University of Mumbai TYBA English : Syllabus Workshop 2012-2013 Paper XI and XII: Grammar and Art of...
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Transcript of University of Mumbai TYBA English : Syllabus Workshop 2012-2013 Paper XI and XII: Grammar and Art of...
University of MumbaiTYBA English : Syllabus Workshop2012-2013
Paper XI and XII: Grammar and Art of WritingSemesters V and VI
Syllabus Drafting Sub-Committee members
Dr. Atul Pitre- Convenor
Dr. Susmita Dey
Dr. Ashok Thorat
The Objectives / learning outcomesGRAMMAR
To develop among students an insight into the process of word formation and transformation.
To develop among students an insight into the structure of English language and develop their skills of grammatical analysis and description.
To provide knowledge of the underlying ‘rules’ of grammar .
To develop among students the skills of sentence transformation.
ART OF WRITING To impart writing skills with regard
to cohesion and coherence
To enable the students to write effectively for various domains. Journalism Advertising Creative writing Academic writing
SEMESTER- V
Course Code: UAENGA503
Objectives To develop among students an insight into the process of word
formation and transformation.
To develop among students an insight into the structure of English language and develop their skills of grammatical analysis and description.
To provide knowledge of the underlying ‘rules’ of grammar .
To impart skills of rhetorical organization in writing.
To impart skills of writing for the print media.
Broad course content
Morphology
Words and Phrases
Cohesion and coherence in writing
Writing for the print media
Internal Assessment ( 40 marks)
( those with * are suitable for class tests as well)
Suggested Topics for assignments
Drag picture to placeholder or click icon to add
For average level students
Classify the given words as per their word class (50 words ----5 marks) *Change words from one form to another ( 50 words --- 5 marks ) *Explain the morphological structure of the following words
( words with inflectional and derivational suffixes should be given) ( 20 words – 10 marks )
For second class level students *Identification of cohesive devices used in texts
Give a passage of about 200-300 words and ask the learner to identify the cohesive devices ( addition, exemplification, contrast, time, referencing, elision, etc.) ( 1 passage = 5 marks)
Analysis of texts from various domains
Give a passage of about 200-300 words and ask the learner to identify the tenor, domain and mode of the passage, its intended readership and purpose for which it was written. ( 1 passage = 5 marks)
Analysis of news / ads from newspapers / magazine with regard to the contents and aspects of writing peculiar to their domain. ( 1 passage = 5 marks)
For second class level students
Select passages of about 200-300 words each
( 1 passage = 5 marks)
to identify the thesis statement and rhetorical structure
to identify the cohesive devices ( addition, exemplification, contrast, time, referencing, elision, etc.)
To identify the mode & domain on the basis of the functions of language
For analysis of news / ads from newspapers / magazine with regard to the contents and aspects of writing peculiar to their domain.
For first class level studentsWriting letters to the editors on current issues,
Writing film or book reviews
( 1 letter /1 review = 5 marks)
Semester V Term End Examination:
Q.1 Identify the forms of the following phrases by giving form and function labels to all the elements they contain: -------15 marksi. a simple NP with 2/3 direct pre modifiers------------2 marks An impressive buildingii. a simple PP with 2/3 direct pre modifiers-------------2 marks in the tall green buildingiii. a complex NP with 2/3 subordinate phrases as pre and post modifiers – 4 marks my sister’s very pretty dress in the wardrobeOr the very dark narrow winding road up the hill behind the college campus
iv. a complex NP with a subordinate clause ( only RCl)----3 marks the police who caught the thief red handed
v. a simple AjP with 1/2 direct modifiers -------------2 marks rather acutely sensitive
vi. a simple AvP with 1/2 direct modifiers ----------2 marks very proudly indeed
Q2. (a) Attempt a morphological analysis of the following words by showing the affix/es and the type/s of affix/es taken. ---------------------8 marks
Dislike, plentiful, historical, Unpardonable.
(1+1+2+ 4 marks)
Q2 (b) Pick out the verb phrases in the following sentences and identify the various aspects ( Modality, Perfective, Progressive and Passive):----------7 marks
i)3 simple verb phrases --------------------------(3 marks)
The mangoes were eaten by Ram
The birds sang sweetly
He was reading the books
ii)2 verb phrases involving intrusions, and complexity -----( 4 marks)
they might have been reading a book
they are always making noise
Q.3. The ideas in the following passage are not clearly developed and the clauses or sentences are not properly linked. Identify and enlist such shortcomings in the passage and rewrite it to make it more clear and organised. ---------------------------15 marks
A short passage of about 150-200 words with ample scope for the said improvement to be given .
Marking scheme-
Identification of shortcomings/ errors-
( digressions, ambiguity , self contradictions, unnecessary repetitions, etc.– 7
Rewriting using cohesive devices and removing above errors ----------------8
Cohesive markers- ( examples)And, In addition to , still, furthermore, moreover,
But, however, though, although , on the other hand, even so, yet, nevertheless , in fact,
So , thus, therefore, as a result, consequently, to conclude,
Obviously, Indeed, Admittedly , assuredly, certainly, granted, of course, unquestionably, it is true that, no doubt,
REFERENCE , SUBSTITUTION , ELLIPSIS ,etc
Sample passage for Q.3 The aged have lost the traditional economic and social support which was easily
available to them in joint families. The joint family system has undergone a drastic change in India. There are a number of factors .They are leading to the disintegration. Opportunities for employment outside agriculture are increasing . The young men from the rural areas are shifting to those places.The property disputes is a reason of the disintegration. The sour relations between the mothers-in-law and daughters-in –law have forced many persons to opt for an independent living. There are many reasons but the aged are at a great loss .
The joint family system has undergone a drastic change in India and it is its disintegration. There are a number of factors which are leading to its disintegration. Firstly, opportunities for employment outside agriculture are increasing . As a result the young men from the rural areas are shifting to those places. Property disputes is another reason of the disintegration. Thirdly, the sour relations between the mothers-in-law and daughters-in –law have forced many persons to opt for an independent living. Whatever the reasons be , but as a result of the disintegration, the aged have lost the traditional economic and social support which was easily available to them in joint families.
Q.4. Write a news paper report of about 150-200 words with a headline, lead and body using the information given below. You may add other relevant matter, using your imagination. -------------------------------------------------------------------------15 marksSome information to be given leaving some gaps /space to be filled in by the examinees on their own.
What- the event/ incident /deed
When- the time /duration and place
Where- the place /venue
Why- the purpose/cause
How- parts/ stages/ method/ manner/ style
Who- the persons involved in various ,
capacities/roles
How many- the number of persons involved/ affected
Effect/ outcome/response ,etc.
Marking scheme
Covering all the given facts correctly( without any change ) --- 5
Adding few other facts that would seem relevant ( e.g. other persons involved / who said what ( in a nutshell ) /the effect/ appeal etc.---4
Proper sequencing and organization--- 3
Objectivity and impersonality ---2
Appropriate/catchy headline--1
Q.4. Write a news paper report of about 150-200 words with a headline, lead and body using the information given below. You may add other relevant matter, using your imagination. 15 marks
Some information to be given leaving some gaps /space to be filled in by the examinees on their own.
What- Flash Flood killing many people
When- 16th June, 7am
Where- Uttarakhand
Why- Cloud burst
How- Heavy rainfall, indiscriminate land use
Who- pilgrims, locals, NGOs, Service personnel
How many- 10,000 casualty, many thousands missing
Effect/ outcome/response ,etc.- loss of life, property; delay in rescue operations, help from many sources
SEMESTER- VI
Course Code: UAENGA603
ObjectivesTo develop among students an insight into the structure of
English language and develop their skills of grammatical analysis and description.
To develop among students the skills of sentence transformation.
To develop among students an insight into the mechanics of writing.
To enable the students to write effectively for various domains.
Broad course contentClauses
Sentences
Academic writing
Creative/ Figurative writing and Advertisement copy writing
Internal Assessment ( 40 marks)
( those with * are suitable for class tests as well)
Suggested Topics for assignments
Drag picture to placeholder or click icon to add
For average level students
* Sentence transformations Rewrite the sentences as directed ( 20 sentences ----------- 10 marks )
For second class level students*Making advertisements for magazines with the help of
given points. ( 1 text = 5 marks)
*Rewriting paragraphs ( 300-500 words)for improving sentence patterns and clause structures ( 1 text = 5 marks)
*Analyzing passages from academic writing for thesis statement, core contents and rhetorical structures ( 1 text = 5 marks)
For first class level studentsConverting non –literary texts ( 300-500 words)into literary
ones ( descriptive/narrative) ( 1 text = 5 marks)
Attempting a literary text of about 800-1000 words with the help of points / ideas given. ( 1 text = 10 marks )
Writing articles for college magazine ( 1 text = 10 marks )
Academic writing in 1000 words and analyzing it for thesis statement, core contents and rhetorical structures ( 1 text = 10 marks )
Semester VITerm End Examination:
Q1. Q.1 Analyse the following clauses by giving form and function labels to the phrases they contain.( Word-labeling is not expected)--------- 15 marks
i. a clause of 3 phrases---------------- 3 marks
The students were attending an orientation program
ii. a clause of 4 phrases as 4 clause elements ----------- 4marks
We went for a picnic to Malshej ghat
iii. a clause of 3/4 phrases , one of them with a subordinate Ph/Cl ----- 4marks
Since it was raining, we cancelled the trip
iv. a clause of 4 phrases with something different/ difficult than expected in the previous ones ( e.g. inversion / use of vocative /occurrence of both the complements ,etc.) --------4 marks
Friends, can we have our lunch now?
Q 2(a) Bracket the subordinate clauses in the following sentences showing their types and functions. (Other elements need not be shown and labeled).6 marks
[3 sentences with one SCl in each
any 3 types like NCl/ RCl/ ACl /CCl should be covered ]
On reaching Mumbai, give me a call
That the sun rises in the east is a known fact
The movie that I had seen yesterday is superb
Q.2 (b) Attempt ‘derived structures’ from the following as asked
in the brackets - 9 marks
i.( cleft sentences ) ------------------ 3 marks
She wore a pink dress to the dinner party.
ii. ( existential sentence)----------------- 2 marks
A whole box has been given
iii. ( postponement of post modifier)-------------- 2 marks
A meeting of all the teachers was held
iv. ( substitution of PP or Extraposition )— 2 marks
I gave Meena a book
Q3. Form a thesis statement on one of the given topics and develop it in about 150-200 words . Specify the rhetorical structures used by you. --------------------------------15 marks
Marking Scheme
( text -10 + rhetorical structures 4 + thesis statement 1= 15 )
Q.4 a. Attempt a literary passage of about 150 words by making use of the given points. ---------------------------------------15 marks
4-5 points should be provided to develop a passage – descriptive / narrative /reflective or a combination of all . ( for student of average level )
The scheme of marking may be -
use of adjectives/ adverbs / qualifying Nps/ PPs etc. to offer colour and vividness-----------------------------------------------------------------------5
use of similes/ metaphors and such common figures of speech------- 4
use of parallelisms / allusions /neologisms , etc.-------------------------2
using sound devices / offering rhythm by clause/sentence patterns---2
overall effect- ( aesthetic function)-----------------------------------------2
Q.4 a. Attempt a literary passage of about 150 words by making use of the given points. ----15 marks
You had been to a sea side recently,
Impression of the beach and the sea
The food that you ate
The sunset that you watched
OR
Q 4 b. Compose a copy ( advertisement) with the elements like
headline, subheads, slogan and body copy on the basis of the following facts:----- 15 marks
Product specification : new cosmetic soap, lavender fragrance,
herbal base,
affordable price,
targeting health conscious users
Marking Scheme:Headline……3
Subheads…..3
Slogan…… 3
body copy…6
Thank you
.Cambridge Companion to Creative Writing (CUP)
Lively Art of Writing – Lucile Vaughan Payne ( Mentor)