Università Roma Tre - Corso di Studio in Lingue e Comunicazione Internazionale a.a.2005-2006
First year English for English minors Lingua Inglese, I annualità come seconda lingua |
Task 3 |
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.
Marking Scheme |
|||||
Italian school marking system: 0 |
1 - 3 |
4, 5 |
6 |
7, 8 |
(9, 10) |
Points for each Task completed: 0 |
1 |
2 |
3 |
4 |
(5) |
-
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
THE IDENTI-KITS
THE EVALUATION FORM that will be used on Monday, April 24th, 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
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
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.)
1st
Year English for English
minors - School of
Humanities - University
of Rome III - Convener:
Patrick Boylan 2005-06 Student's name (BLOCK LETTERS):_____________________________________________ Student's group: _____ Double's
name: ______________________________________ From:
_________________________________ 1.
After discussing (and perhaps viewing) the biographical
material,
CIRCLE 2.
After discussing (and if possible viewing) the cultural-identity
material, 3.
After discussing (and viewing) the language description
material, MARK:
1 or more NOes = NO
(credit); all 3 YESes = YES
(credit); all 3 YESes + great performance = +
(credit plus)” Signature of Evaluator: ________________________________
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