A230B: Reading and Studying Literature2

TMA Cover Form
FACULTY OF LANGUAGE STUDIES
A230B: Reading and Studying Literature2

Part (I): STUDENT INFORMATION (to be completed by student)
1. Name: 2. Student ID No:
3. Section No: 4. Tel. : 5. E-mail:
I confirm that the work presented here is my own and is not copied from any source.
Student's signature:
Part (II): TUTOR'S REMARKS (to be completed by tutor)
Tutor name: Signature:
Date TMA received: Date returned:

TUTOR’S REMARKS:


Content










Language and Organization




Earned Mark





The Victorian era is the golden age of colonization that enlarged Britain into a kingdom on which the sun never sets. This enlargement was not always positive but brought with it an ominous harvest to Britain and the colonies. With some minor success stories of the ‘white man’ upholding his burden towards the colonized such as “The Beach of Falesa”, the bulk of literary works testify to the contrary such as The Sign of Four. Discuss how Doyle presents the colonial project as a threat to the British ‘home’ while Stevenson presents a milder version of a quasi successful relation between the colonizers and colonized. Has the life experience of both writers affected their perspectives on the nature of the relationship and the ‘contact zone’; Stevenson being an actual intellectual immigrant while Doyle a theorist depending on second hand experience and secondary written sources?

Important guidelines:
1. Use of E-library is a credit to your essay. Make sure the sources are academic.
2. Divide your articles into five paragraphs and discuss each question in a separate paragraph with examples and quotations from the novel.
3. The word count should range from 1500-2000 words.
4. Revise the final document before submitting your TMA to avoid typos and grammatical mistakes.
5. Use the MLA style of documentation.
6. Make sure that you include the official TMA cover. Do not include the question or marking grid in your soft document.


Helpful sources:
1. Brantlinger, P. (1988) Rule of Darkness: British Literature and Imperialism 1830-1914, Ithaca, Cornell University Press.
2. Chakravarty, G. (2005) The Indian Muting and the British Imagination, Cambridge, Cambridge University Press.
3. Herbert, C. (2008) War of No Pity: The Indian Mutiny and the Victorian Trauma, Princeton, NJ, Princeton University Press.
4. Colley, A.C. (2004) Robert Louis Stevenson and the Colonial Imagination, Aldershot, Ashgate.
5. Jolly, R. (2009) Robert Louis Stevenson in the Pacific: Travel, Empire, and the Author’s Profession, Aldershot, Ashgate.
6. Sborgi, I. (2007) “Home” in the South Seas’, Journal of Stevenson Studies, vol. 4, pp.185-98.

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