Task 1: Draw labelled trees for the following four sentences. Additionally, for the four expressions in bold state their function in the sentence they occur in.
George promised that he would give himself a second chance.
(Tree=6 marks/Function=3 marks)
It is known that students with re-assessments can actually achieve very good marks in August.
(Tree=7 marks/Function=3 marks)
Whether my parents can travel without restrictions seems a question without a clear answer. (Tree=8 marks/Function=3 marks)
The students in every group will most likely work without any help from their tutors.
(Tree=7 marks/Function=3 marks) [40 marks]
Task 2: The underlined strings of words in the sentences below ARE constituents. For each string, provide TWO pieces of evidence that illustrate why this is so. While you can use any diagnostics you want, try to make use of as many different diagnostics as possible throughout your answers.
Very few people would give their friends their car.
We all expected that they would wait their friends after the lecture.
They can watch the game at the local pub with their friends from England.
The students will most likely have to work in an independent way.
[5 X 4 marks=20]
Task 3: Consider the sentence below and give a logical argument for the assumption that the string ‘their grandparents in the summer’ is NOT a constituent, explaining the logic of your argument.
We all expected that the guys would wait their friends after the lecture.
Task 4: The sentence below is structurally ambiguous. After you explain what the ambiguity is—using appropriate paraphrases (4 marks)— and why it arises (4 marks), illustrate how this ambiguity can be accounted for using labelled tree diagrams (12 marks). Be as explicit as possible.
Two sisters reunited after eighteen years in a checkout-counter.
On successful completion of this assessment, you will be able to:
Knowledge and Understanding
1. Analyze the structure and identify the grammatical properties and functions of English phrases and clauses using appropriate linguistic conventions, arguments and evidence.
Practical, Professional or Subject Specific Skills.
1. Employ problem-solving strategies.
2. Develop advanced analytic skills.
Transferable Skills and other Attributes
1. Enhance your digital skills.
Module Aims
1. To provide an in-depth exploration of the description and analysis of contemporary English grammar;
2. To instil advanced knowledge and understanding of key linguistic techniques and conventions used in the description and analysis of contemporary English grammar;
3. To enable students to evaluate evidence and hypothesis relating to the structure of sentences in contemporary English
Word count/ duration (not applicable)
Feedback arrangements
You can expect to receive feedback 15 working days after the submission deadline.
Support arrangements
You can obtain support for this assessment in various ways…
-In discussions in class about the assessments (we will spend dedicated time in class on both the assignment briefs and the assessment criteria, so you understand them fully).
-In tutor office hours (see Blackboard site for these).
-Via email to tutor (emails will be responded to within 3 working days).
The University offers a range of support services for students through ask US.
Good Academic Conduct and Academic Misconduct
Students are expected to learn and demonstrate skills associated with good academic conduct (academic integrity). Good academic conduct includes the use of clear and correct referencing of source materials. Here is a link to where you can find out more about the skills which students require http://www.salford.ac.uk/skills-for-learning.
Academic Misconduct is an action which may give you an unfair advantage in your academic work. This includes plagiarism, asking someone else to write your assessment for you or taking notes into an exam. The University takes all forms of academic misconduct seriously. You can find out how to avoid academic misconduct here https://www.salford.ac.uk/skills-for-learning.
Assessment Information.
If you have any questions about assessment rules, you can find out more here.
Personal Mitigating Circumstances.
If personal mitigating circumstances may have affected your ability to complete this assessment, you can find more information about personal mitigating circumstances procedure here.
Personal Tutor/Student Progression Administrator
If you have any concerns about your studies, contact your Personal Tutor or your Student Progression Administrator.
Assessment Criteria
Marks for your assessment will be allocated based on the English Language mark descriptors available on the module’s site on Blackboard.
