Group Presentation Rubric

Group Number: 8 Date: May 14th 2024

Student Name : Fauzia Zulaiza Ramadhani
Student Number : 123221044

1 1.5 2 2.5
Shows Shows some Shows enough Demonstrates
Power Slides absolutely no connections connections strong
Point/ connection to with the topic about the topic connections with
the topic although not presented the topic during
Materials clear the entire
presentation
Not clear at all Not too clear Clear enough Very Clear
Handout
Student does Student is Student is at Student
Presentati Subject not appear to comfortable ease with demonstrates
on skill Knowledg have a grasp of with information and full knowledge
information; information, answers (more than
(apply to e cannot answer but is only able questions required) and
all group questions about to answer satisfactorily, can answer and
subject simple but fails to elaborate on
members) questions elaborate most/all
questions asked
Student is not Students is Student is loud Student is loud,
Verbal and loud, loud enough and not and not
Non- mumbling and but still mumbling. mumbling.
not clear mumbling. Presentation is Presentation is
Verbal clear enough very clear and
Skill informative

Total Points Earned: _______________/ 10 =

Comments:

MY QUESTIONS
 Group Presentation Rubric
Group Number: 9 Date: May 14th 2024
Student Name : Fauzia Zulaiza Ramadhani
Student Number : 123221044

1 1.5 2 2.5
Shows Shows some Shows enough Demonstrates
Power Slides absolutely no connections connections strong
Point/ connection to with the topic about the topic connections with
the topic although not presented the topic during
Materials clear the entire
presentation
Not clear at all Not too clear Clear enough Very Clear
Handout
Student does Student is Student is at Student
Presentati Subject not appear to comfortable ease with demonstrates
on skill Knowledg have a grasp of with information and full knowledge
information; information, answers (more than
(apply to e cannot answer but is only able questions required) and
all group questions about to answer satisfactorily, can answer and
subject simple but fails to elaborate on
members) questions elaborate most/all
questions asked
Student is not Students is Student is loud Student is loud,
Verbal and loud, loud enough and not and not
Non- mumbling and but still mumbling. mumbling.
not clear mumbling. Presentation is Presentation is
Verbal clear enough very clear and
Skill informative

Total Points Earned: _______________/ 10 =

Comments:

MY QUESTIONS

Chapter 11
 1. The workmen loaded the bricks onto the lorry.
2. The workmen loaded the lorry with the bricks.
- Both sentences describe the same action and result but differ in focus. The first focuses on the
bricks being placed onto the lorry, while the second highlights the lorry being filled with bricks.
The difference is in emphasis rather than fundamental meaning.

3. The vandals sprayed slogans on the wall.

4. The vandals sprayed the wall with slogans.
- These sentences are similar in meaning, but the first emphasizes the action (spraying slogans),
and the second emphasizes the result (the wall covered with slogans).

5. The mechanic sprayed the points with damp start.

6. The mechanic sprayed damp start on the points.
- The meaning is essentially the same with a subtle emphasis shift: the first sentence slightly
highlights the substance used (damp start), while the second focuses more on the action of
spraying.

7. The director hung pictures on the walls.

8. The director hung the walls with pictures.
- The meanings diverge more clearly here. The first suggests a straightforward action of placing
pictures on walls, while the second implies a more complete or decorative coverage of the walls
with pictures.

9. Italians supply ice-cream to Scots.

10. Italians supply Scots with ice-cream.
- Both sentences describe the same transaction but differ slightly in focus. The first emphasizes the
directionality of the supply (to Scots), and the second focuses on what is being supplied (ice-
cream).

11. Alice crammed the papers into the drawer.

12. Alice crammed the drawer with papers.
- Similar to previous examples, both sentences convey the same action, with a slight emphasis on
the object being acted upon in the first (papers) and the receptacle being filled in the second
(drawer).

13. The author inscribed his signature on the book.

14. The author inscribed the book with his signature.
- The sentences are almost identical in meaning but differ in emphasis: the first highlights the
action (inscribing the signature), and the second focuses on the result (the book marked with the
signature).

15. The deer stripped the bark off the tree.

16. The deer stripped the tree of its bark.
- These convey the same action but the first focuses more on the manner of action (stripping off)
and the second on the result (the tree being devoid of bark).

In most cases, the differences are primarily about where the emphasis lies—whether it’s on the action, the
object being acted upon, or the result of the action. Only in a few instances, such as example 8, does the
structure imply a different degree or nature of action, suggesting a more complete or thorough application. This
subtlety in language can alter perceptions subtly but significantly, depending on the context in which these
sentences are used.
Chapter 12

Modal verbs can convey different meanings based on their context—primarily epistemic, relating to knowledge
or belief about the likelihood or possibility of situations, or deontic, relating to necessity, permission, or
obligation in terms of social norms or rules. Let's analyze each sentence to determine the type of meaning
expressed by the modal verb used:

1. They may use the Library provided they bring a letter from their Head of Department.
- Deontic: This expresses permission contingent upon fulfilling a condition (bringing a letter).

2. They may be using the Library next week. It depends when they finish their report.
- Epistemic: This is about the possibility of an event occurring, depending on another event
(finishing the report).

3. She might accept their offer of a Readership.

- Epistemic: This sentence suggests the possibility or likelihood of accepting an offer.

4. The Librarian said they might use the Library if they were very careful.
- Deontic: Here, 'might' is used to grant conditional permission (the condition being that they are
careful).

5. You can hand the essay in on Monday.

- Deontic: This grants permission or presents an option regarding when to hand in the essay.

6. They can be here in ten minutes/any minute.

- Epistemic: Indicates the possibility of their arrival within a short time frame.

7. They could be here in ten minutes/any minute.

- Epistemic: Similar to the previous, it indicates a possibility but perhaps with a slightly lower
degree of certainty than "can."

8. You mustn’t touch the ornaments.

- Deontic: This is a prohibition, stating what is not allowed.

9. You mustn’t be going on the ski trip. (If you were going, you would have had your confirmation last
week.)
- Epistemic: This uses 'mustn’t' to express a logical deduction or conclusion based on evidence.

10. They can’t be going to admit any more spectators.

- Epistemic: Indicates a conclusion or belief about what is not happening, based on logical
inference or available information.

11. You must spend your money on clothes. (Your wardrobe is choc-a-bloc.)
- Neither: This example could be seen as somewhat ironic or sarcastic, as it uses 'must' in a
context that suggests a contradiction (the wardrobe is already full).

12. You must spend your money on clothes. (Your wardrobe is empty. What are you going to wear for your
interview?)
- Deontic: Here, 'must' is used to indicate a necessity or obligation based on the practical need
(having appropriate clothes for an interview).
Chapter 13

1. (a) Harriet was talking to Emma.

(b) Harriet talked to Emma.**
- Entails: The progressive form “was talking” implies the act of talking occurred, and even if it
was interrupted, at some point, Harriet did talk to Emma.

2. (a) The beaver was building a dam.

(b) The beaver built a dam.
- Does not entail: The progressive form suggests the beaver was in the process of building a dam,
but it does not confirm whether the dam was completed, which the simple past would imply.

3. (a) Anne Elliott was studying Italian.

(b) Anne Elliott studied Italian.
- Entails: If Anne was studying Italian, then she did indeed study Italian, even if for a brief period.

4. (a) Mr Knightley was riding to Kingston.

(b) Mr Knightley rode to Kingston.
- Does not entail: The progressive form only indicates that Mr. Knightley was in the process of
riding to Kingston; it does not confirm if he reached Kingston, which the simple past would
suggest.

5. (a) Mr Knightley was riding towards Kingston.

(b) Mr Knightley rode towards Kingston.
- Entails: If Mr. Knightley was riding towards Kingston, then at some point, he did ride towards
Kingston, regardless of whether he reached it or not.

6. (a) The girls were walking in the gardens.

(b) The girls walked in the gardens.
- Entails: The progressive form indicates that the walking occurred in the gardens, implying that
the girls did indeed walk there, even if it was brief.

7. (a) They were drinking a bottle of Mr Weston’s good wine.

(b) They drank a bottle of Mr Weston’s good wine.
- Does not entail: The progressive form implies they were in the process of drinking the bottle,
but it does not confirm if they finished it, which the simple past form suggests.

8. (a) They were drinking bottles of Mr Weston’s good wine.

(b) They drank bottles of Mr Weston’s good wine.
- Does not entail: Similar to the previous, the progressive form implies they were in the process of
drinking multiple bottles, but it does not confirm if they finished all the bottles they were
drinking, which the simple past would suggest.