Final Test Psycholinguistics UNIS Tangerang 2016

1. In term of First Language development, do you think that language is an innate capability or a
learned behaviour? Support your argument.
2. How to teach adult learners of ESL to be able to process sentences?
3. Can you think of good learning situations?
4. Describe the positive and negative impacts of teaching ESL per skill.

For the paper, please keep in mind that:

1. Paper is to be submitted on 30th December 2016 at 16:00-18:00.
2. Write your answer clearly but brief (you can write your answers in points).
3. Your references must include refereed journal articles and/or books (at least three different
sources).
4. These can be supplemented with Internet sources.

Term Paper: Evaluation criteria

GRADE Thesis/ Organization/ Support/ Style/ Mechanics

ideas/ Coherence/ Sources/ Grammar
Content Structure Use of evidence
Exceptional Excels in All the ideas in the Critically evaluates Creates Almost entirely
93-100 A responding to paper flow and uses sources. appropriate free of and
assignment. logically. Information from college, spelling and
Thesis/ideas are Transitional sources used to academic tone. punctuation
not only clearly sentences often support every point Sentences are errors. Excellent
presented, but develop one idea with at least one varied, clearly use of glosses,
are interesting, from the previous example. Excellent structured and phonetic
insightful, and one or identify integration of carefully transcriptions,
well-developed. logical relations. quoted material. focused, not citations, etc.
Paper connects Sources are from long and when included.
well with course books/articles/ rambling.
materials. web-sites.
Superior Solid paper, The ideas in the Shows careful Mostly creates A few spelling
90-92 A- responding paper usually flow reading of sources, appropriate and punctuation
88-89 B+ appropriately to logically and make but may not college level, errors. Good use
83-87 B assignment. sense. Some logical evaluate them academic tone. of glosses,
Thesis/ideas links may be faulty, critically. Sentences are phonetic
clearly but each paragraph Examples used to generally well- transcriptions,
presented, but clearly relates to support most structured and citations, etc.
may have minor the central idea. points. Quotes well focused. when needed.
lapses in integrated in text.
development. Sources are from
Paper connects books/articles/web-
well with course sites.
materials.
Satisfactory Promising paper, May list ideas or Shows basic Appropriate Several
80-82 B- responding in a arrange them comprehension of college level, mechanical
78-79 C+ weaker and/or randomly rather sources, may have academic tone errors, which
73-79 C less effective than using any some lapses in is usually may confuse the
way to the evident logical understanding. achieved. reader, without
assignment. device. May use Examples used to Sentence affecting
Slightly unclear transitions, which support some structure is understanding.
presentation of are likely to be points. Quotes may generally Some errors
thesis/ideas; mainly sequential, be poorly correct, but and/or
 lacking in insight rather than logic- integrated in text. may be wordy, inconsistencies
and originality. based. While each Most sources are unfocused, in the use of
Paper doesnt paragraph may from web-sites repetitive, or glosses,
connect well relate to the central rather than confusing. phonetic
with course idea, logic is not books/articles. transcriptions,
materials. always clear. etc.
Passing Weak paper, not Ideas do not flow There is Doesnt create Many
70-72 C- responding smoothly. misunderstanding appropriate mechanical
68-69 D+ appropriately to Paragraphs lack of sources. A few college, errors. Some
63-67 D the assignment. internal coherence, or very weak academic tone. may block the
60-62 D- Thesis/ideas are may lack topic examples. Quotes Sentences tend readers
unclear, vague, sentence or main not integrated in to be awkward understanding.
appear ideas, and use text. Sources are or Too many errors
unoriginal, not inappropriate irrelevant or ungrammatical in the glosses,
well-developed. transitions. exclusively from , or simple or phonetic
Paper doesnt Paragraphs may be websites. monotonous. transcriptions,
connect well too general or too citations, etc.
with course specific to be
materials. effective.
Failure Paper doesnt No appreciable Neglects to use Uses Too many
< 60 F respond to the organization. Paper sources where inappropriate mechanical
assignment lacks transitions necessary. language for errors that
requirements. and coherence. an academic impede the
Thesis/ideas are paper. readers
lacking or are Sentences are understanding.
difficult to usually
identify. Paper awkward or
doesnt connect ungrammatical
with course .
materials
effectively.