University
of Rome III - Degree in Languages &
International Communication - Convener: Patrick
Boylan - Academic year 2006-07
COURSE:
English I * OCI+LL,
English III* LL,
English III* OCI
<Circle
one
*for
English minors
TASK N° _2B_
Due date: __/__/__ Group
Leader: _________________ <Use
BLOCK LETTERS
Group:
A B C
D E F
G H I
J K L
M N <Circle
a letter
British/American Cultural Values
Evaluation Sheet
GROUP
LEADERS: WRITE NAMES USING BLOCK LETTERS. READ
THE NEW INSTRUCTIONS BELOW.
WRITE STUDENTS' NAMES ON LINE, CIRCLE POINTS FOR EACH CATEGORY, GIVE TOTAL.
1.
_________________________ Form = 0 1 Content
= 0 1 0 1 0
1 0 1 Total
= __
Comment:
_______________________________________________________________________
________________________________________________________________________________
2.
_________________________ Form = 0 1 Content
= 0 1 0 1 0
1 0 1 Total
= __
Comment:
_______________________________________________________________________
________________________________________________________________________________
3.
_________________________ Form = 0 1 Content
= 0 1 0 1 0
1 0 1 Total
= __
Comment:
_______________________________________________________________________
________________________________________________________________________________
4.
_________________________ Form = 0 1 Content
= 0 1 0 1 0
1 0 1 Total
= __
Comment:
_______________________________________________________________________
5.
_________________________ Form = 0 1 Content
= 0 1 0 1 0
1 0 1 Total
= __
Comment:
_______________________________________________________________________
________________________________________________________________________________
6.
_________________________ Form = 0 1 Content
= 0 1 0 1 0
1 0 1 Total
= __
Comment:
_______________________________________________________________________
________________________________________________________________________________
Group
Leader's signature________________________________
INSTRUCTIONS
NOTE: WHEN YOU RETURN THE
EVALUATION SHEET TO THE TEACHER,
DO NOT INCLUDE THIS
SHEET: KEEP IT FOR FUTURE REFERENCE.
Students
PRINT a copy of their paper and bring it to class on TUESDAY, October
17th, for evaluation by the Group Leader (or a substitute
elected by the group). The Leader discusses her/his criteria for each
paper with the entire group, using the
following guidelines, then gives a mark from 0 (zero) to 5
(five)..
FORM:
The student's paper is attractive and easy to read (typed, wide
margins, aligned, complete information at the top giving name, group,
academic year, course, task number) = 1
The
student's paper is not attractive (handwritten instead of typed,
narrow margins, hard to identify the author
or the year/course/task). = 0
CONTENT There are four
categories; students get 0 or 1 point in each category.
(a.)
The values for Italians (“I”) and for the student
(“Y”) are plausible = 1.
The
student put Italy or herself in the middle to avoid taking a stand =
0.
Of course, it is possible that Italy or the student be in
the middle for a given value. But this would be a very rare case.
(There are 193 countries in the word and only ONE is in the middle,
so the probability that it is Italy is 1 out of 193). But many
times, because of unconscious ethnocentrism, students THINK they are
“normal people,” “perfectly in the middle”,
because they see cultures with “excesses” to the right
and to the left. But this is an self-satisfying illusion. It is
like an assassin who says: “I killed only one person so I am
normal, in the middle, between Hitler and San Francesco.” No.
He is not in the middle. He is on the side of Hitler (only less so).
An Italian cannot say: “I speak directly to my friends so I am
normal, in the middle between Americans who are very direct with
everyone and the Japanese who are very direct with no one. No. The
Italian student is NOT in the middle. The student is on the side of
the Japanese (only less so) because she is generally not
direct with professors, with strangers, etc., only with friends (and
not always).
(b.) The positions assigned are plausible for
B and T as well as for I and Y. = 1.
The
positions assigned are far from the descriptions of B and T given in
class. = 0
For example, in
class we said that Tolkien or Lady Di (B),
while privately individualistic, are publicly collectivist as most
aristocrats are. So if you put B in the middle, you get 0
because one mark cannot describe both tendencies. Lady Di was
not a moderate “in the middle”: she was an
extremist both privately and publicly, although in different
ways.
(c.) The interrogation strategies are indirect
(the Trinity students will not be aware that they are being
questioned about a particular cultural value) .= 1.
The strategies are evident (either direct questions or
implausible subjects of conversation). = 0.
(d.) The
strategies permit discovering the position of the Trinity student on
the Cultural Dimension chart = 1.
The
strategies, while informative, are not enough to permit a clear
collocation on the chart = 0.
Group
Leaders can add a comment after a student's mark if they want, but it
is not necessary.