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 EL118 TMA COVER FORM (2013/2014)

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تاريخ التسجيل : 16/02/2012

مُساهمةموضوع: EL118 TMA COVER FORM (2013/2014)   الأربعاء مارس 12, 2014 4:09 pm


Arab Open University
Tutor Marked Assignment (TMA)

FACULTY OF LANGUAGE STUDIES
EL118 TMA COVER FORM (2013/2014)
Branch: Program: English Language and Literature
Course Title: Course Code: EL118
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)



EL118 READING
TMA
First Semester 2013-2014
Cut-off date: week 11 (Dec. 07-12/2013)

Inside Reading: The Academic Word List in Context
This assignment is adapted from the Writing and Discussion Topics section on p. 48, Unit 3.
Format and Word Count:
The student’s work should be presented in an ESSAY of around 800 words.
Referencing:
The essay should include a list of references (print and electronic) at the end in addition to in-text referencing as per the requirements of the Harvard Referencing System. Proper referencing is a serious academic requirement and skill and will be rewarded accordingly.
Writing and Discussion Topic:
Many critics agree that Hitchcock, possibly the world’s most famous suspense director, was influenced by William Castle’s techniques. “Castle has been described as a wannabe Hitchcock, but when Hitchcock made ‘Psycho,’ I think he was reacting to William Castle,” says Richard Peterson, the director of programming for the Smith Rafael Film Center.
You are required to: 1) Read the quote closely, 2) Research well what made the author reach this conclusion, 3) Comment on the effect of using movie gimmicks and special effects on attracting movie viewer, 4) Identify the strengths and weaknesses of the movie gimmicks used in the last century, and 5) Discuss the role of modern technology in enhancing their effects.
Guidance on Addressing the Topic:
Before you embark on writing the essay, you need to read carefully Unit 3 in order to familiarize yourself with the topic at large and make use of the specialized vocabulary items in your essay. You are strongly advised to consult sources on the topic and widen your knowledge of the topic under consideration, but it is of the utmost importance to document any words or ideas that are not your own. Once you have the material ready, it is advisable that you follow the steps (1-5) indicated in the section above to avoid omitting sub-questions. Although the topic is from Unit 3, you should demonstrate your knowledge of the reading strategies covered in other units, as well as the words covered in those units.
Suggested references:
• Heffernan, K. (2004). Ghouls, gimmicks, and gold: Horror films and the American movie business, 1953–1968. books.google.com‏
• Järvinen, A. (2002). Halo and the Anatomy of the FPS. The international journal of computer game research, volume 2, issue 1, July.
• Novak, M. (2013). From Shock Chairs to Smell-O-Vision: The Movie Gimmicks of Yesteryear. [Online] Accessed from http://paleofuture.gizmodo.com/from-shock-chairs-to-smell-o-vision-the-movie-gimmicks-978832591

Marking Grid

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 structural, direct and effective way, thoughtfully and with insight. Originality of thought or ideas from outside the course is 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 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.
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.
- Some error types that impede communication.
- Fair range of specialized terminology.
F
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 Grid
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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