Arab Open University

Tutor Marked Assignment (TMA)

FACULTY OF LANGUAGE STUDIES
A230ATMACOVER FORM (2014-2015)
Branch: Program:
Course Title: Course Code:
Student Name: Student ID:
Section Number:: Tutor Name:

Mark Allocated
to TMA
STUDENT MARK

20%
for content : a max of 20
marks
marks deducted for lang. &
communication errors: a maximum of 4
marks
Earned
Mark


Notes on plagiarism:
A. According to the Arab Open University By-laws, the following acts represent cases of cheating
and plagiarism:
Verbatim copying of printed material and submitting them as part of TMAs without proper
academic acknowledgement and documentation.
Verbatim copying of material from the Internet, including tables and graphics.
Copying other students notes or reports.
Using paid or unpaid material prepared for the student by individuals or firms.
B. Penalties for plagiarism ranges from failure in the TMA to expulsion from the university.

Declaration: I hereby declare that the submitted TMA is my own work and I have not copied any other
persons work or plagiarized in any other form as specified above.
Student Signature:

TMA feedback: (PT3)








The DaffodilsWilliam Wordsworth, 1770 - 1850
I wandered lonely as a cloud
That floats on high oer vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.
Continuous as the stars that shine
And twinkle on the Milky Way,
They stretched in never-ending line
Along the margin of a bay:
Ten thousand saw I at a glance,
Tossing their heads in sprightly dance.
The waves beside them danced, but they
Out-did the sparkling waves in glee:
A Poet could not but be gay,
In such a jocund company:
I gazedand gazedbut little thought
What wealth the show to me had brought:
For oft, when on my couch I lie
In vacant or in pensive mood,
They flash upon that inward eye
Which is the bliss of solitude;
And then my heart with pleasure fills,
And dances with the daffodils.

The Daffodils by William Wordsworth is a typical romantic poem that reflects the essence of
romanticism. After reading the poem, discuss the following issues:
1. How the poem embodies the features of romanticism (language and imagery) and how it illuminates the
personal life of the poet whilst transcending the private into a humane public experience.
2. The importance of the context in inspiring this poem and the secret collaboration of writing between
Wordsworth and his sister, Dorothy.
3. Finally, write your personal reflections about the poem and the effect it had on you as a reader.

*Dont include the TMA question or marking grid in your essay to avoid similarity in the
Turnitin program.
* Dont refer to unscholarly electronic or written sources such as Wikipedia and Cliff notes.
Useful references:
1. Fink, Z.S. (1958) The Early Wordsworthian Milieu, Oxford, Clarendon Press.
2. Gill, S. (ed.) (1990) William Wordsworth, Oxford, New York, Oxford University Press.
3. Woof, P. (1991) Dorothy Wordsworth: The Grasmere Journals , Oxford, Oxford University Press.
4. Wolfson, S. (1997) Formal Charges: The Shaping of Poetry in British Romanticism, Stanford, CA,
Stanford University Press.


Marking Descriptor
[Marking Grid:The content column is slightly adapted from OU supplementary notes.]
GRADE CONTENT LANGUAGE & ORGANIZATION
A

Excellent answers showing confident
and wide-ranging knowledge of core
material, good understanding of any
relevant theory, and a capacity to
address the question in a structured,
direct and effective way, thoughtfully
and with insight. Originality of thought
or ideas from outside the course are
an added asset. Examples are to the
point.
- Has an introduction defining plan of
essay.
- Body divided into several
paragraphs
- Conclusion which directly relates
arguments to topic.
- Evidence that essay has been
edited.
- Error-free grammar & register.
- Wide range of specialized
terminology.
B to B+

Very good answers showing secure
knowledge of course material.
Adopting an analytical approach and
providing relevant discussion covering
most of the key issues. Distinguished
from A answers by being less insightful
or by showing less comprehensive
knowledge of the course.
- First four criteria above maintained
- Demonstrates extensive grammar
control.
- Terminology specialized but less
varied.
C to C+

Competent answers reflecting
adequate knowledge of the more
directly relevant course material and
concepts, with reasonable structure
and adequate coherence related to the
question set.
- Introduction and/or conclusion
short but still satisfactory.
- Evidence of editing.
- Less grammar control than above.
- Good range of specialized
terminology.
D


Answers which omit some concepts
/evidence and/or lack coherence
/structure, and/or make minor errors
while still demonstrating basic
understanding. Or Bare pass answers
which show awareness of some
relevant material and attempt to
relate it to the question.
- Introduction and/or conclusion
short but acceptable.
- no evidence of editing.
- Few grammatical errors that
impede communication.
- Above average range of specialized
terminology.
- Slightly confused introduction
and/or conclusion, but body still
fair.
- No evidence of editing.
- Some error types that impede
communication.
- Fair range of specialized
terminology.
F

Fail answers which attempt to draw
upon relevant material but do not
reflect sufficient knowledge of the
course and/or neglect the focus
required by the question, and/or are
incomplete in some important aspects
whilst being acceptable in others.
- No introduction and /or no
conclusion.
- Body badly organized or irrelevant.
- Poor grammar control (extremely
limited range of grammar &
register).
- Limited or not specialized range of
terminology.


Mark-Deduction Descriptor
The following grid is used in deducting marks, when grading TMAs, MTAs, and FEs, on the basis
of language use and organisation
LANGUAGE & ORGANIZATION Deduction
3
rd
level courses 1
st
& 2
nd
level
courses
- Has an introduction defining plan of essay.
- Body divided into several paragraphs.
- Conclusion which directly relates arguments to
topic.
- Evidence that essay has been edited.
- Wide range of specialized terminology.
- Error-free grammar & register, mechanics, etc.
- No deduction - No deduction
- Clear organization, with good introduction and
conclusion.
- Body divided into several paragraphs
- Demonstrates extensive grammar control and
mechanics: correct spelling, proper punctuation,
correct sentences, with occasional/sporadic
grammar mistakes (e.g., phrasal verbs, relative
- Deduct 30% of
deduction allowed:

TMA: 2



clauses).
- Evidence of editing
- Terminology specialized but less varied.
MTA: 3 TMA: 1.5
MTA: 2
- Introduction and/or conclusion short but still
satisfactory.
- Some evidence of editing.
- Less grammar control than above: (e.g., wrong
use of prepositions, verb tenses).
- Some non-recurrent problems in mechanics of
writing
- Average range of specialized terminology.
- Deduct 50% of
deduction allowed

TMA:3
MTA:4.5



TMA: 2
MTA: 3
- Introduction and/or conclusion short and slightly
confused, but acceptable, with body still fair.
- No evidence of editing: some grammatical and
other recurrent types of errors that impede
communication (e.g., verb forms, auxiliary
verbs, passive structures, subject-verb
agreement).
- Recurrent errors of spelling and punctuation
- Poor formatting
- Below average range of specialized terminology.
- Deduct 80% of
deduction allowed



TMA: 5
MTA: 7





TMA: 3.5
MTA: 5
- No introduction and /or conclusion.
- Body badly organized or irrelevant.
- No editing whatsoever
- Poor grammar control (extremely limited range
of grammar & register, very basic, recurrent,
and varied grammatical, spelling, and
punctuation errors of all types).
- No formatting
- Limited or not specialized range of terminology.
- Deduct 100% of
deduction allowed

TMA: 6
MTA: 9



TMA: 6
MTA: 9