...To be completed by the student | To be completed by the markers | Module Name and code | BUZF319 | First Marker’s name (equivalent to the signature) | | Student ID (UoW) | 00002978 | Second Marker’s name (equivalent to the signature) | | Student ID (WIUT) | 00002978 | For Registrar’s office use only (hard copy submission) | Deadline date | 26.12.2013 | | Individual assignment | | | Group assignment | | | COURSEWORK SUBMISSION COVER PAGE Submission instructions Please note that all work must be submitted electronically unless instructed otherwise. For online submission instructions refer to: http://intranet.wiut.uz/Shared%20Documents/Forms/AllItems.aspx - Coursework online submission instructions.doc For hardcopy submission instructions refer to: http://intranet.wiut.uz/Shared%20Documents/Forms/AllItems.aspx - Coursework hard copy submission instructions.doc Feedback To be completed by markers on the next page | | 80%+ | 70-79% | 60-69% | 50-59% | 40-49% | 30-39% | 0-29% | Integrated Writing Task 70 % Weighting | Content and Structure | The written piece includes all the parts: introduction, two summaries, and conclusion. The written piece presents the main topic and key information provided in both sources. Transition and reporting verbs are masterly used. No personal view is included. | The written piece includes all the parts: introduction, two summaries, and conclusion. The written...
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...Those notes can only be sequenced so many times before they are repeated by a new musician and called “original”. Intellectual property has been protected in the courts systems, but has favored personal interest over creativity and borrowing. In the case of Weber vs. Repp for example, Repp was claiming to be the owner of the copied Catholic folk music stolen to create music by Weber. With help from a lawyer, it is proven that Weber wrote a song previous to the music and songs by Repp. It was demonstrated that Weber wrote a song, Repp wrote another song sounding similar, and then Weber wrote the song in question. This showing that Weber borrowed from himself and Repp borrowed from him. The musical notes played in the same sequence were copied by both composers and therefore the courts dismissed the case, musical notes are not owned by any one composer. It does not matter what you copy but how much you choose to take. The idea behind Gladwell’s argument is that borrowing some to be creative is and needs to be acceptable in the eyes of “plagiarism...
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...express oneself by speaking individually, or in a discussion. read with comprehension drawing information directly or by inference from the text, through an understanding of grammar and structure, vocabulary and idiom. employ a variety of skills in writing : within a framework, using argument or imagination or note making and summarizing. • • use the English language for the purpose of study and social and cultural interaction. speak and write clearly and to the purpose, using appropriate grammar, vocabulary and idiom. Aims (Prescribed Texts) 1. To enjoy and appreciate literature through a critical study of selected literary works. 2. Through the study of literature: • • • approach an understanding of humanity. develop an interest in the thought and culture of the peoples of the world. develop the power of expression and a sense of aesthetic values. • CLASSES XI & XII There will be two papers as follows: Paper 1: English Language (3 hours) – 100 marks Paper 2: Prescribed Textbooks (3 hours) – 100 marks Paper 1: English Language (3 hours) Question One: A composition on one of a number of subjects. ...30 Marks Question Two: Directed writing (an article, a book/film review, speech and report writing or personal profile) based on suggested points...20 Marks Question Three: Short-answer questions to test grammar, structure and usage. ...20 Marks Question Four: Comprehension. ...30 Marks It is recommended that in Paper 1 about 50 minutes should be spent on Question one, 40 minutes...
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...------------------------------------------------- Learning Journal Week 1 Intro grammar: Units & classes Outline of Content Intro grammar: Units & classes grammatical units: clauses, groups/phrases, words, morphemes, different classes of units: nominal, verbal, adverbial, conjunctive, prepositional Map of grammar: composition Rank of units: [grammar] clause — group / phrase — word — morpheme; [graphology] sentence — sub-sentence — word — letter; Rankshift (downranking) Class: clause: major / minor; group: nominal / verbal / adverbial; word: — nominal: determiner / adjective /noun — verbal: verb (auxiliary / lexical verb) — adverbial: adverb Professor: Christian M.I.M. Matthiessen Core Readings: Thompson (2004), Chapter 2: “Recognizing clauses and clause constituents” DFG, Chapter 1, pp.1-5 Part I : Summary of what I’ve leant (i) Difference between Traditional Grammar & Systemic Functional Grammar Grammar is a subsystem of language for constructing meanings in the form of wordings. Traditional grammarians gradually developed accounts of word classes (part of speech) since words belonging to different classes have different sets of forms and of the grammatical categories associated with the forms of different word classes—e.g. number and case for nouns, and person and tense for verbs. It is the study of traditional grammar. However, if we want to understand how grammar is organized and operates as a resource for making meaning, we...
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...10 Grammar Mistakes That Make You Look Stupid Version 1.0 May 23, 2005 These days, we tend to communicate via the keyboard as much as we do verbally. Often, we're in a hurry, quickly dashing off e-mails with typos, grammatical shortcuts (I'm being kind here), and that breezy, e.e. cummings, no-caps look. It's expected. It's no big deal. But other times, we try to invest a little care, avoiding mistakes so that there's no confusion about what we're saying and so that we look professional and reasonably bright. In general, we can slip up in a verbal conversation and get away with it. A colleague may be thinking, Did she just say "irregardless"?, but the words flow on, and our worst transgressions are carried away and with luck, forgotten. That's not the case with written communications. When we commit a grammatical crime in e-mails, discussion posts, reports, memos, and other professional documents, there's no going back. We've just officially gone on record as being careless or clueless. And here's the worst thing. It's not necessary to be an editor or a language whiz or a spelling bee triathlete to spot such mistakes. They have a way of doing a little wiggle dance on the screen and then reaching out to grab the reader by the throat. So here we are in the era of Word's red-underline "wrong spelling, dumb ass" feature and Outlook's Always Check Spelling Before Sending option, and still the mistakes proliferate. Catching typos is easy (although not everyone does it). It's the...
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...Instructions: Write a paragraph that compares two cities where you have either lived or visited. Step 1 Think about two places you have either lived or visited. Make notes in the chart. | City 1 | City 2 | 1. Location (state, country, continent, etc.) | | | 2. Where you stayed | | | 3. Sites you saw | | | 4. One event you attended | | | 5. Did you like it, or not and why? | | | Step 2 Write sentences about the two cities. In general, which city was better and which was worse. Explain why you feel this way using details from the information you placed in the chart. Step 3 Choose some of your sentences and write them in a paragraph. Use information from your chart to explain why one city was better or worse than the other. Create a title for your paragraph. Step 4 Use the format below for your final paper. Evaluate your paragraph according to the details below. Edit your work. Check all your grammar, punctuation, spelling, vocabulary, capitalization, sentence structure, and verb tense with the IEL Writing Center in A-181. Step 5 Type your final copy and send it to me via email as an attachment. This assignment is worth 40 points. It is due Wednesday, November 26, 2014 by 6:30 pm. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Your Name IEL-074-200/Intermediate Intensive Grammar Assignment 5/Write a Comparative Paragraph November 26, 2014 Ms. Rowls Center Your Creative Title Don’t forget to indent your paragraph. Your title should not...
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...to harmonize, considering it was our first year learning an instrument. There was no reading or writing when it came to playing the instruments, but with music, a story can be made. For example, half the class would play our recorders in sync with one another, and other students in the class would play percussion. With the rhythm of the music combined, the feel and sound of the music gives the audience a feel of a different environment, such as feeling as though you are taking a journey through an Indian village, or celebrating the first fourth of July in America. As I progressed through the year, music classes turned into singing as well. In order to know the words that we were singing, we had paperback music, which had music lines, notes, and words for us to...
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...through the paper. Halfway through the paper, I saw my friend John suspiciously looking at the class. My instincts told me that something was wrong. As a result, I began to keep an eye on John. Suddenly, I saw John taking notes out from his pencil case! My mouth hung wide open and I gasped in shock. How could John do that! I thought should I report him? The devil in my mind said that I should not care about this thing after all, he is still my best friend while the angel said that I should be honest and report him. After thinking for a while, I decided to report him. I raised my hand and told the teacher “ Mr Tan, John is cheating by using notes from his pencil case.” The teacher nodded his head and walked towards John’s table. Mr Tan said “John! Why are you cheating?” John shook his head to deny that he did not cheat. Mr Tan confiscated his pencil case and dumped the contents out. Out came pencils, erasers and pens. But there was no notes inside! John let out a smirk from his mouth. I was shocked! I thought that there was a note? Just when I thought all hope was lost, Mr Tan found another zip at the pencil case and he opened it. Suddenly, John’s smirk began to vanish. Waves of panic overwhelmed him. The hidden note was found there! Mr Tan looked at John sternly. He brought John to the principal’s office to explain what had happened. On the next day, the fiery-tempered Discipline Master caned John during assembly period. After this incident...
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...Voice over talentswww.voicearchive.com Looking for English Grammar?Find English Grammar on Facebook. Sign up now!www.Facebook.com Dynamics Document MgmtDoc Mgmt & Workflow Automation In Dynamics Web & SharePointwww.imagetag.com Definition: A dependent clause that functions as a noun (that is, as a subject,object, or complement) within a sentence. Also known as a nominal clause. Two common types of noun clause in English are that-clauses andwh-clauses: * that-clause: I believe that everything happens for a reason. * wh-clause: How do I know what I think, until I seewhat I say? See also: * Complement Clause * Gerund * Infinitive * Noun Phrase Examples and Observations: * "When Mrs. Frederick C. Little's second son arrived, everybody noticed that he was not much bigger than a mouse." (E.B. White, Stuart Little, 1945) * "A university is what a college becomes when the faculty loses interest in students." (John Ciardi, Saturday Review, 1966) * "I know that there are things that never have been funny, and never will be. And I know that ridicule may be a shield, but it is not a weapon." (Dorothy Parker) * "I believe that there is a subtle magnetism in Nature, which, if we unconsciously yield to it, will direct us aright." (Henry David Thoreau) * "Whoever was the person behind Stonehenge was one dickens of a motivator, I'll tell you that." (Bill Bryson, Notes From a Small Island. Doubleday, 1995) * "How we remember...
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...2. Grammar 3. Vocabulary 4. Fluency and Coherence * Notice that Fluency and Coherence are grouped together although they are different things. Each of these four carries equal value. The examiner gives you a whole-number sub-score for each of these and then calculates the average of the four. * Both whole number and half band scores, such as 6.5 are given for the Speaking test. * No separate score is given for each of the three Parts of the test. Example 1 Pronunciation | 5 | Grammar | 4 | Vocabulary | 5 | Fluency & Coherence | 5 | Average = 19/4 = 4.75 = Band 4.5 | Example 2 Pronunciation | 6 | Grammar | 5 | Vocabulary | 6 | Fluency & Coherence | 5 | Average = 22/4 = 5.5 = Band 5.5 | Example 3 Pronunciation | 7 | Grammar | 7 | Vocabulary | 8 | Fluency & Coherence | 7 | Average = 29/4 = 7.25 = Band 7.0 | SUMMARY OF THE MAIN POINTS ON THIS PAGE Pronunciation * Overall, clear and understandable pronunciation is the main thing. * Secondly, the correct use of the following features will determine the pronunciation grade: 1. basic word pronunciation; 2. linked speech sounds; 3. correct and appropriate sentence stress (i.e., which word or words in a sentence are stressed more than others); and, 4. appropriate use of intonation (rising and falling) to emphasize meaning. * Slightly inaccurate (= unclear) pronunciation is usually understandable if the correct words and grammar are...
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...view writing skills as one of the most important qualifications that employees should possess. However, many business employees, including recent college graduates, have serious writing deficiencies, especially in their ability to use standard English. As a result, American businesses spend billions of dollars annually to remediate these writing deficiencies (College Board, the National Commission on Writing for America’s Families, Schools, and Colleges, 2004). In this article, the authors examine possible reasons for these deficiencies and offer evidence that a modified context-based approach, the glossing approach, and consistent error marking can reduce the number of sentence-level errors students make. Keywords: context-based approach, grammar, punctuation, rules-based approach, writing deficiencies Copyright © 2007 Heldref Publications T hat many employers in the United States are dissatisfied with their employees’ writing skills is not a surprise to individuals who frequently peruse the professional literature in nearly any academic field or discipline (Gray, Emerson, & MacKay, 2005; Wise, 2005). Although the expressions of dismay are frequent and often strong, educators have done little to rectify the situation. Costs of Employees’ Poor Writing Skills material to decipher the intended meaning; and (c) the outcome when an incorrect decision is made because of poorly or ineffectively written material. Employers in the public sector have reported similar writing deficiencies...
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...university students in academic essays. The system embeds comments into your paper and suggests possible changes in grammar and style. Please evaluate each comment carefully to ensure that the suggested change is appropriate for your paper, but remember that your instructor's preferences for style and format prevail. You will also need to review your own citations and references since WritePoint capability in this area is limited. NOTE: WritePoint comments are computer-generated writing and grammar suggestions inviting the consideration and analysis of the writer; they are not infallible statements of right/wrong, and they should not be used as grading elements. Also, at present, WritePoint cannot detect quotations or block-quotes, so comments in those areas should be ignored. Please see the other helpful writing resources in the Tutorials and Guides section of the Center for Writing Excellence. Thank you for using WritePoint. Welcome to WritePoint, the automated review system that recognizes errors most commonly made by university students in academic essays. The system embeds comments into your [Eliminate second person (you, your) in academic documents and avoid addressing the reader directly. Use third-person pronouns (he, she, it, they)] paper and suggests possible changes in grammar and style. Please evaluate...
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...PERSPECTIVES BY Kurt StuKe The Unending Search Transformation in quality as a ‘thing in the making’ RECENTLY, STEPHEN K. Hacker wrote that “many of our organizations remain mired in their current states, frozen in old mindsets.” To free our organizations and 1 What follows is a contrast of the current grammar and its tacit assumptions concerning knowing, being and meaning to a different grammar born in the experiential-based philosophy of William James. The difference between grammars and the importance of the difference in the reconstruction of transformation and quality is explored. knower and thing known is usually referred to as the subject or object split within philosophy. The self or knower within such a vision is always distinct and apart from the world. The essential rationality and immutability of knowing and being within the traditional mindset lends itself to quantitative methods and statistical tools. You can progress safely through the define, measure, analyze, improve and control cycle—or choose not to—because the universe as defined through the traditional grammar is inherently knowable and predictable. You can differentiate between common cause and special-cause variation, and, by extension, processes that are in control and out of control because of the assumed stability within knowing, being and meaning. Language and meaning within these horizons also are based in antecedent truths. If you have the correct name of a thing, you have insight into...
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...------------------------------------------------- Top of Form Bottom of Form Understanding Prescriptive vs. Descriptive Grammar When people hear about linguistics, they often believe that linguists are very much like the character Henry Higgins in the play My Fair Lady, who expresses sentiments like in the following song, where he bemoans the state of English and the lack of proper pronunciation: However, as you will learn in this first week of class, there are two different ways that language has been talked about in disciplines that focus on the use of language. We can talk about these different approaches to language as descriptive grammar vs. prescriptive grammar. Prescriptive grammar describes when people focus on talking about how a language should or ought to be used. One way to remember this association is to think of going to a doctor’s office. When a doctor gives you a prescription for medication, it often includes directions about how you should take your medication as well as what you should not do when taking your medication. In a similar way, a prescriptive grammar tells you how you should speak, and what type of language to avoid. This is commonly found in English classes as well as other language classes, where the aim is to teach people how to use language in a very particular (typically described as ‘proper’ or ‘correct’) way. Descriptive grammar, on the other hand, focuses on describing the language as it is used, not saying how it should be used. For example...
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...Associate Program Material Comprehensive Grammar Read the following sentences, and focus on the grammar area specified in the left column. Then, complete the Associate Program Material: Comprehensive Grammar Answer Form by entering the correct sentence choice (a or b) for each number as well as an explanation of why you made that choice. |Subject-verb agreement|1a. Did you know a famous animal-rights activist has criticized horseracing because of the dangers involved?| | |1b. Did you know a famous animal-rights activist have criticized horseracing because of the dangers | | |involved? | |Subject-verb agreement|2a. Peer editing academic papers require critical-thinking skills and diplomacy. | | |2b. Peer editing academic papers requires critical-thinking skills and diplomacy. | |Subject-verb agreement|3a. Vitamins that are sold in a health-food store are not regulated by the Food and Drug Administration. | | |3b. Vitamins that are sold in a health-food store is not regulated by the Food and Drug Administration. | |Using regular and |4a. John has become a rather good actor. | |irregular verbs |4b John has became a rather good actor. ...
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