Università Roma Tre - Corso di Studio in Lingue e Comunicazione Internazionale a.a.2005-2006

Group Leaders: Here are the rules for marking.

- Look at these papers to get an idea of how I judged papers. I used verbal terms. You will have to invent a number from zero to five.   Put the criteria/justification which you will write after each mark

 NOTE: AT THE BEGINNING OF THE SECTION “RESEARCH TASKS” YOU WILL SEE THE FOLLOWING TABLE INDICATING THE CORRESPONDENCE BETWEEN THE MARK YOU GET FOR ONE OF OUR PROJECTS AND THE MARKS YOU GOT WHEN YOU WERE IN SCHOOL.   DO NO USE THIS TABLE TO CALCULATE YOUR MARK! USE THE INDICATION ON THE EVALUATION SHEET.  THIS TABLE IS JUST TO SATISFY THE CURIOSITY OF STUDENTS WHO WANT TO KNOW, AFTER HAVING CALCULATED THEIR MARK ON THE EVALUATION SHEET, WHAT IT MEANS IN TERMS OF SCHOOL MARKS.   IN OTHER WORDS, YOU CAN IGNORE THIS TABLE.

- Here is an example of criteria that you can use (but you can modify them as you see fit): If a student does not do the task or uses the model I gave, zero (unless you can justify giving another mark). If a student gives lots of sites that really help understanding and feeling the language and culture of a double, four. If in addition to the above the student has found sites of particular interest, five.
 
Anything between these two extremes gets 1, 2, or 3 according to whether it is poor, hardly sufficient, or acceptable.
 
- About the BIOGRAPHY section: Many students have not documented the biography of their double very well, because they have chosen a famous singer or actor and have documented only her/his career, famous roles, etc.   But if you meet a boy or girl at a party and if you want to get to know what they are like and what their roots are, you don't ask them about their success on some sports team or in a beauty contest or in writing poems.  You want to know, not what they do on the team or what they say they are in their poems, but what made them to be what they are (as a blògster has written: blogs are a good source because they combine autobiography, narration and metatextual comment).
 
- About the LANGUAGE section: It is not enough to document a double's language by presenting texts that s/he has written.  Documenting the double's language means finding a site that explains how his/her English is different from Standard British or General American or Scholastic English or whatever variety you want to consider the norm.  To do this you must discover what linguistic community your double belongs to in REAL life.  Example: when he sings, Van Morrison sounds like he speaks Southern Appalachian (Ridge and Valley) American English.  But, in reality, he doesn't; he is just imitating famous American blue grass singers. In his interviews you can hear that he speaks Hiberno English (specifically, the Belfast dialect)
 
- About the CULTURE section: It is not enough to document the double's psychology or personal “culture” (world view).  Most students are interested in their double's psychology and this is fine, but for Task 3 you have to enter into her/his language and culture.  And culture is NOT individual.  It is what makes the double similar to the other people of his community, from the standpoint of values shared.  Van Morrison has a Protestant, working-class Northern Irish culture that he escaped from by identifying with American blue grass singers but that he still carries in him.  In fact, his songs are darker and more imaginative than those of American blue grass singers and this is due to his culture.

- If someone has obviously copied from another student, s/he gets zero.  I will check the papers that are not on the site to see if anyone has copied.

 
SEE BELOW FOR

1. THE IDENTI-KITS

2. THE EVALUATION FORM that will be used on Monday, April 24^th, to evalutate you.

Here are the Identi-kits that were sent to me and that I have evaluated verbally.
Click on the number to download (or view) the file.
From now on do not sent Identi-kits to me but directly to your L4.

THIS LIST IS OLD. ON MONDAY MORNING I WILL PUT (BELOW)
THE NEW IDENTI-KITS FOR EVERYONE

Group A: 1

Group B: 1 2 3 4
Group C: 1

Group D: 1
Group E: 1 2 3 4

Group F: (NO IDENTI-KITS SENT; Please send them directly to your group leader L4
s/he can consult the kits on this web page to see how I judged other people's work.)

Group G: 1 2
Group H: 1 2 3
Group I: 1 2 3

Group J: (NO IDENTI-KITS SENT; Please send them directly to your group leader L4
s/he can consult the kits on this web page to see how I judged other people's work.)

Group K: 1

Group L: 1

Group M: 1 2 3 4

Group N: 1

Group O: 1 2

Group P: 1 2

Group Q: 1 2

Group R: (NO IDENTI-KITS SENT; Please send them directly to your group leader L4
s/he can consult the kits on this web page to see how I judged other people's work.)

Group S: 1 2

Group T: 1 2

Group U: 1 2 3 4