University of Rome
III - Degree in Languages & International
Communication - Convener: Patrick Boylan - Academic
year 2006-07
COURSE:
612-o MODULE II –
English I for English minors, OCI
*
Group ____ Group Leader:
_________________
TASK N° 1
Due date: May 2, 2007 for this evaluation
sheet plus the individual reports.
Cultural
Identi-kit of an English-speaking Double: Evaluation
Form
Formally,
students' writing should be in British academic style.
Besides using SBE (South-east British English or Standard British
English) as the norm-giving variety for lexico-syntax, it should have
the 6 discourse characteristics indicated
here.
In particular it should make abundant use of the connectives
indicated here.
POINTS:
1 = the paper seems written by
a British academic: 0 =
the style is “loose” (conversational) or follows Italian
discourse conventions; too few connectives.
Content-wise,
the Report should be marked as follows.
QUESTIONNAIRE –
QUESTIONS 1-11: IDENTIFICATION
OF THE DOUBLE'S ENGLISH AND WAY OF SPEAKING : 1
= the double's speech is clearly identified. 0 = the
double's speech is identified only generally.
Explanation:
1 means that a sufficient number (if not all) of questions 1-6
are answered to be able to identify what English the double speaks
(Question 7) and knows (Question 8), in specific terms like those
used in the Wikipedia article “Varieties of English” ; in
addition the student indicated her/his double's specific expressive
traits, if any (questions 9-11).
0 means that the
student gave few responses to questions 1-6 or, in any case, gave an
imprecise answer to question 7 (example: “He speaks Australian
English” -- but which Australian English? Broad? General?
Cultivated? etc.)., as well as to questions 8-11.
WEB
SITE FORM: DOCUMENTATION OF
THE DOUBLE'S VARIETY OF ENGLISH + AUDIO/VIDEO CLIPS: 1 = The
sites document exhaustively the traits of the double's English and
the clips give a sample. 0 = The documentation
is too generic.
Explanation. 1
means that the student has
demonstrated a capacity to use the Internet to document a specific
variety of English, theoretically and descriptively. In addition, the
student has found audio-visual clips offering a sample of the
double's speech. These materials are sufficient for the student to be
able to learn (in some hypothetical future) to speak and understand
that variety as distinct from the variety s/he learned in Italian
schools (SBE with RP pronunciation). If the double speaks
SBE/RP English, the student must still document it and give links to
audio-visual clips that furnish a sample of the double's speech .
0 means that the sites furnished do not permit learning
the specific variety, should the student need to learn it for a job
or a trip.
QUESTIONNAIRE
– QUESTIONS 12-15: IDENTIFICATION OF THE DOUBLE'S
CULTURAL VALUES AND MAXIMS. 1
= The descriptions and maxims are sufficient to be able to BE the
double. 0 = They are not sufficient.
Explanation:
1 means that the student
effectively described the double's value system using ordinary
language (Question 12) and showed its specificity using cultural
dimensions (Question 14). In addition, the student inferred 3 maxims
from the description and 5 maxims from the dimensions. These maxims,
if assimilated by the student sincerely (even as an experiment, for a
short time), will permit her/him to THINK, FEEL and
WANT things like the double.
0 = The student
described the double as an individual and not culturally (the
description gave personal, psychological values and not the cultural
values of the double's community). Or the values given were generic
or moralistic and could fit many different cultures. And, in any
case, they did not really distinguish the double's values from those
of, for example, a stereotypical Italian; thus, even if the student
internalized these values, s/she would still seem like a
stereotypical
Italian.
WEB SITE FORM:
DOCUMENTATION OF THE DOUBLE'S
CULTURAL VALUES AND MAXIMS: 1 =
sufficient and convincing. 0 = .insufficient or not
convincing.
Explanation. 1
means that the documents giving the double's biography
are sufficient to justify the cultural values that the student thinks
s/he has identified, as well as the maxims that s/he attributed to
her/his double. The audio/video clips can contribute to justifying
the theorization of the double's value system, but there must be web
pages as well. The material must be “convincing”: this
means that the material does not demonstrate the certainty of
the student's hypotheses about her/his double's value system, but it
offers sufficient evidence to be persuasive.
0 means
that the student's web sites give ordinary bibliographical
information that does not permit identifying cultural values, or
declarations made by the double that do not offer persuasive
evidence.
WRITE STUDENTS'
NAMES ON LINE, CIRCLE POINTS FOR EACH CATEGORY, GIVE TOTAL.
1.
_________________________ Form = 0 1
Content = 0 1 2 3 4
Total = __
Comment:
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2.
_________________________ Form = 0 1
Content = 0 1 2 3 4
Total = __
Comment:
_______________________________________________________________________
________________________________________________________________________________
3.
_________________________ Form = 0 1
Content = 0 1 2 3 4
Total = __
Comment:
_______________________________________________________________________
________________________________________________________________________________
4.
_________________________ Form = 0 1
Content = 0 1 2 3 4
Total = __
Comment:
_______________________________________________________________________
5.
_________________________ Form = 0 1
Content = 0 1 2 3 4
Total = __
Comment:
_______________________________________________________________________
________________________________________________________________________________
6.
_________________________ Form = 0 1
Content = 0 1 2 3 4
Total = __
Comment:
_______________________________________________________________________
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