E303A: English Grammar in Context

FACULTY OF LANGUAGE STUDIES



E303A: English Grammar in Context


2015/2016 TMA (First Semester)


[Prepared by Course Chair: Dr. Ismail Safieh]





Copyright ©2015-2016 Arab Open University
TMA
Please return your completed assignment to your tutor to arrive by the end of week 11.
This assignment, which is made up of three tasks, relates to your study of E303A 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, describe and interpret written texts from different registers in relation to their context using the aspects of SFL. You should complete all three tasks.

Important notes:
1. Your chosen tetxs 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 and will not be marked.
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 of each text.
• Task 1 (here you don’t have to write anything)
Choose two texts by native writers of English: one text taken from academic prose register and the second text taken from news/newspaper register about any subject (the texts don’t have to be on the same topic). The texts can be taken from any source (newspaper, magazine, academic articles, etc) published recently over the last 2-4 weeks. Each text should be about 200-250 words in length.

• Task 2 (Noun Phrase structure)
In this task you have to analyze the structure of all Noun Phrases (NPs) in each sentence including all the NPs in the embedded clauses/phrases in the 200-250 words in each text. You should identify all NPs in each clause and underline the head noun (HN). Type the 200-250 words here in this task for each text. Then, underline all NPs in each sentence in each text.
Then, draw a table for each text in which you write for each NP you underlined in the text the detailed pre-modifying elements showing clearly: determiner, numerative, describer, classifier, and Head Noun, and the post-modifying elements(qualifiers): prepositional phrases and clauses.
Note 1: Refer to Unit 4 in Book 1(and all the related activities) to do this task properly.
Note 2: You should type the texts (250-300 words of each text) on the page you are doing this task.

• Task 3 (write about 750-1000 words for the discussion, comments and comparison )
In this task you are required to write an essay about 750-1000 words in which you discuss and compare the structures of the NPs that you wrote in the tables for the two texts in terms of the number of NPs in each text, their complexity of structure (simple NPs or complex NPs), how simple or complex and why, taking into consideration the relevant features of the use of NPs in the news and academic prose registers: their numbers and complexity of structure in terms of the pre-modifying and post-modifying elements.
Note: You should retype the same 200-250 words you typed in Task 2 of each text on the page you are doing this task.
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 three aspects of functional grammar framework, especially tenor and mode and their relations in written English prose texts;
2. the resources of the noun phrase and nominalization;
3. the resources of theme and how the organization of a text is influenced in particular by its purpose and mode;
4. how interpersonal meanings of stance, personalization and attitude are construed in grammar and lexis;
5. the major characteristics of English grammar, and how the language may be described and analysed, using appropriate linguistic terminology (based broadly on a functional grammatical model);
6. the relevance of grammar to a range of real-life contexts;

and to have descriptive, analytical, cognitive, interpretation and communication skills to:
1. analyse and describe major grammatical structures in English, using appropriate terminology;
2. describe how a text draws on the resources of the noun phrase and nominalization to package information and how these resources may differ according to the context of text, particulary its mode;
3. describe the ways in which different types of theme are used to structure clauses and how choices in theme also relate to the context of the text, particulary its mode;
4. interpret the meanings made by writers who package and stage their texts in different ways;
5. interpret written linguistic data, showing an understanding of how grammatical forms relate to meaning;
6. construct a coherent argument, clearly focussed on the topic under discussion;
7. develop good academic practice in the acknowledgement of source material and presentation of bibliographies;
8. present written work to a high standard;
9. respond to tutor feedback about improving the effectiveness of written communication.
10. work independently, scheduling tasks and managing time effectively;
11. make independent judgements;
12. assess the value of evidence critically (including simple statistical data).
13. construct coherent written arguments, supported by relevant evidence, appropriately referenced.




























Marking Descriptor

GRADE CONTENT LANGUAGE & ORGANIZATION
A


(18-20) 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 structural, 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.
- Consistent in-text citation and form of referencing
B to B+


(16-17) Very good answers showing secure knowledge of course materials. 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.
- Minor Inconsistency in in-text citation and referencing
C to C+


(14-15) 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.
- Inconsistent in in-text citation and referencing
D



(10-13)


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.
- Inaccurate in-text citation and referencing
F

Below
10 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.
- No in-text citations and no referencing