FACULTY OF LANGUAGE STUDIES (TMA COVER FORM: E303: English Grammar in Context (II

TMA No: 1 Part (I): STUDENT INFORMATION (to be completed by student) 1. Name: 2. Registration No: 3. Section No: 204 4. Tel. : 5. E-mail: I confirm that the work presented here is my own and is not copied from any source. Student's signature: Part (II): TUTOR'S REMARKS (to be completed by tutor) Tutor name: Signature: Date TMA received: Date returned: TUTOR'S REMARKS:

Mark Allocated to TMA 15% For content : a max of 15 marks

STUDENT MARK Marks deducted for lang. & communication errors: a maximum of 4.5marks Earned Mark

TMA01 Submit a proposal for a small-scale peace of research which will form TMA03, relates to your study of E303 Book 4 (Getting Down to it: undertaking research and the readings and activities associated with it. You should write no more than 1500 words. ______________________________________________________ The grammatical analysis of the introductory paragraph of three peaces of fiction, and an evaluation of the effectiveness of each. The introduction: In the past, there was no multi media types such as televisions, and radios, or internet, books were the main way for people to send the themes of life such as relations, and moral values. Different people were writing and because of that writing styles have developed and differed from one writer to another. The change in writing styles is called "stylistics"(1); which is "the nature of literary language from a lexicogrammatical perspective". In the below project I will perform a grammatical analysis of the introductory paragraph of three pieces of fiction; which will be about 300 words each, which I will effectively evaluate the effectiveness of each paragraph, to answer my investigation questions. 1) The aims The aims of my investigation are to fully answer the following questions:a) How does each writer send the information to the reader? And how is that connected to the formation of the information sent? b) Which novel has the most effective way in sending the information to the reader? Or what are the cohesive and cohesion devises used by each writer? d) What characterizes effectiveness; in the matter of grabbing the readers' attention to read more of the novel, and showing the writers persona and fingerprint? 2) The rationale and main conceptual themes for the investigation I have chosen this project basically because of its basic relations with the course material, and to previous courses. The project will

help in seeing the novels in a different way; as a complete chunk of information completely connected with each other, and more importantly why did each of the writers choose the words in the this form . Now concerning its relevance to the course material; the basic ways of analysis such as the SFL (systematic functional analysis) and thematic progression will effectively help in seeing the texts other ways and not as a normal readable text (like I did before). Also the idea of, how the English language is connected to form and function is one of the best course points that would help in seeing the relevance of the words used in the chosen texts; when separating the text into themes and parts of speech (the noun phrase and whatever post modifies it and pre modifies it) will show the cohesion and coherence of the texts and the lexical density. Now, the course material such as the reading by Hilary Hillier and Unit 18 are the most relevant souses which would help the both forming the project and collecting data for it. 3) The theoretical frame work The topic I have chosen for this project is considered the most effective way in using the course material from part one and two. The texts are novels I have studied in previous courses. In the project I will be able to use them in an advanced level of analysis. The course material I will be using are:1) Book one: Getting Stared Describing the grammar of speech and writing. Unit2: Corpus and grammatical description. Section 2.2 the importance of words (P.47) the chapter will help in calculating the type token ratio, and the lexical density. Unit3: The units of grammar: functional and form in spoken and written English. This will help in identifying clause levels. Unit4: Noun phrase. Which will help in identifying everything that is connected to the noun phrase and all that pre-modifies the noun phrase and post modifies it. Unit5: The Verb phrase. This chapter will provide information about the active and passive voice. (P.141) Unit6: Understanding complexity in and around classes. The chapter is about the finite and non-finite clauses (P.165), and the reporting speech and quoting (P.173). 2) Book two: Getting inside English Interpreting texts. Unit8: Ways of speaking- exploring linguistic variability. This gives information about the systematic functional linguistics'.

Unit9: Packaging and staging information. The chapter gives information about the role of nominalization, (P.70) theme and rheme, (P.83) and the marked and the unmarked thyme. (P.91) Unit10: Positioning and persuading. The concerned with tenor. Unit11: The Angel on the word. The chapter is about the ordering of information in various different ways. (P.151) and the two participant clauses. (P.144) 3) Book three: Getting Practical evaluating everyday texts. Unit12: Getting interpersonal: the grammar of social roles and relations. The unit is about the social distance (P.25), personalization/ impersonalization (P.32) and the explanation of pseudo-interactivity and pseudo-familiarity. (P.37) Unit13: Construing human experience: grammar, representation, and point of view. The chapter talks about the transactional actor and the non-transactional actor. (P.72) Unit15: making a text hang together: the role of lexical cohesion. The chapter explains the role of coherence and cohesion in the text. Unit16: Making a text hang together the roles of grammatical devices. It identifies the chains of reference in the texts. (P. 212) 4) Book four: Getting down to it undertaking research. Unit17: the context of language research. Unit18: Designing a research project. Unit19: Data collection for lexicogrammatical research. Unit20: Critical linguistic approaches. Unit21: Evaluating research. So book 4 will help in pointing out the main theme of the research and how to collect data, and start on analyzing them. In other words how to perform a research. In unit 17 is the introduction of the main ways or research. In unit18 is on how to design the research, by what questions to ask. Unit 19 shows how to collect data ether spoken or written. And unit 20 introduces the idea of ideology in writing which is CDA. Finally unit21 is about reporting and evaluating.

5) Book Five: Getting to work Putting grammar into professional practice. Unit 22: using grammar to establish facts. The chapter talks about a writers fingerprint. (P.25) 6) The course reader: Applying English grammar. Unit7: Researching Grammar of a literary text. (P.117) The unit gives the main ideas and illustrations on how to present my proposal and what explanations to add. Unit10: Grammar in the construction of media case histories. (P.172) the unit talks about the textual meta-functions. 7) The reference grammar: Student grammar of spoken and written English. 4) A description of the data I intend to collect and how will I collect it:The data that I will be collecting for my analysis are written texts; which I will fully document it at the end of the project paper. The text I have chosen are three introductory paragraphs of three novels I have studied in the last years advanced literature (A319) and the texts are; Text (A) is In a Free State, novel By: V.S. Naipaul. The paragraph I will be analyzing is the introductory paragraph of the first short story in the novel; "Prologue, From a Journal the Tramp at Piraeus" that talks about a British tramp that travels from one place to another Text (B) is the Empire of the Sun, By: JG Ballard. This is about the Second World War. I will analyze the introductory paragraph of this novel also, which is from the first chapter; "The Eve of Pearl Harbor". Text (C) is Mrs Dalloway, By: Virginia Woolf. This is about a woman who is living in her past and not in the present. In all of the three novels the full intruductury paragraph is about 300 words; which will be about two pages. The above texts have been chosen according to:

1) The controlled variables: 1. Tenor, in the matters of social roles, and relationships; the three writers seem to follow the same distance in writing, and giving their opinions to their readers. The relations here are writer (sender of the information) and the reader (the receiver of the information). 2. Mode, in the matters of types of channel; they are all written texts. 3. The three texts chosen are from the same gander "Modern texts" for that reason they all follow the same characteristics. 2) The varying variables: The varying variables are the things connected to the writers them selves and their time (when the novel was written); 1. Mrs Dalloway was published in 1925. In a Free State was published in 1971. And the Empire of the Sun was published 1984. 2. The three writers are of different origins and genders; even though there are two male writers and one female, each come from a different county. 3. Each writer has his own novel, with that comes different stories, themes and views. 5) Ethical issues (documenting the sources): The novels used for my analysis in the project are well and fully documented at the end of the project, which would indicate on the each novels writer and the year the novel was published. 6) The methods I expect to use to analyze the data I collect:To fully analyze and evaluate the paragraphs I have chosen I will follow the following steps:First) I will separate the introductory paragraph of each novel in to noun phrases and verb phrases to see the packing of the information each writer had decided to do, and what types of verbs are mostly used in the phrases. Second) I will perform a SFL (systematic functional analysis) of each paragraph to show the Tenor Mode and Field in the paragraphs to prove effectiveness through the cohesion, and coherence of the writer's styles of writing.

Third) the paragraphs will be separated in to theme and rheme; which will effectively help in seeing the order of the information in each phrase; this would help in the matter of effectiveness. Fourth) I will perform the order of information in various different ways; this will show why had each writer organized his sentences in the way they are, and also show if there is a better way in representing each writer's information. Fifth) finally I will perform a Critical Discourse Analysis, to find about the ideology, and power in each writers text. The information above will be fully explained, and but in tables to help explaining them. 7) The time table for the prepared project. The project will be submitted at the end of week 13 so my time table will be as the following:Week one I should find my sources and start on preparing my analysis. And then getting the Drs' approval on the chosen sources. Week two start dealing with my data finish my first project writing notes completely. Week three I will complete the remaining of the project and start on adding the tables, and the other illustrating materials. Week four finishing the project, and giving it a final evaluation. 8) Reference: Book1: GETTING STARTED; describing the grammar of speech and writing, Waltom Hall & Milton Kenyes, A.O.U, 2004. Book2: GETTING INSIDE ENGLISH; interpreting texts, Waltom Hall & Milton Kenyes, A.O.U, 2004. Book3: GETTING PRACTICAL; evaluating everyday texts, Waltom Hall & Milton Kenyes, A.O.U, 2004. Book4: GETTING DOWN TO IT; understanding research, Waltom Hall & Milton Kenyes, A.O.U, 2004. Book5: GETTING TO WORK; putting grammar into profetional practice, Waltom Hall & Milton Kenyes, A.O.U, 2004.

LOGNMAN student grammar; of spoken and written language, Douglas Biber, Susan Conrad & Geoffrey Leech, A.OU, 2004. APPLYING English Grammer; Functional and Corpus approaches, Arnold, A.O.U, 2004. Number of words: 1566