworthian Milieu, Oxford, Clarendon Press.
2. Gill, S. (ed.) (1990) William Wordsworth, Oxford, New York, Oxford University Press.
3. Woof, P. (1991) Dorothy Wordsworth: The Grasmere Journals , Oxford, Oxford University Press.
4. Wolfson, S. (1997) Formal Charges: The Shaping of Poetry in British Romanticism, Stanford, CA, Stanford University Press.


Marking Descriptor
[Marking Grid: The content column is slightly adapted from OU supplementary notes.]
GRADE CONTENT LANGUAGE & ORGANIZATION
A
Excellent answers showing confident and wide-ranging knowledge of core material, good understanding of any relevant theory, and a capacity to address the question in a structured, direct and effective way, thoughtfully and with insight. Originality of thought or ideas from outside the course are an added asset. Examples are to the point. - 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.
- Error-free grammar & register.
- Wide range of specialized terminology.
B to B+
Very good answers showing secure knowledge of course material. Adopting an analytical approach and providing relevant discussion covering most of the key issues. Distinguished from A answers by being less insightful or by showing less comprehensive knowledge of the course. - First four criteria above maintained
- Demonstrates extensive grammar control.
- Terminology specialized but less varied.
C to C+
Competent answers reflecting adequate knowledge of the more directly relevant course material and concepts, with reasonable structure and adequate coherence related to the question set. - Introduction and/or conclusion short but still satisfactory.
- Evidence of editing.
- Less grammar control than above.
- Good range of specialized terminology.
D

Answers which omit some concepts /evidence and/or lack coherence /structure, and/or make minor errors while still demonstrating basic understanding. Or Bare pass answers which show awareness of some relevant material and attempt to relate it to the question. - Introduction and/or conclusion short but acceptable.
- no evidence of editing.
- Few grammatical errors that impede communication.
- Above average range of specialized terminology.
- Slightly confused introduction and/or conclusion, but body still fair.
- No evidence of editing.
- Some error types that impede communication.
- Fair range of specialized terminology.
F
Fail answers which attempt to draw upon relevant material but do not reflect sufficient knowledge of the course and/or neglect the focus required by the question, and/or are incomplete in some important aspects whilst being acceptable in others. - No introduction and /or no conclusion.
- Body badly organized or irrelevant.
- Poor grammar control (extremely limited range of grammar & register).
- Limited or not specialized range of terminology.


Mark-Deduction Descriptor
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
- 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. - No deduction - No deduction
- Clear organization, with good introduction and conclusion.
- Body divided into several paragraphs
- Demonstrates extensive grammar control and mechanics: correct spelling, proper punctuation, correct sentences, with occasional/sporadic grammar mistakes (e.g., phrasal verbs, relative clauses).
- Evidence of editing
- Terminology specialized but less varied. - Deduct 30% of deduction allowed:

TMA: 2
MTA: 3


TMA: 1.5
MTA: 2
- Introduction and/or conclusion short but still satisfactory.
- Some evidence of editing.
- Less grammar control than above: (e.g., wrong use of prepositions, verb tenses).
- Some non-recurrent problems in mechanics of writing
- Average range of specialized terminology. - Deduct 50% of deduction allowed

TMA:3
MTA:4.5


TMA: 2
MTA: 3
- Introduction and/or conclusion short and slightly confused, but acceptable, with body still fair.
- No evidence of editing: some grammatical and other recurrent types of errors that impede communication (e.g., verb forms, auxiliary verbs, passive structures, subject-verb agreement).
- Recurrent errors of spelling and punctuation
- Poor formatting
- Below average range of specialized terminology. - Deduct 80% of deduction allowed



TMA: 5
MTA: 7




TMA: 3.5
MTA: 5
- No introduction and /or conclusion.
- Body badly organized or irrelevant.
- No editing whatsoever
- Poor grammar control (extremely limited range of grammar & register, very basic, recurrent, and varied grammatical, spelling, and punctuation errors of all types).
- No formatting
- Limited or not specialized range of terminology. - Deduct 100% of deduction allowed

TMA: 6
MTA: 9


TMA: 6
MTA: 9

_________________

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