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 حل واجب e303b tma01 الجامعة العربية المفتوحة للفصل الدراسي 2012

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مُساهمةموضوع: حل واجب e303b tma01 الجامعة العربية المفتوحة للفصل الدراسي 2012   الثلاثاء مارس 06, 2012 1:34 am



Arab Open University

Tutor Marked Assignment (TMA)
FACULTY OF ******** STUDIES
E303A/B TMACOVER FORM (2011/2012)
Branch:
Program:
Course Title:
Course Code:
Student ****:
Student ID:
Section Number::
Tutor ****:



Mark Allocated
to TMA
STUDENT MARK
20%
for ******* : a max of 20 marks
marks deducted for lang. & communication errors: a maximum of 6 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 ********ation.
§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)











E303B TMA
Semester 2, 2011-2012
Please return your completed assignment to your tutor to arrive by the end of week 11.

This assignment, which is made up of five tasks, relates to your study of e303 Book 3 (Getting Inside English: Interpreting ****s,) and the readings and activities associated with it. It represents 20% of the overall continuous assessment score (or OCAS).
The overall objective of this TMA is to assess your skills of critical evaluation and argument on the basis of grammatical evidence.
You are required to write no more than 1,500 words, but you will also need to present some of your findings in graphical or tabular form. 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 on page 41 in the course guides booklet that you have received with the package.

·Task 1 (selection of ****)
Choose 2 English compositions written by Arab students in the final year of secondary education in your country, OR by AOU students for the EL112 course (in which students write essays). Each one should be 150 words or longer, and the total number of words in the two compositions should be approximately 300-500 words.
You should expect to spend a reasonable amount of time selecting your ****s, as your choice of **** will potentially affect the quality of your answer. Do not be afraid to reject your initial choice if you come across something better, since you will inevitably have gained insights from the process of selection. However, you need to remember to leave yourself enough time to spend on the analysis of your chosen ****.
In all cases, the work you decide to choose should be approved and signed in advance by your tutor. In addition, the original, or a copy of this work should be attached as an appendix to your TMA.

·Task 2 (initial evaluation of a ****’s weaknesses)
Read the ****s several times and decide whether their weaknesses lie primarily in the way they have constructed interpersonal, ****ual or experiential meanings. You need to consider here the grammatical choices in relation to the con**** of the ****s, in other words, to their:
• Field (for example, is the choice of lexis sufficiently technical and specialised or suitably commonplace and accessible?)
• Tenor (for example, does the lexicogrammar construct appropriate social roles and status for the writer?)
• Mode (for example, do the lexical and grammatical choices construe a well organised and structured **** consistent with the mode and goal of the piece of writing or do they, for example, make the **** too formal?)
. Audience, (i.e. the readers), are the ****s addressed to general or specialist readers?
At this stage of the assignment you will only be developing an impression of the ****’s overall patterns and weaknesses rather than carrying out a systematic analysis. You do not need to submit the notes that you make at this stage.

·Task 3 (detailed analysis of ****)
(You may write up to 750 words on this part of the assignment, but you will also need to present some of your findings in graphical or tabular form.)
You now need to decide on one or two specific areas of grammar to focus on in order to carry out a comprehensive and systematic analysis. You should select those areas which you think will provide most insight into the ****’s problems and which account for its lack of high level of communicative effectiveness. For example, you may think the grammar is construing an inappropriate tenor, with the writer sounding too chatty and friendly. You would then need to carry out a comprehensive analysis of key ******** features associated with tenor (e.g. pronoun use, ellipsis, speech function, colloquial lexis, contraction, forms of address, stance etc.). (On the issue of colloquial lexis, consult a good dictionary which shows judgements on formal and informal usage. Do not pass this kind of judgement without the help of a specialist grammar or dictionary.)
You may, on the other hand, decide that the main problem with each **** is its lack of overall structure and therefore decide to analyse patterns of theme choice, including hyper- and macro- theme.
You will need to display the findings of your analysis in a way that is meaningful to your tutor. How precisely you do this is your decision and will, to an extent, depend on the technology you have at your disposal. For example you may use formatting or colour to underline or highlight certain choices within the ****. You may also present your findings in table form and give counts of each finding.

·Task 4 (re-writing of ****)
****d on the findings of your analysis, rewrite each **** to make it more effective in the specific areas of grammar and lexis that you focused on.




Task 5 (evaluation of re-writing)
(You should write at least 750 words on this part of the assignment, excluding your re-written ****.)

Describe the nature of the changes you made, why you made them and how effective you think they are in improving the communicative effect of the ****s. You must explain both the inappropriateness of the original ****s and the replacements/revisions which you introduced to each.

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 ****
·Paraphrasing the words from the **** very closely
·Using **** 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 ******** 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:

the three aspects of functional grammar framework: field, tenor, and mode and their relations in written English prose ****s;
how patterns of theme may vary within a particular register;
how the organizung resources of theme are of particular significance in written English and can work at the level of paragraph and whole **** as well as at clause level;
the difference between coherent and cohesive ****;
how cohesive devices are deployed to build experiential and interpersonal meaning;
the major characteristics of English grammar, and how the ******** may be described and analysed, using appropriate linguistic terminology (****d broadly on a functional grammatical model);
7.the relevance of grammar to a range of real-life con****s;

and to have de******ive, analytical, cognitive, interpretation and communication skills to:
1.analyse and describe major grammatical structures in English, using appropriate terminology;
2.describe how a **** draws on theme, hyper-theme and macro-theme to organize and structure information;
3.describe how a**** draws on the resources og grammatical cohesion to contribute to the ****ure and coherence of a ****;
4.interpret cohesive patterns and patterns of theme, hyper-theme and macro-theme in relation to the con****ual variable of mode and in terms of their role in building experiential and interpersonal meaning;
5.argue why certain uses of lexical and grammatical cohesion and choices of theme, hyper-theme and macro-theme make a **** more or less effective;
6.apply your understanding of lexical and grammatical cohesion and of theme, hyper-theme and macro-theme to make a **** more effective;
7.interpret the meanings made by writers who package and stage their ****s in different ways;
8. interpret written linguistic data, showing an understanding of how grammatical forms relate to meaning;
9.construct a coherent argument, clearly focussed on the topic under discussion;
10. develop good academic practice in the acknowledgement of source material and presentation of bibliographies;
11. present written work to a high standard;
12. respond to tutor feedback about improving the effectiveness of written communication.
13. work independently, scheduling tasks and managing time effectively;
14. make independent judgements;
15. assess the value of evidence critically (including simple statistical data).
16. construct coherent written arguments, supported by relevant evidence, appropriately referenced.

E303B: Generic Marking Criteria:
Total mark is 20. It is divided as follows:
14 marks (70%) for *******:
Answering the questions asked correctly and doing the required tasks properly.
6 marks (30%) for ********/form:
Proper academic writing mechanics/conventions, correct grammar/structure, organization, format, quoting/referencing and full ********ation of sources, etc.

In all the e303 assignments, and in the examination, your work will be assessed according to the following generic marking criteria, which are ****d on the learning outcomes described above:
1The relevance of your answer to the specific question set
2The extent to which you display knowledge and understanding of the course material
3The extent to which you demonstrate the skills of linguistic analysis and de******ion
4The extent to which you demonstrate critical interpretation and evaluation of linguistic evidence
5The extent to which you construct a persuasive academic argument, well supported by evidence
6The clarity of your expression and your use of academic conventions
7The extent to which you demonstrate the skills of independent study (particularly in the case of TMAs)

The feedback form (cover page), together with annotations on your ******, will supply significant information about your performance. When you get your work back, you should read your tutor’s comments carefully, taking note (for the benefit of future assignments and examination preparation) of what seem to be your strengths and weaknesses. The marking criteria chart should help you with this. You should allow yourself the time to reflect back on your work in the light of the tutor’s comments and to consider whether some of the advice can be applied to the next assignment. There may be comments that you do not understand, or do not agree with. In this event, your tutor will be ready to discuss these with you. The personalised advice you receive is likely to be one of your most valuable learning resources; do use it.


Marking Grid


GRADE
*******
******** & 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 are an added asset. Examples are to the point.
- Has an introduction defining plan of essay.
- **** 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 **** still fair.
- No evidence of editing.
- 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.
- **** 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 ******** use and organisation


******** & ORGANIZATION
Deduction
3rd level courses
1st & 2nd level courses
-Has an introduction defining plan of essay.
-**** 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.
-**** 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 **** 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.
-**** 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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