Strategic Business Project Structure and Contents Assignment | Cheap Essay ServicesJune 14, 2020
The Four Horsemen Assignment | Get Homework HelpJune 14, 2020
Semester 2, 2019-2020
Cut-off date: Week 10
Length: 1500-2000 words
Drawing on the ideas presented in U214 Book 2 and specifically chapter 1, explain how talk is shaped
by context. Start by overviewing the structure and function of talk, the purpose of talk drawing on
works of Malinowski, Jakobson and Halliday, then situate the discussion in Bordieu’s social conditions
and context. Illustrate using examples from institutional talk, classroom talk or job interview.
Areas of Discussion
Areas of discussing the TMA’s topic are related to U214B course Book 2, especially Units 1 and 2.
Discussing the TMA’s subject matter has to draw on the following ideas:
- Introduce the structure and function of talk (4 pts)
- Examine and explain the purpose of talk, drawing on Malinowksi, Jakobsbon and Halliday’s
arguments (4 pts)
- What is context and how does it influence the use and interpretation of particular words and
- Discuss Bourdieu’s social conditions: how is talk structured; where is it located; what is said (4
- Analyse examples in support of your discussion (4pts)
N.B. Students need to read in depth Unit 1 and think about the TMA questions as they read. Students
need to take notes from Unit 1 on the structure and function of talk and the main arguments of
Malinowksi, Jakobsbon, Halliday and Bourdieu to develop their discussion on the relationship between
talk and context. Examples need to be provided in support of the discussion.
When writing, students need to pay attention to structure, layout and correct language and use
appropriate referencing and citation. Please note that, in addition to the textbook materials, students are
recommended to consult two or more of the following references.
• Bardovi-Harlig, K. and Hartford, B. (2005). Interlanguage pragmatics: exploring institutional talk.
Mahwah NJ: Erlbaum.
• Bargiela-Chiappini, F. and Harris, S. (2006). “Politeness at work: issues and challenges.” Journal of
Politeness Research 2: 7-33.
• Bührig, K. and Ten Thije, J. (2006). Beyond Misunderstanding: Linguistic Analyses of Intercultural
Communication. Amsterdam: John Benjamins.
Coupland, N. (2007). Style: language variation and identity. Cambridge, Cambridge University
Hickey, L. and Stewart, M. (2005). Politeness in Europe. Clevedon: Multilingual Matters.
Schegloff, E. (1992). On talk and its institutional occasions. In P. Drew and J. Heritage (Eds) Talk
at Work. Cambridge: Cambridge University Press. 101-34.
You can include information from the course book but it is highly recommended to use
external sources from the e-library.
You are requested to visit the e-library on campus and use it to carry out your TMAs
You are also requested to show your tutor that you used the e-library to complete your
TMA. But avoid submitting a copy/paste paper, it is a plagiarized work, which is strictly
banned and firmly penalized by AOU.
Guidelines on Plagiarism
If you submit an assignment that contains work other than yours without acknowledging the
sources, you are committing plagiarism. This might occur when:
Using a sentence or phrase that you have come across
Copying word-for-word directly from a text
Paraphrasing the words from the text very closely
Using text downloaded from the Internet
Borrowing statistics or assembled fact from another person or source
Copying or downloading figures, photographs, pictures or diagrams without
acknowledging your sources
Copying from the notes or essays of a fellow student
(Slightly adapted from OU document on quoting versus plagiarism)
It is important to remember that plagiarism is strictly barred and would be subject to
punitive action by the Arab Open University.
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 structural, direct
and effective way, thoughtfully and
with insight. Originality of thought
or ideas from outside the course are
- Has an introduction defining plan
- Body divided into several
- Conclusion which directly relates
arguments to topic.
- Error-free grammar & register.
- Wide range of specialized
an added asset. Examples are to the
B to B+ Very good answers showing secure
knowledge of course materials.
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
- First four criteria above
- Demonstrates extensive grammar
- Terminology specialized but less
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.
- Less grammar control than above.
- Good range of specialized
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.
- Few grammatical errors that
- Above average range of
- Slightly confused introduction
and/or conclusion, but body still
- No evidence of editing.
- Some error types that impede
- Fair range of specialized
F 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
- No introduction and /or no
- Body badly organized or
- Poor grammar control (extremely
limited range of grammar &
- Limited or not specialized range
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