UNIVERSITY ENGLISH 2 /2023/2024 - FALL SEMESTER

PROJECT 1: CREATING, SHARING, AND EXPLAINING FAMILY HISTORY THROUGH THE DESIGN OF A FAMILY CREST
RESEARCHING INFORMATION: Providing definitions, explanations, and descriptions of factual information through presentations and
written reports
OVERVIEW:
This project entails sharing your actual or imagined family history by designing a family crest and presenting it to the class.
A family crest is a visual representation that includes a shield, colors, and symbols that convey information about your family.
The family crest should incorporate a color scheme and two symbols that reflect something interesting about your family.
Family crests
Family crests are a combination of symbols that reflect the culture or heritage of your family tree as well as yourself.
Among them:
• Symbols, colors, and patterns from the culture on the shield
• Crests with animals or objects
• Slogans or phrases with mottos
Some examples are:
1. Typical Scottish clan shield: Yellow with black bull's head, bull's head crest
a. Typical motto: Clan Campbell: Ne Obliviscaris - Latin for “Do not forget.”
2. Surnames in Chinese: Red shield with character (李) Li, plum blossoms
a. Typical motto: Loyalty, love, and kindness: the Li family way.
忠诚，爱心，和善：李氏家风。

Before you design your family crest, you need to follow these steps:
Step 1: Research several types of family crests from various cultures and nations. You can use the table below to find
some examples and topics to explore.
Step 2: Talk to your parents and family members to learn more about your family history and background. You can
ask them questions like:
• Where did your ancestors come from?
• What are some stories or legends about your family?
• What are some traditions or values that your family follows?
• What are some hobbies or interests that your family shares? You can also use your own
imagination to create a fictional family history if you want.
Step 3: Choose at least two symbols that stand for something important or interesting about your family. Some ideas
for symbols are:
• An animal that shows your family’s character or personality
• An image or tool that relates to your family’s hobbies or interests
• A color that matches your family’s style or mood
• An item that shows the area or region where your family came from or lives in
• Anything that reflects the trade or profession of your family or ancestors
• Anything else that you think is relevant or meaningful for your family.
Step 4: Design your family crest using any method you prefer, such as an AI image generator tool, design software or
apps, hand drawing and scanning, or a combination of these. Your family crest should have a shield with a color
scheme and the symbols you have chosen.
With Bing image creator, you can create a crest by following these steps:
1. Please visit https://www.bing.com/images/create to learn more.
2. Enter your prompt in the text box. Using a sword and a chicken as symbols, design a family crest
with the motto, "The Lee Family: Loyal to the end.".
3. When the image has been created, click on the generate button.
4. Once the image has been prepared, it can be saved to your device or shared with others.
LANGUAGE FOCUS:
This project encompasses both speaking and writing components.
You will utilize the skills acquired in chapters 1 and 2, including constructing simple and compound sentences;
utilizing relative clauses and prepositional phrases; taking notes from reliable sources;
conducting factual research; paraphrasing information; and using APA citations.
Below is a table listing the skills covered in your textbook:

Chapter 1 and Chapter 2

Note-taking (p. 10)
Using present tense for factual information (p. 14)
Writing simple sentences: SV, SVO, SVC, SVA & SVC (p.16)
Forming compound sentences with ‘and’, ‘but’, or ‘or’ (p. 18-19)
Giving explanations (p. 25)
Using prepositional phrases (p.32-33)
Using relative clauses (p. 31-33)

Part 1: Group Presentation: In this part of the project, you will present your research findings to the class
through a group presentation.
Present two symbols chosen for your family crest and cover the following points:
a. Define the symbols featured in your family crest.
b. Provide a brief description of the appearance of your family crest.
c. Explain the meaning and symbolism of the coat of arms, including how the elements represent your family history.
d. Describe the meaning of the motto on your family crest and its significance.
e. During the presentation, speak for 2-3 minutes without reading from a script or memorizing notes.
f. Use credible academic sources for in-text citations and include a reference list.

PRESENTATION GROUP RESPONSIBILITIES:

1. Confirm group members and family crest symbols with the instructor.
2. Create a visual aid using preferred software (PPT, Google slides, Canva, etc.). One file per group.
3. Prepare notes for consultation with the group and teacher.
4. Practice the presentation with the group to ensure effective visuals and speaking skills.
5. Include APA citations on visual aid slides and indicate the sources of information.

Speaking (15%) Important Dates:

August 29,2023 Group topic confirmation
September 21-22,2023 Practice presentation & consultations
September 25-26,2023 Final Presentation

Part 2: Writing [Individual]: For this part of the project, you may utilize the information gathered
for your presentation.
Follow these steps:
In this assignment, write two paragraphs, one for each symbol, about your family crest.
Refer to the guidelines from chapters 1 and 2 to create your paragraphs.
Your paragraphs should include the following elements:
1. Begin with a topic sentence introducing the symbol being discussed.
2. Explain the meaning and representation of the symbol.
3. Provide a description of how the symbol is depicted on your family crest.
4. Briefly discuss the historical significance of the symbol.
5. Conclude with a closing statement highlighting the symbol's relation to your family's values.
6. Include an APA in-text citation for any paraphrased information.
7. Create an APA-formatted reference list.
Ensure your paragraphs are concise and follow the sequential order outlined above.

Important Dates: Writing (10%) – TBD

• September 28,2023, 1st Draft
• October 6,2023, 2nd Draft
• October 9,2023, Peer Review
• October 10, 2023, Final submission
• NOTE- Late submissions will incur a 15% deduction per day.
PROJECT 1: ORAL PRESENTATION

Criteria
Content – clarity and relevance
(Group Performance)
• Introduction of group
members and topic
• Body with explanation of at
least 2 symbols from each
group member
• Conclusion
Presentation organization and
design of visual aids
(Group Performance)
• There is a clear introduction, a
body, and a conclusion.
• Design of visual aids, pictures
text, and animations, etc.
Presentation skills
(Individual Performance)
• Effective eye contact
• body language
• use of visual aids
APA citation in speech
Voice, Pronunciation & Fluency
(Individual Performance)
• Mispronunciation
• Volume
• Pace
• Fillers
• Audience
engagement
Beginning not appropriate
(0)
The presented content is
completely not
comprehensible and irrelevant.
The presentation organization
is completely confusing, and
more than one part is missing.
No visual aids are included, or
they are mostly irrelevant.
The speaker is completely
reading from notes the whole
time with zero eye contact and
body language.
Speaker does not mention any
of the sources in the speech.
It is impossible to understand
anything the speaker says.
or
The speaker does not engage
with the audience.
Zero if student performance
Beginning not appropriate (1)
The presented content is mostly
unclear and irrelevant.
All members presented only
one symbol each.
The presentation organization is
mostly confusing and includes
only two of the main parts.
The design of visual aids is not
effective.
The speaker is mostly reading
from notes with minimal eye
contact and ineffective body
language.
Speaker refers to some source/s
in the speech but is unclear and
not in-sync with the in-text
citations in the PPT slides.
It is very difficult to understand
the speaker due to major
mistakes in pronunciation and
poor speaking volume.
Speaking pace and use of fillers
are unacceptable.
Developing below Accomplished meets Exemplary
expectations (2) expectations (3)
The presented content is The presented content is mostly
All presented
All members
somewhat clear and relevant. clear and relevant.
Some members presented only All members presented two
one symbol. symbols each.
The presentation is somewhat The presentation is mostly clear The presenta
clear but loosely organized with and coherently organized with an and effective
an introduction, a body, and a introduction, a body, and a introduction
conclusion. conclusion.
The design o
The design of visual aids is
somewhat effective. The design of visual aids is
mostly effective.
The speaker speaks The speaker speaks independently The speaker
occasionally reading from notes with minimal glancing on notes. throughout t
but makes some eye contact Makes good eye contact and eye contact a
and some body language. effective body language.
Excellent us
Speaker refers to all sources in Speaker refers to all sources in Speaker refe
the speech but is unclear and the speech but is unclear and not in-sync with
not in-sync with the in-text in-sync with the in-text citations slides.
citations in the PPT slides. in the PPT slides.
It is somewhat difficult to It is easy to understand the There is no d
understand the speaker due to speaker due to good speaker due
minor mistakes in pronunciation and good speaking voice, and pa
pronunciation and low speaking volume.
volume.
The speaker
Speaking pace and use of fillers Speaking pace is appropriate with
are acceptable. minimal use of fillers.

Grammar accuracy and lexical
resources
(Individual Performance)
Use of simple, compound, and
complex sentences
Use of target language:
• (Unit 1)
Simple and compound
sentences with present /past /
progressive
for factual information
• (Unit 2)
Giving definitions /
explanations with
prepositional phrases / relative
clauses
APA referencing
(Individual Performance)
- In-text citations
- Reference list
TOTAL / 24 (converted to 15%)
PROJECT 1: WRITING ASSIGNMENT
Criteria
Structure and coherence
- A clear topic sentence
fits any
of the above.
All sentences are incomplete
and ungrammatical, which
severely distorts the message.
Does not use target language.
No in-text citations or
reference list is given.
Or
in-text citations or reference
list is completely incorrectly
formatted.
Beginning not appropriate
(0)
Both the topic and concluding
sentences are missing, unclear,
or misplaced.
The speaker engages with the
audience minimally.
Almost all sentences are
incomplete and ungrammatical,
which causes great difficulty
for understanding.
Uses very few examples of
target language or with errors
which cause great difficulty for
understanding.
In-text citations or a reference
list is missing, or both are given
but with many mistakes that
showed little understanding of
APA referencing.
Beginning not appropriate (1)
The topic sentence or the
concluding sentence is missing,
unclear, or misplaced.
The speaker
The speaker engages with the The speaker is engaging and gets keeps their a
audience appropriately. some audience participation. presentation
The speaker uses a mix of The speaker uses a mix of The speaker
complete simple and compound complete simple, compound, and sentence stru
sentences. There may be even complex sentences. There even comple
frequent errors which cause are some mistakes, but they do
some difficulty in not hinder understanding.
understanding.
All sentence
Uses limited examples of target Use of target language is varied target langua
language, sometimes but may have a few minor
repetitively, with some mistakes that do not affect
mistakes that do not affect understanding.
understanding.
Both in-text citations and a Both in-text citations and a Both in-text
reference list are given. reference list are given. given accura
Shows excep
There are a number of mistakes May contain a few mistakes with referencing a
but showed some understanding punctuation/italics. Shows good correctly.
of APA referencing. understanding of APA
referencing.
Developing below Accomplished meets Exemplary
expectations (2) expectations (3)
The topic and concluding Both the topic and concluding Both the top
sentences are given in each sentences of each paragraph are sentence are
paragraph but may not be clear. clear.

- Coherence of ideas
within the paragraph
- A clear
concluding sentence
Content –
Supporting details-
Definition of a symbol
in each body paragraph
(at least 2 symbols are explained)
Description / explanation of
the symbol
Summarize / quote information or
examples.
to avoid any risk of plagiarism
Grammatical range and accuracy
Use of simple, compound, and
complex sentences
Punctuation
Target language taught:
• (Unit 1) Simple and compound
sentences with present / past /
progressive for
factual information
• (Unit 2) prepositional phrases /
relative clauses
Shows no understanding of the
basic structure of a paragraph.
It is not clear that there are 2
symbols being explained.
No information/examples are
given,
or information
or examples are sentences
copied from other sources.
All sentences are incomplete
and ungrammatical, which
severely distorts the message.
Shows little understanding of
the basic structure of a
paragraph.
At least 2 symbols are
explained but they are too
similar or repetitive or both
unclear.
Information/example is given
and written in a way to avoid
plagiarism, but most are
irrelevant.
Almost all sentences are
incomplete and ungrammatical,
which causes great difficulty for
the reader.
Shows excep
Shows some understanding of structure of a
the basic structure of a Shows good understanding of the presented in
paragraph. structure of a paragraph and ideas manner.
are presented in a mostly coherent
manner.
At least 2 symbols are At least 2 symbols are explained At least 2 sy
explained. clearly. exceptional i
Relevant information/example is Relevant and
Relevant information/example given and written in a way to a mixture of
is given and written in a way to avoid plagiarism. plagiarism an
avoid plagiarism, but the the symbols
explanation of some parts is not
clear.
The writer is able to use The writer uses simple and
The writer ac
complete simple sentences. compound sentences together
sentence stru
with some signs of ability to write
even comple
complex sentences.
Language items taught are
All sentence
applied with frequent errors Language items taught are applied
causing some difficulty for the with some mistakes but do not
reader. hinder understanding.
Lexical Resource
Use of words / phrases
for giving definitions
APA referencing
- In-text citations
- Reference list
TOTAL /20 (Converted to 10%)
The writer does not use any
target vocabulary.
No in-text citations or
reference list is given, or they
are completely incorrectly
formatted.
The writer uses a limited range
of target vocabulary (i.e., too
many repetitions) and produces
many errors in spelling, word
choice, and/or word formation,
which causes great difficulty in
understanding.
In-text citations or a reference
list are given but with many
mistakes that show little
understanding of APA
referencing.
The writer uses an adequate The writer uses a sufficient range The writer u
range of target vocabulary but of target vocabulary and produces vocabulary f
produces some errors in only minor errors in spelling, precise mean
spelling, word choice, and/or word choice, and/or word errors in spe
word formation, which causes formation, but they do not impede formation.
some difficulty in communication.
understanding.
Both in-text citations and a Both in-text citations and a Both in-text
reference list are given. reference list are given. given accura
Shows excep
There are a number of mistakes, May contain a few mistakes with referencing a
but they show some punctuation/italics. Shows good correctly.
understanding of APA understanding of APA
referencing. referencing.