Download Bakalaureuseprogrammi lõpueksam 2013/14 õppeaasta

Bakalaureuseprogrammi lõpueksam 2013/14 õppeaasta kevadsemestril
28. mai 2014
Eksami üldsätted, ajakava ja kordamisküsimused (uuendatud 26.02.2014)
I Ülesehitus
Eksam hõlmab kolme valdkonda:
Keeleteaduse valdkond, mis koosneb kahest osast (inglise keele struktuur ja leksikoloogia)
Kirjanduse valdkond, mis koosneb kahest osast (inglise ja ameerika kirjandus)
Kultuuri valdkond, mis koosneb kahest osast (Suurbritannia ja teiste inglise keelt kõnelevate
maade ühiskond ja kultuur)
II Tulemuse kujunemine
Eksam loetakse sooritatuks, kui kolme valdkonna kõik osad, mida on kokku kuus, on
sooritatud vähemalt hindele E. Eksamihinne kujuneb kolme valdkonna hinnete keskmisest.
Kui ühes valdkonnas on ühe alaosa tulemus F, tuleb korduseksamil teha kogu vastava
valdkonna eksam uuesti.
III Toimumine
Eksam toimub üks kord õppeaastas kevadsemestri lõpus. Samaaegselt toimub eelmise
õppeaasta lõpueksami korduseksam.
IV Ajakava
Bakalaureuseeksamile registreerumine ÕISis: 01.04.2014-01.05.2014, registreerumise
tühistamine 15.05.2014
2013/14 õppeaasta ajakava:
28. mai 2014
9.00 – eksamiruumi sisenemine ja üldised juhised eksami sooritamiseks
9.15 kuni 11.15
Keeleteaduse valdkond
11.45 kuni 13.45
Kirjanduse valdkond
14.45 kuni 16.45
Kultuuri valdkond
Eksam sooritatakse ühel päeval. Iga valdkonna küsimustele vastamiseks või ülesannete
täitmiseks on aega kuni 120 minutit.
V Kordamisküsimused ja konsultatsioonid
Iga valdkonna õppejõud annavad juhised vastava valdkonna eksamiosa sooritamiseks
kordamisküsimuste või kordamisteemade näol (mis lisatakse eksamijuhendile 10. märtsil
2014) ning konsultatsioonides, mis toimuvad mais 2014. Valdkonniti täpsustatakse
eksamiküsimuste arv ja vastuste hinnanguline pikkus.
VI Lisainformatsioon
Küsimustele vastab lõpueksami komisjoni esimees Pille Põiklik ([email protected]) ja
osakonna õppekorralduse spetsialist Age Allas ([email protected]).
REVISION TOPICS IN LINGUISTICS
You will have up to 120 minutes for this part of the examination that consists of questions on
Lexicology and Structure of English.
LEXICOLOGY
1. Word-formation
affixation (prefixes, suffixes, infixes)
combining forms
compounding
conversion
back-formation
clipping
blending
initialisms and acronyms
onomatopoeia
2. Semantic change
extension of meaning (widening, generalization)
narrowing of meaning (specialization)
amelioration (improvement of meaning)
pejoration (deterioration)
sense transfer (metaphor and metonymy)
3. Lexical relations
hyponymy and hyperonymy
polysemy
homonymy
meronymy and holonymy
synonymy
opposites
At the examination, you will be asked to comment on some examples in relation to the
revision topics. Here is an example of the examination task for Lexicology:
The questions (given in bold below) are based on the underlined words in the text
(Rebekah Brooks discussed plan to 'ring fence' her from phone-hacking scandal, Lisa
O'Carroll, theguardian.com, Wednesday, 19 February 2014, 16.07 GMT)
Old Bailey hears of email sent a week before she resigned outlining plan for review by
lawyers and promotion of Will Lewis
Rebekah Brooks discussed a survival plan which would see her "ring fenced" from the phonehacking scandal just days before the News of the World closed and a week before she
resigned, the Old Bailey has heard.
Brooks discussed a detailed "Plan B" in an email to James Murdoch, her News International
boss at the time, which would have involved her stepping down from a company governance
board, the promotion of the then general manager Will Lewis and an announcement that
outside lawyers would review "all previous investigations".
She wrote: "We will not be on trial by the media".
1) GMT [uncountable] British English; Greenwich Mean Time (the time as measured at
Greenwich in London, that is used as an international standard for measuring time)
http://www.ldoceonline.com/dictionary/GMT
What kind of lexeme is it from the point of view of word-formation?
What is the difference between initialisms and acronyms?
2) to outline occurs as a verb in the text; it is derived from the noun outline.
Which method of word-formation does it represent?
3) Point out the suffixes in the following words:
lawyer
promotion
survival
announcement
What is characteristic of suffixes?
4) Analyse the noun email from the perspective of word-formation. What is unusual in
the case of this word?
STRUCTURE OF ENGLISH
1. Nouns and NPs:
- the structure and functions of NPs
- grammatical categories of number, gender and case
2. Pronouns:
- classification of pronouns
- categories of case, number, person, gender
3. The English verbal system:
- main/lexical verbs and their characteristics
- helping verbs and their characteristics (primary and modal auxiliaries, their differences and
similarities); distinctions between helping verbs and main verbs
- the structure of VPs: finite VPs and non-finite VPs (their characteristics)
- categories of the English verb: mood (indicative, imperative, subjunctive), tense (the number
of tenses; present, past, constructions for expressing future time), aspect (progressive and
perfective), voice (syntactic and semantic valence, grammatical relations, semantic roles,
active-passive correspondence, agentless passives, verb constraints, transitivity,
characteristics of the personal passive, etc.)
4. Adjectives and adjective phrases:
- the four properties of adjectives
- the structure and functions of the AdjP
- syntactic subclassification of adjectives
- semantic classification of adjectives
- the grammatical category of comparison (see Alexander 1988: 116–121)
5. Adverbs and adverb phrases:
- the structure of the adverb phrase
- functions of adverbs
- semantic classification of adverbs (see Alexander 1998; chapter 7)
- the grammatical category of comparison (see Alexander 1988: 123–124)
6. Syntactic functions of clause elements: subject, object (direct and indirect object),
complement (subject and object complement), adverbial:
- the characteristics of clause elements (form, position, syntactic aspects other than position)
- main semantic roles of clause elements
7. Compound and complex sentences:
- compound and complex sentences
- coordination, subordination
- types of subordinate clauses
- functions of subordinate clauses
What you should know:
- you should be able to explain what these different grammatical notions mean;
- you should be able to provide examples to illustrate every aspect of your discussion;
- you should be able to identify different linguistic structures in a sentence/text.
Questions will be in the form of ‘discuss’, ‘identify’, ‘explain’ or ‘compare’. You are
expected to give several examples to show that you know your topic.
The exam paper on the Structure of English will consist of 2-3 questions.
Material for revision:
Lecture notes, handouts, tasks!
Alexander, L.G. 1988. Longman English Grammar. London and New York: Longman.
Greenbaum, S. and Quirk, R. 1990. A Student’s Grammar of the English Language. Harlow:
Longman.
REVISION TOPICS IN ENGLISH AND AMERICAN LITERATURE
In the examination paper on English and American literature, there are four questions (two
from each subject). Under each subject, one question (taken from the revision subtopics) asks
you to discuss the specific characteristics of one period. The other question under each subject
asks you to combine knowledge from the revision subtopics with a short analysis of a text
from either English or American Literature. At the exam, you will be given a segment from
one of the texts (consult the relevant texts below) and asked to comment on a specific aspect
of the period (which will be derived from the subtopics) on the example of that particular text.
The authors and titles of the texts will be given. You have up to 120 minutes to answer all
four questions. Each answer should be 200–250 words long.
ENGLISH LITERATURE
1. English literature of the medieval period
the specific nature of Old English writing and the culmination of the tradition in
Wessex, the radical changes brought along by the Norman conquest which determine
the specific character of Middle English writing, the partial return to the older tradition
during the Ricardian Alliterative Revival, the evolution of the code and romances of
chivalry, the emergence of Chaucer and other ‘courtly makers’ as precursors of
modern English literature
2. English literature of the renaissance/early modern period
the impact of humanism and the reformation on English renaissance writing (not
omitting the story of the Bible translation and the big shift from the visual arts to the
written word), the period’s love of neo-medievalism and the related cult of Elizabeth I,
the emergence and efflorescence of English professional drama
3. English literature of the baroque period
the arrival of classicism in England, the court masque under the early Stuarts,
metaphysical poetry, the republican concerns of the interregnum, the baroque style as
the emblem of Stuart autocracy after Restoration and its decline with the shifting of
power from the Crown to the aristocracy after 1688
4. English literature of the neoclassical/Augustan period
the impact of Newtonian science, the preoccupation with Roman antiquity in all
spheres of artistic endeavour, the general character of neoclassical writing, the
expansion of the reading public and the related emergence of new genres (the novel)
or fields (journalism), the attempt to form a national canon and transpose the literary
ideals on the landscape to create English Arcadia
5. English literature of the Romantic period
you might concentrate on sensibility, the impact of the American and French
revolutions, the rebellion against rationalism embodied by the Gothic revival and the
recovery of vernacular heritage, the preoccupation with the sublime and the
picturesque, philhellenism
6. English literature of the Victorian period
the rise of the middle classes and the concomitant Victorian medieval and chivalric
revival, the elegiac preoccupation with ‘Englishness’ as aristocracy goes into decline,
the crisis of faith, imperial cultural isolationism, the Golden Age of the novel, the
shattering impact of the First World War
7. English literature of the modernist period
the nature of the modernist revolution in the arts brought along by the erosion of old
certainties due to new scientific discoveries and political turmoil at home and abroad,
various insular responses to this (both positive and negative), the breakdown of old
literary forms, the new devices for rendering the changed perception of reality
(advisably concentrating on modernist poetry which we discussed in class)
In preparing for the second question, refresh your memory on the following texts (the relevant
excerpts can all be found in the course materials):
“The Wanderer”
Shakespeare “Troilus and Cressida” (Ulysses)
The Elizabethan Neoplatonic sonnet (e.g., Sidney, Spenser, Daniel, Drayton, Shakespeare)
Spenser “The Shepheardes Calendar. Aprill”
Donne “The Flea”, “To His Mistress Going to Bed”, “Hymn to God My God, in My
Sickness”
Marvell “To His Coy Mistress”
Pope “Windsor Forest”
Pomfret “The Choice”
Shelley “Mont Blanc”
Wordsworth “Lines Composed a Few Miles above Tintern Abbey”
Arnold “Dover Beach”
Tennyson “Sir Galahad”
T.S. Eliot “The Waste Land”
The aim of the revision topics is to make you concentrate on the important aspects which give
a period its distinctive character. Therefore, when preparing your answers, look especially for
those peculiar characteristics which separate one period from another, new developments
which occur in the period under discussion, new genres or forms that emerge during the
period, some distinctive features which are not found in other periods, preoccupations and
styles which set the period apart from others. All names, dates and titles you care to mention
are of your own choice but look that they help your argument along. The recommended
sources are the same as for your exams in English literature, namely your basic textbook
(Andrew Sanders’ The Short Oxford History of English Literature) and the material to be
found in your course books, including pertinent chapters and excerpts from Pat Rogers’ An
Outline of English Literature, Roy Strong’s The Spirit of Britain. A Narrative History of the
Arts and Walter E. Houghton’s The Victorian Frame of Mind, 1830-1870.
AMERICAN LITERATURE
1. Native American literature
the general nature of Native American literature (orature), its status in the past and
now, the linguistic and social difficulties involved, the Native American world view as
reflected in their folklore, possible parallels and echoes of it with other folklores (e.g.
Estonian), etc.
2. The literature of exploration and discovery
the aim and/or ulterior motives of the authors, the style and the literary and historical
value of those writings, their impact at the time of their writing and today, their place
within the colonial context
3. Puritan literature
the nature of Puritan literature, the so-called ‘plain style’ and its impact on later
American writing, the most important authors and genres, characteristic themes,
mentality and style of Puritan authors
4. The period of Enlightenment and Revolution
Benjamin Franklin as an Enlightenment figure with Puritan roots, his political
principles and stylistic requirements, his impact on later American writing, Thomas
Jefferson and The Declaration of Independence, its historical significance and stylistic
peculiarities
5. American romanticism
the contribution of Washington Irving, his many-faceted literary production; Cooper’s
significance in American literature; the poetry of Edgar Allan Poe and Poe as the
pioneer of short prose in American literature, the impact of his art both in America and
Europe; Whitman and his innovative poetry; Emily Dickinson as the first major
woman poet in America, her idiosyncratic style and significance in Anglophone poetry
today.
In preparing for the second question, refresh your memory on the following texts (the page
references in the brackets are for the 4th Edition of The Norton Anthology (1994)).
The Letters of Christopher Columbus (8–14)
Puritan texts (e.g., John Winthrop A Model of Christian Charity, 170–180)
Benjamin Franklin The Autobiography (487–600)
Thomas Jefferson The Declaration of Independence (727–733)
Washington Irving “Rip Van Winkle” (897–909)
Nathaniel Hawthorne The Scarlet Letter (1249–1386)
Edgar Allan Poe: “The Cask of Amontillado” (1518–1522)
“The Lake” (1435), “The Raven” (1447–1450)
Walt Whitman “Song of Myself” 1–12 (2048–2055)
Emily Dickinson: 324, 441, 505, 520, 754, 1508, 1545 and 1575 (2453–2476)
REVISION TOPICS IN BRITISH SOCIETY AND CULTURE,
SOCIETY AND CULTURE OF OTHER ENGLISH-SPEAKING COUNTRIES
You will have up to 120 minutes for this part of the examination that consists of questions on
British Society and Culture and the Society and Culture of Other English-Speaking Countries.
BRITISH SOCIETY AND CULTURE
The examination question will be on some aspect of identity – be it national, ethnic, regional,
gender, religion, politics, age or class – in contemporary Britain. It may be related to a
quotation or based on some data (presented as a table or a graph). You will need to analyse
the input and relate it to the theoretical aspects of identity discussed in the course and the
knowledge you have about the British society. Although the time given to answer the question
is limited, do not start writing immediately, but think and plan carefully before doing so. Your
answer has to be a coherent and cohesive text with an introduction and a conclusion, not just a
set of notes. Leave time for re-reading what you have written so you can edit out language
mistakes.
The aspects of the course you need to revise include:
- Civic/ethnic nations and political/cultural nations – how these dualities are expressed in the
UK
- National, racial and ethnic identities in different parts of the UK and among different
groups of people
- Class as an aspect of identity and as a force shaping people’s lives
- The role education and religion play in shaping people’s identities
- Political allegiances and their importance to people’s identities
- Gender, age, sexual orientation
Sources particularly useful for the discussion of the issues include:
• Relevant sections from the back issues (2007-2013) of Britain In ... magazine,
http://www.esrc.ac.uk/publications/britain-in/britain-in-back-copies.aspx
• House of Lords debate on Britishness on 16th June 2008: Library Note,
www.parliament.uk/briefing-papers/LLN-2008-015.pdf
• British Social Attitudes 30, NatCen Social Research 2013 Edition,
http://www.bsa-30.natcen.ac.uk/
• What Scotland Thinks: the Scottish Social Attitudes survey 2013,
http://whatscotlandthinks.org/ssa?query=&years=2013&companies=ScotCen+%28Sc
ottish+Social+Attitudes%29
• BritainThinks reports, http://britainthinks.com/reports:
• Speaking Middle English (August 2010)
• What about the workers? (June 2011)
• The Modern British Family (October 2011)
• Women on the Board (June 2012)
• Attitudes to poverty and child poverty (November 2012)
• The Integration Consensus 1993-2013: How Britain changed since Stephen
Lawrence (April 2013)
• (EX)ASPIRATION NATION: A study on the aspirations and expectations of
young people and their parents (July 2013)
•
Key Findings of the Identities and Social Action programme (2004-2008),
http://www.open.ac.uk/socialsciences/identities/findings.html
A sample examination question:
George Orwell called England “the most class-ridden country under the sun”. What about the UK
today? How important is class? What determines which class you belong to? Study the data in the table
below. Why is upper class not mentioned?
Write an essay of about 400 words discussing the above questions.
Table. Key class markers: Category Importance in defining class
Working Class View
Middle Class View
Upbringing
31%
31%
Job
31%
30%
Income
19%
11%
Education
5%
15%
House/area
7%
10%
Your answer will be assessed using the following criteria:
Grade A: Demonstrates the ability to analyse and synthesise information and to apply the key
terms and concepts discussed in the course in a clear, systematic and sophisticated
manner. Well-structured paper with clear introduction and conclusion. All opinions
supported with examples. Conclusions follow logically from the preceding
discussion. Clear evidence of thorough knowledge and innovative thinking. Excellent
command of academic English.
Grade B: Demonstrates the ability to analyse and synthesise information and to apply the key
terms and concepts discussed in the course in a clear and systematic manner. Wellstructured paper with clear introduction and conclusion. Opinions mostly supported
with examples. Conclusions are logical but could be better related to the preceding
discussion. Has the ability to apply the knowledge gained in the course to the
analysis of the material, but little innovative thinking. A few language mistakes.
Grade C: Demonstrates the ability to analyse and synthesise information, but the key terms
and concepts discussed in the course are applied unsystematically. Paper fairly well
structured; introduction and conclusion exist. One or two aspects inadequately
discussed. Opinions often require more clarification or support. Conclusions
somewhat limited. Some problems with language.
Grade D: Demonstrates the ability to analyse information, but there is limited reference to the
key terms and principles discussed in the course. Paper has introduction and
conclusion, but its development is not wholly logical. Several aspects discussed
inadequately. Opinions stated, but often not explained or supported. Conclusions
limited and/ or not related to the preceding discussion. Language problems.
Grade E: Demonstrates the ability to analyse information, but there is hardly any reference to
the key terms and principles discussed in the course, or such reference is not linked
to the analysis. Poor structure to the paper. No framework for organizing discussion.
Dogmatic presentation of own opinions with little explanation or support.
Conclusions minimal and not related to the preceding discussion. Many language
problems.
Grade F: Fails to meet the specified requirements. No evidence of the knowledge of key
terms and concepts discussed in the course. Poor structure to the paper. Irrelevant
detail and some misinterpretation of the material. Little logical relationship between
the aspects discussed and the conclusions. Many language mistakes.
SOCIETY AND CULTURE OF OTHER ENGLISH-SPEAKING COUNTRIES
At the exam you will have to compare the countries studied during the course from one
of the aspects given below. At the exam, you will get one question in which you are asked
to compare two to four specific countries. You are expected to write an answer of
approximately 250 words. In your answer, focus on the similarities and differences
between those countries. An analytical approach is encouraged.
Compare the countries studied during the course from the following aspects:
- Languages (official and unofficial languages, minority languages)
- Indigenous peoples (their origin and present-day situation)
- Colonization by Britain and other countries (e.g. France, Spain)
- Gaining independence from Britain (revolutionary, gradual)
- Countries other than Britain from which people have migrated to those countries
(European, Asian, African)
- Government systems (republic, monarchy, the main governmental bodies)
- Ethnic minorities (native, immigrant) ) – their historical background and present-day
situation