Eap511s S1 2019 PDF

TUTORIAL LETTER MEMO ENGLISH FOR ACADEMIC PURPOSES
SEMESTER 1/2019 EAP511S
Dear Student
Welcome to English for Academic Purposes – EAP511S. It is of utmost importance that you, as a student,
familiarise yourself with the content of this letter to understand how the course is structured and what will
be expected of you during the course of this semester.
The course assignments are to be submitted via the eLearning mode, a mode that enables you as a student
to fully engage with the content and has limitless access to instructors and relevant course material. All
assessments will be conducted via the eLearning platform known as Moodle.
Due Dates of Assignments are provided on Moodle as well as in the Distance Education Manual available on
the USB stick or on COLL website. Test Dates are provided on the Test Information Sheet also available on
COLL website, under COLL MANUALS.
Compulsory Orientation Sessions

Please note that there will be a compulsory student orientation on Saturday, 09 February 2019, Saturday 16
February 2019 and Saturday 02 March 2019, Time: 09:00 in Lab 12, Engineering Basement, NUST Main
Campus. Regional Centre Students may contact their centres for orientation. The orientation is an
opportunity for you to get information on how to access the eLearning platform, how to submit assignments
and to have any other possible issues addressed. Please make use of this opportunity to get information on
how to navigate around the e-learning platform with minimal hassles. We look forward to meeting on the
above-mentioned dates.
Good luck with this course and with your studies.
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It gives us great pleasure to welcome you to the English for Academic Purposes course. This course is
intended to equip students with academic reading, writing and research skills, necessary for success at
tertiary level.
This tutorial letter contains helpful information that will assist you in attaining success in the English for
Academic Purposes course. Thus, it is important that you read it carefully and also refer to it when working
through the study material, preparing for assignments or preparing for examinations. It also contains
information on additional reading materials and contact details of your tutors/tutor-markers, where you can
address questions related to assignments.
Course Name: ENGLISH FOR ACADEMIC PURPOSES
Course Code: EAP511S
Department: EDUCATION AND LANGUAGES
Course Duration: ONE SEMESTER
NQF Level and Credit: NQF 5; 14 CREDITS
Pre-requisite: English in Practice EPR 511S.
Prescribed Textbook(s): None
Recommended Material: EAP Supplementary materials
This First Tutorial Letter was compiled by:

Name and Surname: Mr A. Ndlovu
Your marker-tutor for ENGLISH FOR ACADEMIC PURPOSES
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TUTOR NAME TELEPHONE NUMBER EMAIL ADDRESS

Ms. E. /Ucham +264 61 – 207 2213 [email protected]
Ms. Y. Lyamine +264 61 – 207 2047 [email protected]
Mr. A. Ndlovu +264 61 – 207 2104 [email protected]
Ms. J. Brandt +264 81 206 1241 [email protected]
The Moderator/Content-Editor for this course is:

Name and Surname: Ms Yolanda Lyamine
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COLL ADMINISTRATIVE SUPPORT SERVICES

COLL ANNOUNCEMENTS: http://www.nust.na/?q=centres/coll/coll-announcement
COLL STUDENT SUPPORT: http://www.nust.na/?q=centres/coll/student-support
E-LEARNING: http://elearning.nust.na/elearn/
ASSIGNMENT SUBMISSION: [email protected]
ASSIGNMENT DUE DATES: Information Manual for Distance Education Students
(DE Manual)
http://www.nust.na/?q=centres/coll/about-coll
NUST COLL VACATION SCHOOL: 22 – 26 APRIL 2019
TIMETABLE: http://www.nust.na/?q=centres/coll/about-coll
FACE TO FACE CLASSES: http://www.nust.na/?q=centres/coll/about-coll
COLL FACEBOOK: https://www.facebook.com/groups/554488671248201/
MOODLE PLATFORM: http://www.nust.na/?q=centres/coll/about-coll
NUST’s Policies and Regulations: http://www.nust.na/?q=download/annual-reports-
documents
Examination dates: To be announced on the NUST webpage
MASSIVE OPEN ONLINE COURSE (MOOC): http://tlu.nust.na/survey/index.php/419328/lang-en
Username: nust
Password: 123
COLL STUDENT SUPPORT SERVICES

WebEx: https://vc.uc.nust.na/orion/login
NUST Writing Unit: 061 – 2072383
[email protected]
NUST Mathematics Tutoring Centre: 061 – 2072523/2072913
http://mathstutoring.nust.na
TURNITIN: www.turnitin.com
TurnItIn - Student
Guide.pdf
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STATEMENT ABOUT ACADEMIC HONESTY AND INTEGRITY

All staff and students of Namibia University of Science and Technology (NUST), upon signing their
employment contracts and registration forms, commit themselves to abide by the policies and rules of the
institution. The core activity of NUST is learning and in this respect academic honesty and integrity is very
important to ensure that learning is valid, reliable and credible.
NUST therefore does not condone any form of academic dishonesty, including plagiarism and cheating on
tests and assessments, amongst other such practices. NUST requires students to always do their own
assignments and to produce their own academic work, unless given a group assignment.
Academic Dishonesty includes, but is not limited to:

• Using the ideas, words, works or inventions of someone else as if it is your own work.
• Using the direct words of someone else without quotation marks, even if it is referenced.
• Copying from writings (books, articles, webpages, other students’ assignments, etc.), published or
unpublished, without referencing.
• Syndication of a piece of work, all or part of an assignment, by a group of students, unless the
assignment was a legitimate group assignment.
• The borrowing and use of another person’s assignment, with or without their knowledge or
permission.
• Infringing copyright, including documents copied or cut and pasted from the internet.
• Asking someone else to prepare an assignment for you or to write or sit an assessment for you,
whether this is against payment or not.
• Re-submitting work done already for another course or programme as new work, so-called self-
plagiarism.
• Bringing notes into an examination or test venue, regardless of whether the notes were used to
copy or not.
• Receiving any outside assistance in any form or shape during an examination or test.
All forms of academic dishonesty are viewed as misconduct under NUST Student Rules and Regulations.
Students who make themselves guilty of academic dishonesty will be brought before a Disciplinary
Committee and may be suspended from studying for a certain time or may be expelled. All students who are
found guilty of academic dishonesty shall have an appropriate endorsement on their academic record, which
will never be erased.
I, ……………………………………………………………………………………………………………(full name and surname), hereby

acknowledge that I have read and understood the Statement about Academic Honesty and Integrity and
that I will abide by the rules and regulations as outlined within the statement.
Signature of the student:…………………………………………… Date: ……………………………………………
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INSTRUCTIONS/REQUIREMENTS FOR ASSIGNMENTS
The instructions for this assignment are:

• Sources must be listed according to the APA referencing style, unless otherwise prescribed by the
department.
• All assignments should be typed
• Font style to be used is Calibri, font size 11, line spacing 1.5
ASSESSMENT CRITERIA
• You will do two (2) assignments, each weighting (50 %) towards your CA mark. Due dates are on the
COLL website.
• Due dates of assignments and test dates are available on the COLL website.
• You will write one (1) supplementary test, which will replace the lowest or missed CASS mark,
weighting (50 %) towards your CA mark.
• You will write a final examination (three hour paper) at the end of the semester.
Your final mark: 40 % CA and 60 % Examination
Examination Admission
Apart from the regulations hereunder, you should also study your COLL Yearbook 2019, which contains
important information and regulations about admission to the examination.
• You need at least a 40 % semester mark to write the examination.

• The final mark is made up of a (40:60) (40 % of the semester mark and 60 % of the examination mark)
• A final mark of at least 50 % calculated from the semester mark and examination has to be obtained
to pass the course.
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Student Notice:
• Please ensure that COLL has your correct cell phone number, in order to avoid delays in
receiving critical information that is communicated via SMS. Please ensure that you log
onto Moodle regularly!!
• For information pertaining to your Student Support Officer, kindly consult the Distance
Education Pocket Guide on the COLL website (COLL Announcements – COLL Manuals).
• Assignment submission dates can be found in the Distance Education Information Manual
with Assignment due dates, which is available on the COLL Website (COLL Announcements
– COLL Manuals)
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ASSIGNMENT 01
My due date for this assignment is: …………………………………………………………………………………
This assignment covers the following units/modules/topics:

• Unit 1: Language Usage Review
• Unit 3: Academic Reading
• Unit 5: Text Organisation
The learning outcomes for this specific assignment are:

* develop new words through root, derivation, inflection, compounding and other sources
of word-formation (blending, coining, abbreviation etc).
* apply a range of reading skills and strategies to academic reading texts.
* apply patterns of text organization to academic writing
Instructions for the assignment

• It is important that you read the relevant units in the e-guide/supplementary material before you
attempt the assigned tasks.
• Read each question carefully and make sure you understand its requirements before you attempt any
answer.
• Answer the set questions. If you do not understand the questions, you may contact your tutor/tutor-
marker for clarification.
• Take note of the language and grammar use.
• If you are unable to submit a type-written assignment, ensure that your handwritten assignment is neat
and legible.
Submission of Assignments
Please note that students are allowed to submit late assignments, based on valid documentary evidence as
per rule DE12 (b) of the COLL Yearbook 2019, provided late assignments are submitted within 7 days
(including public holidays and weekends) after the due date of the assignment.
Question One: Academic Reading [40 marks]
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Read the article below and answer the following questions.
The social lives of mobile telephony in Africa: Towards a research agenda
Abebe Zegeye & Robert Muponde
A This Special Issue aims to research the multi-disciplinary ways in which a conception of the mobile
phone as having more lives (than the dominant deterministic and economistic approach to mobile phone
usage allows) leads us into a discourse of use and value beyond the standard and ubiquitous discourses of
‘the digital divide’, use and abuse; incomes and per capita; handsets and networks, etc. Focusing more on
the ways in which the mobile phone as a thing in itself illuminates the ways in which people find value in
things and things give value to and expand the scope of social relations and subjectivities (cf. Appadurai 1986)
places the social at the centre of everyday innovation and creativity in determining the lifespan and utility of
mobile technologies culturally, socially, morally and technologically. Such a focus suggests an invaluable
appreciation of the mobile value perception and value chain framework that will point to ways of researching
the sustainability of mobile technology and services for Africa. By focusing on the social lives of the mobile
phone we seek to:
• bring attention to its mutant features, socially and culturally;

• examine the protean qualities and creativity of the everyday innovators rather than the thing
itself;
• explore the emergent and ever-evolving public persona of the mobile phone;
• study the meaning-making and meaning-unmaking sites and qualities of the mobile phone;
• explore the private and public caches of meaning brought to bear on the mobile phone;
understand the transforming and transformed nature of the everyday on social uses of the
mobile phone;
• appreciate the power of the mobile phone as an imaginary and constellation of social utopias and
nostalgias.
B Much has been written in the last 12 years on the rapid and spectacle-like diffusion and penetration
of cellular technology in the rest of the world, and particularly in underdeveloped parts of Africa dominated
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SEMESTER 1/2019 EAP511S by
the
often-unconnected state-controlled landline. Focus has been on the development aspects of the mobile
phone: as an income-generating product via the sale of its accessories; as bridging the digital divide between
the rich and the poor; and as giving voice to the subaltern (read as women, lower-class workers, squatters,
poor villagers and children); and the cure to dislocation and isolation in a rapidly globalising labour market
place.
C Recently, the perception of mobile telephony as more than just a tool of sociality and economic
development has been complicated and enhanced by the emerging view that it is the very sine qua non for
democratic change from autocratic rule and dictatorship, types of politics invariably linked to Africa’s
underdevelopment. Research locates mobile telephony’s centrality in ‘politics and social change’ elsewhere
in the world (see in particular Katz 2008, pp. 225–310). Recent events in Arab Africa, euphemistically known
as ‘the Arab Spring’, bear witness to the weaponisation of mobile telephony and the internet in bids to oust
entrenched political and socio-economic orders. In this role, the mobile phone is a tool of subversion and a
tool of surveillance. It is a tool of organised resistance and social activism. Sarah Chiumbu, in this Special
Issue, researches the uses of the mobile phone in an anti-eviction campaign organised by people who are
homeless in a new South Africa that is supposed to belong to all the people who live in it. Chiumbu explores
the ways in which mobile phones amplify traditional ways of mobilisation instead of replacing them. What
gives new meaning to the mobile phone is a combination of circumstances and necessity. In turn, as Chiumbu
demonstrates, the appropriation of the mobile phone in mobilisation activities also impacts on the collective
identities and roles of the human actors.
D The mobile phone in turn is viewed as a security threat by regimes so targeted for democratic
change. In political spaces and conditions characterised by inequities, the mobile phone has been
synonymous with guerrilla weaponry in the ‘beep and run’, and what Ekine Sokari (2010) calls the ‘SMS
uprising’, associated with tactics of so-called illegal gatherings in undemocratic and oppressive states. In
conditions of cultural and linguistic conservatism, as detailed in Dion Nkomo and Langa Khumalo’s research
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published in this Special Issue, the mobile phone gives rise to a sense of social emergency that the two
researchers call an ‘SMS tsunami’.
E In order to counter election rigging, cell phones have been used by election monitoring activists in
place of a United Nations Observer Mission in Africa. So, in this role again, the mobile phone is a protean
righter of wrongs of state and politics, a Robocop figure which is armed with high-tech sophistication and,
like its Superman antecedent, is appropriated in the fight for justice and fairness by the weak and abused.
Commentary has also drawn attention to the many sightings and manifestations of the mobile phone in its
public role as mediator between a monovocal state-controlled radio station and a listening public; and in its
more useful enhancement of alternative platforms for multiple interactive listenership and readership. In all
this, scholar after scholar, testify to the power of the mobile phone to loosen the erstwhile unassailable hold
of the mass media and mass communication models in undemocratic societies. Hence the buzzword
‘alternative’ becomes almost synonymous with the multiple and opportunistic uses of mobile telephony in
Africa. In this Special Issue, it is left to Innocentia Mhlambi’s highly engaging article to deconstruct the myths
of the desirability and inviolability of the almost sacrosanct concept of ‘alternativeness’ which seems to be
taken as self-explanatory in media studies circles. Mhlambi meticulously demonstrates how the idea of
alternative is itself a construct that can be infiltrated and usurped by conflicting ideologies and interests. The
‘alternative’ and ‘margins’ in turn connive with dominant interests in contests for power and influence.
Ultimately, the idea of margins and alternative are slippery and transitory, and bears no lasting value as a
function of the media. However, the major beneficiary of the contest and slippage is IsiZulu, hitherto not
considered mainstream language for commercial adverts and mobile ringtones and text messages. How the
cultural revolution is achieved and somehow infiltrated and hijacked is the burden of Mhlambi’s cautionary
exegesis.
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F The messianic function of the cell phone is akin to the AK-47 rifle in the hands of some guerrilla
movements, and its ability to collate variegated and specialised publics resonates with religious innuendo
and potential. But more sceptical, or perhaps revisionist readings of the mobile phone have sought to prove
how it is an instance of the’ retraditionalizing’ (Yoon 2003) of new tools of culture such as viewing the mobile
phone as an avatar of ‘the talking drum’ (Bruijn et al. 2009), or a refashioning of ‘the thumb culture’ (Glotz
et al. 2005) in Africa. The thumb culture is already an instance of everyday innovation, if not a pastime in
societies that play the thump piano or ‘mbira’ in Africa (see Zegeye 2010 – a study of a Zimbabwean mbira
player).
G Yet more writers have sought the close connection between mobile phones and various addictions
such as sex, fashion, machoness, body accessories, and phobias such as the ultimately embarrassing situation
of being caught ‘cell-less’ in any place, when the mobile phone should be ‘always-on/always-on-you’ (Turkle
2008). More performance studies-oriented writers have been absorbed by the new choreographies of social
contact associated with cell phone use (see also Part 1 of Magic in the Air, an interesting study by Katz 2006),
for instance the searching for network and signals, the reaction to ringtones, and the showmanship around
answering a call in public as well as in domestic settings. To this extent, the mobile phone has been viewed
both as an intriguing and annoying social phenomenon, and as requiring a new etiquette to tame its many
infractions of public order, decency and peace. But public order and peace is not only a desired, utopian
quietude in the wake or presence of tyranny and its attendant mayhem. It arises from the excruciating
auditory ordeal occasioned by the ‘anywhere anytime economy’ (Dholakia and Zwick 2004) of beeps and
ringtones, creating a cacophony if several mobile phones ring and beep at the same time, and have to be
answered in the same space.
H The sudden eruption of the private in the public, the choreography around wanting to speak privately
in public into a highly personalised and privatised communication technology, all lead to the discomfiture
and decomposition of the private individual. Thus, scholars are beginning to point to the politics of the body,
intimacy and secrecy in mobile phone use, and the burden it places on relationships and social intercourse.
The secrecy and intimacy are also part of the traces of the self, and of lives; an archive of contacts and
character; a biography of its user, and a map. Robert Muponde’s fictional essay points to some of these
traces of the self. Grace Khunou’s article in this Special Issue discusses the ways in which the presence of the
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cell phone in a marriage brings out all sorts of emotive and tangled issues, but it is not itself the cause of
conflict. The mobile phone highlights the conflict, the quality of intimacy and connection between individuals
or partners. It is the thing that reveals the presence of discord, although it is often scapegoated for it. Thus,
the cell phone tests the strength and depth of a relationship. It is the dipstick required to gauge trust. Using
a variety of sources including interviews and popular movies, Khunou is able to argue that ‘the cell phone is
implicated in already existing relationship challenges, by making the absent present and thus questioning
the link of proximity to intimacy’.
I So, it is many things rolled in one. Robert Muponde’s fictional essay based on the trope of ‘please
call me’, calls into being various ways in which mobile telephony is experienced by one individual who crosses
borders of space and time. Issues around intimacy, secrecy and betrayal are placed in sequence with issues
to do with violence and trauma as well as self-help. The fictional essay, which consists of fragments and
vignettes of a life with mobile telephony at various points in specific contexts, is a mixture of informal
interviews, critical observation and raw personal experience issuing out of direct immersion in a specific
history and space. The experimental form adopted is testimony to the roundness of mobile experience, and
the demands placed on the individual to innovate and create. One particular experience stands out: the
trauma of making and taking calls in a particular relationship and space. In Muponde’s fictional essay, it is
the inner life and memory and recurrence of a private number that catastrophises the protagonist’s private
and public life. He has to change the sim card, occasionally, in order to secure some respite from the
narratives that tangle his life.
J In public view, or in private, the cell phone has an inner life, or inner lives, hence the martyrdom
associated with robbery victims who would rather die fighting than lose their sim card. The sim card has
ceased to be expensive, and is available for not more than one South African Rand in some shops, yet it
becomes the life of the private individual who purchases it, and who invests it with staggering value. It is the
potential of being dislocated, uncounted and unaccountable that a lost sim card suggests that is at the heart
of the desperate cry, ‘My phone!’ after a robbery. Or increasingly, in situations of loss or celebration of the
self and self-fashioning, we hear the generic but loaded exclamation and assertion: ‘my whole life is in my
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hand’. Of course, as a kind rejoinder to the exclamation, mobile phone addicts and fans should be reminded
of global folk wisdom: DO NOT PUT ALL YOUR EGGS IN ONE BASKET.
K Yet dislocation has been located in other places too that seem functional. Researchers have
unearthed the prevalence of cell phone intimacy as a pretence (De Gournay 2002) as well as a locus of ‘desire
and loathing’(Ellwood-Clayton 2005) created by a version of the myth of ‘perpetual contact’ (Katz and Aakhus
2002). Yet, surrogate parenting (‘just beep me if there is a problem’) elsewhere on the continent and the
phenomenon of ‘cell phone farming’ in Zimbabwe are both examples of child neglect in the former and
absent landlordism in the latter, ironically enabled by a technology of intimacy and connection, emancipation
and development.
L What will be more interesting in our research, is a multidisciplinary experiencing of all of these
findings and observations, as well as a more nuanced exploration of how one piece of technology showcases
the common people as ‘everyday innovators’ (Haddon et al. 2010) if its role in supporting creativity is fully
acknowledged. We would therefore be interested in examining the ways in which the everyday innovator as
a value and lived experience as well as social agent in turn shapes the imaginaries, utopias and dystopias that
work as a strong social fixative to the social underpinnings of technology and science. We would also be
interested in researching questions to do with not only the mobile value chain framework, but also types of
policy and regulatory incentives necessary to improve the socio-economic impact of mobile technology.
M Our research will not only point to the multiple and diversified ways in which the uptake of
technology is understood, but will bring attention to the ways in which African traditions innovate and
acquire new stock; how mobile phones instance the ways in which societies actualise utopias while
simultaneously updating and out-dating them; and how metanarratives of technological mobilities alienate,
narrow, delegitimise and misplace experience if the social lives of the mobile phone are not fully
acknowledged. Finally, by bringing technology into the realm of the social, we underline the primacy of the
social in the meaning-making processes of technological development and transfer. In this last statement is
barely hidden the activism behind the research project.
N Because of the multidisciplinary approach, and the varied expertise we will bring to bear on the
research, we will not prescribe one methodology. Researchers will use a combination of media and
techniques relevant to their projects. Already, in this Special Issue, methodological heterogeneity is
instanced by combinations of ethnographic research, discourse analysis, and other social science related
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interview-based approaches (present in some contributions), as well as Robert Muponde’s mixed,

experimental medium of the fictional essay. Dion Nkomo and Langa Khumalo include references to poems
as well as interviews with their subjects; Grace Khunou includes discourse analysis and movies as well as
interviews; and Innocentia Mhlambi includes songs.
O It is the nature of the subject of enquiry to be at once homogenising and heterogenising, and thus it
provokes all sorts of connections and disconnections, entanglements and dispersions of meaning. So, for us,
there is no single mobile telephony, nor a single life of the thing that we study. We pursue multiplicities of
contexts and meanings, and a complex mix of methodologies and representational protocols to arrive at
each fleeting layer of the life of the thing, and actually, the thing in the life of the thing. We believe that it is
important to ‘relate the life of things, in one way or another, to the ways in which people give meaning to
them’ (italics in original, Binsberg and Geschiere 2005, p. 19). It is important to think of how a thing might
cause certain meanings, and generate a life of its own beyond the creator’s as well as the consumer’s
intentions. Much research has exhausted its tools and energies on proving time and again the dynamic, if
Frankenstein dimension, in science and technology, without seeing the same dynamic or Frankenstein in
consumption. The cell phone is one example of a mutant, a thing, that becomes a way of life in both senses
of completeness and multifariousness: a science, a technology, a culture, a history, a politics, a network and
circuit, a fashion, a weapon, an instrument, a fetish, a talisman, a cipher of one thing or another, a
constellation of all sorts of perceptions and practices, all in one thing. Because the cell phone touches almost
every aspect of our lives, and almost everyone, whether we are communications and media theorists or
inventors in science and technology, village goat herders or cattle ranch managers, poets or priests,
politicians or street thugs, pimps or pirates, we are all in a network, and we write about it the way we
experience it. Where Hans Peter Hahn’s apt metaphor of the network in his article published in this Special
Issue points to ‘problematic entanglements’, our multidisciplinary research project seeks to extend and
centralise the same entanglements not only because of the epistemological possibilities that such
entanglements will yield, but because it signals an urgent call for productive and creative connections across
the continent and the fashioning of an inclusive as well as a liberating hermeneutics in the humanities.
P We hope that the Special Issue will initiate a new research agenda that will: promote immediate and
long-term research capacity building in the African academy around subjects that require retooling of
practice and theory; establish productive research networks with scholars on the African continent on a
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research agenda that has global resonances; and underline boldly Africa’s contribution to the fashioning of
thought and practice around issues of technology, its production, consumption and mobilities.
Questions
1. Name any 2 development aspects of the mobile phone mentioned in the text. (2)
2. Give an example of a place in Africa where the ‘weaponisation’ of the mobile phone is illustrated. (1)
3. Mention 2 instances in which the mobile phone can be branded as a ‘retraditionalizing’ instrument. (2)
4. Explain why the mobile phone is an annoying social phenomenon? (1)
5. Explain what is meant by the phrase ‘the sudden eruption of the private in the public’ in paragraph H? (2)
6. Which word (noun) is used to mean that ‘the cell phone tests the strength and depth of a relationship’. (1)
7. Why would robbery victims prefer to lose their lives than their sim card? (1)
8. The description of a cell phone in paragraph O is that it is an oddity, a variant. Name any 4 mutations of
the cell phone mentioned in this paragraph. (4)
9. Paraphrase each of the 3 elements (one by one) of the research agenda highlighted in the final
paragraph. (6)
10. State whether the following sentences are TRUE or FALSE. (5)
a) In the text, the cell phone represents the everyday innovativeness of common people.
b) The cell phone is portrayed as an instrument of activism.
c) The cell phone cannot be studied from a multidisciplinary approach.
d) According to the text, the life of the cell phone is in the sim card.
e) It is clear from the text that people would rob others in order to get a cell phone.
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11. To what do the following pronouns refer? (5)

a) This (Paragraph C, in bold letters)
b) Its (Paragraph F, in bold letters)
c) It (Paragraph G, in bold letters)
d) He (Paragraph I, in bold letters)
e) Its (Paragraph O, in bold letters)
12. State the function of the following cohesive devices as used in the text. Provide one word only, which
indicates the function in each case (e.g. comparison). (5)
a) Such as (Paragraph G, in bold)
b) Thus (Paragraph H, in bold)
c) Yet (Paragraph K, in bold)
d) As well as (Paragraph L, in bold)
e) While (Paragraph M, in bold
13. Use each of the following words in a sentence to demonstrate your understanding of what they
mean. Your sentences must be related to the subject of the reading text (i.e. cell phones, mobile
phone research, etc.) (5)
a) subversion (Paragraph C, highlighted)
b) buzzword (Paragraph E, highlighted)

c) akin (Paragraph F, highlighted)
d) cacophony (Paragraph G, highlighted)
e) trauma (Paragraph I, highlighted)
Question Two: Language Usage Review [40 marks]
1. An inflectional morpheme is used to create a variant form of a word in order to signal grammatical
information. Identify the inflectional morpheme in each of the highlighted words/phrases in the following
sentences and state the grammatical information it signals. (16)
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Example
Mr Haufiku’s shoes were stolen last night. (‘s signalling possession)
a) Autocratic rule and dictatorship are forms of politics invariably linked to Africa’s
underdevelopment.
b) Chiumbu explores the ways in which mobile phones amplify traditional ways of mobilisation
instead of replacing them.
c) Much has been written in the last 12 years on the rapid and spectacle-like diffusion and
penetration of cellular technology in the rest of the world.
d) What will be more interesting in our research, is a multidisciplinary experiencing of all of these
findings and observations.
e) Being aware of students’ individuality, while simultaneously using the same requirements for
everyone at the same level based on syllabus provisions, has become one of the most important
teaching tasks.
f) It is a tool of organised resistance and social activism.
g) In order to counter election rigging, cell phones have been used by election monitoring activists
in place of a United Nations Observer Mission in Africa.
h) In this last statement is barely hidden the activism behind the research project.
2. Fill in the blanks by choosing the most appropriate word from the following: tolerate, tolerant, tolerantly,
tolerable, toleration, tolerance (4)
__________people are willing to accept people who look, act, or think differently than they do. They
can listen __________when people disagree with them. Many of them have only one thing they find
hard to___________: intolerance. It makes them angry when others do not show the same ________
they do.
3. Identify the morphemes in each of the following words. (5)

a) illuminates
b) weaponry
18
c) interactive
d) undemocratic
e) commentary
4. Name the process by which the highlighted words were created. (e.g. borrowing, blending etc.) (6)
a) Recently, the perception of mobile telephony as more than just a tool of sociality and economic
development has been complicated and enhanced by the emerging view that it is the very sine
qua non for democratic change from autocratic rule and dictatorship.
b) The messianic function of the cell phone is akin to the AK-47 rifle in the hands of some guerrilla
movements.
c) But more sceptical, or perhaps revisionist readings of the mobile phone have sought to prove how
it is an instance of the’ retraditionalizing’ (Yoon 2003) of new tools of culture such as viewing the
mobile phone as an avatar of ‘the talking drum’ (Bruijn et al. 2009).
d) The thumb culture is already an instance of everyday innovation, if not a pastime in societies that
play the thump piano or ‘mbira’ in Africa (see Zegeye 2010 – a study of a Zimbabwean mbira
player).
e) The messianic function of the cell phone is akin to the AK-47 rifle in the hands of some guerrilla
movements.
f) Much research has exhausted its tools and energies on proving time and again the dynamic, if
Frankenstein dimension, in science and technology, without seeing the same dynamic or
Frankenstein in consumption.
19
5. Fill in the missing words according to the word class indicated. (9)
adverb noun adjective
1 movement
2 cheerful
3 agreement
4 slyly
5 efficiency efficient
Question Three: Text Organisation [20 marks]
1. The paragraph below illustrates a contrast only type of text organisation. Read the paragraph and
answer the following questions. (10)
My Dogs
Although I raised Tiger and Sporty from puppies, they have completely diverse personalities. Tiger is a six-
year-old male, toy Pomeranian, whereas Spotty is a one year old female, Boston terrier. Tiger is small and
soft, unlike Spotty who has bristly hair and is much bigger. Tiger insists on sleeping on the bed, under the
covers every night. On the other hand, Spotty will only sleep on the floor, under the bed. Spotty is
tremendously loyal and uptight; however, Tiger is hyper and friendly to anyone she meets or sees. Around
other dogs, Tiger cowers to the larger dog, yet Spotty will always stand his ground, never giving up until he
is scolded. Given that they were both treated the same way all their life, it is hard to believe that they are so
different in everything they do.
a) Which words in the topic sentence indicates that the paragraph will focus on differences? (2)
b) Which words in the concluding sentence indicates that the paragraph focused on differences? (1)
c) How many differences are discussed in the supporting sentences? (1)
20
SEMESTER 1/2019 EAP511S d)
List
any 6 cohesive devices/ structure signal words or phrases you can find. (6)
2. Write your own paragraph in line with the compare and contrast structure of text
organisation. The paragraph must be based on similarity and difference between Distance and Full
time modes of study. (10)
Marking Rubric
a) Clear topic sentence that highlights compare and contrast issues (2)
b) Sufficient development of the topic through supporting details (2)
c) Use of cohesive devices highlighting contrast and comparison (4)
d) Concluding sentence (1)
e) No errors of sentence construction, punctuation, spelling, etc. (1)
TOTAL MARKS FOR ASSIGNMENT 01: 100

END OF ASSIGNMENT 01
21
ASSIGNMENT 02
My due date for this assignment is: …………………………………………………………………………………
This assignment covers the following units/modules/topics

• Unit 2: Library and Information Skills
• Unit 4: Academic Writing
Unit 6: Introduction to Research Writing
Unit 7: Report Writing
The leaning outcomes for this specific assignment are:

* acknowledge sources using the APA citation style.
* develop written work aligned to academic writing conventions.
* demonstrate an understanding of what research writing is.
* construct effective introductions, discussions, draw conclusions and make suitable recommendations in
academic report writing
Instructions for the assignment

• It is important that you read the relevant units in the e-guide before you attempt the assigned tasks.
• Read each question carefully and make sure you understand its requirements before you attempt any
answer.
• Please answer the set questions. If you do not understand the questions, you may contact your
tutor/tutor-marker for clarification.
• Please take note of the language and grammar use.
• If you are unable to submit a type-written assignment, ensure that your handwritten assignment is neat
and legible.
Submission of Assignments
Students may send assignments via e-mail. Students should download the Electronic Assignment Book
available in MSWord format from http://www.nust.na/?q=centres/coll/about-coll to complete
22
assignments. Ensure that all information as requested on the assignment cover is completed and correct.
Incorrect or incomplete information will prevent it from being accepted for marking.
After completion of the assignment, email the Electronic Assignment Book as an attachment to:
[email protected]
Further note that students are allowed to submit late assignments, based on valid documentary evidence as
per rule DE12 (b) of the COLL Yearbook 2019, provided late assignments are submitted within 7 days
(including public holidays and weekends) after the due date of the assignment.
Question One: Research Writing [40 marks]
Read the excerpt of the article below and answer the following questions.
External evaluation of the school and academic achievements in relation to alcohol drinking and
delinquent behaviour among secondary school students
JoannaMazur1AnnaKowalewska2DorotaZawadzka1AnnaDzielska1KamilWais3
Introduction
A Factors related to the school environment are considered to be important determinants of health
and problem behaviours among school-age youth. There are several alternative approaches to assessment
of school environment and operationalisation of this term. Most authors [1] point to the class social climate
(and/or the school climate) or to the organisational aspects. The basic organisational characteristics of a
school include its size (measured in terms of the number of teachers and students), as well as its location in
relation to major economic and cultural centres. The concept of school climate relating to educational
relationships among teachers and students (and among students only) has been widely described in the
literature including national publications [2, 3]. It has been repeatedly proven that a positive school climate
creates a protective factor against psychoactive substance use and delinquent behaviour – all activities that
can put young people in conflict with the law [4, 5]. A proper school climate does help in achieving the goals
for which the school community was established. These include supporting students’ comprehensive
23
development, integrating education and teaching, maintaining the balance between knowledge, skills and
education and respecting students’ individuality; i.e. the primacy of students’ developmental needs over the
requirements of the school subjects [6]. The level of achievement of these goals could be considered an
alternative indicator of school functioning.
B Analysis of systematic literature reviews shows that more and more research consider the measures
of education added value. The question arises to what extent positive results achieved by school depend on
its efforts and to what extent on student selection during recruitment process. In a well-functioning school,
students achieve better results and miss classes less frequently than would come out of social-economic
structure of school community [7]. The hypothesis about the impact of school environment on student health
and development has strong theoretical grounds. Bonnel et al. have made an attempt to synthesise all
published theories so far [8]. They have described 24 theories classified to 3 streams: (1) upstream –
assessments of the influence of school organisation, education process, discipline or physical environment,
(2) downstream – assessments of the impact of student features, their cognitive processes and behaviours
and (3) middle – assessments connecting the two above. From the point of view of the paper presented here,
the most crucial meaning is assigned to the first stream, especially Markham and Aveyard's theory of
student's functioning against the background of the school [9], which is based on Bernstein's theory of
cultural transmission as well as on Bronferbrenner's socio-ecological model. According to Bernstein, the
school creates two important skills by developing learning abilities and presenting behavioural norms: the
capacity for practical reasoning and the capacity for affiliation with other people. If school does not fulfil its
duties, a deficit in a particular area can occur leading to attitudes of limited commitment or even alienation.
Theories directly linked with problem behaviours should be also underlined in connection with traits of
personality (in the third stream). According to these, the weakness of bonds with traditional society
(including school) is the reason of connections with anti-social groups [10]. The Jessors’ Problem Behaviour
Theory claims by contrast that young people engage in such groups when they can deal with failure at school
or low self-esteem [11]. Formulating the integrated theory of the impact of school environment on students’
health, Bonell et al. [8] highlighted four paths of connection: (1) student–school commitment, (2) student–
peer commitment, (3) student's cognitions and (4) student's behaviours.
C Nowadays, the assessment of schools is at the heart of social interest, and has been the subject of
numerous reports and academic papers [12, 13]. Ensuring the high quality of school operation benefits the
24
achievement of students’ optimal development in various areas of life. Being aware of students’ individuality,
while simultaneously using the same requirements for everyone at the same level based on syllabus
provisions, has become one of the most important teaching tasks. The possibility has been created for
deepening the assessment of the impact of school on students’ health behaviour and well-being through the
introduction of external evaluation of schools and educational centres in Poland as part of the pedagogical
supervision system. Comprehensive assessment of school quality, obtained during the process of evaluation,
provides data for the implementation of national education standards and goes beyond traditional data,
based primarily on exam results and school competitions [14]. Analyses like these can fill the gap between
the assessment of general school organisational traits discussed above and research on the school social
climate. The education level, as one of the indicators of social stratification, shows a relation with numerous
social, economic and political problems considered at the individual, family, local and national levels [15, 16].
Following the example of highly-developed countries, many measures have been taken in Poland in order to
achieve children and young people's optimal development, including equalising their educational
opportunities. Numerous theories in the sociology of education and pedagogy point, however, to education
as the direct and indirect factor as regards the creation of inequalities in the contemporary world [17, 18].
D To the best of our knowledge, data collected within the framework of pedagogic supervision to
assess the impact of the school environment on students’ health has not been used before. Several published
studies were limited to summarise the results coming from evaluation reports. The originality of our research
is based on re-survey of students in the same secondary schools by another research team using authorised
research tools shortly after the national assessment. The overall school score based on the results of external
evaluation serve school categorisation taking into account the achievement of the earlier discussed general
aims of school education. Surveys of adolescent health behaviours are usually carried out in schools using
group administered questionnaire technique. As a result, specific data relating to multilevel structures are
collected. As the authors of theoretical papers have emphasised [19], with a hierarchical data structure a
correlation of measurements exists at various levels of the hierarchy. Advanced methods of multilevel
modelling are used instead of traditional statistical methods. The consequence of ignoring the hierarchical
structure of data is the underestimation of the variance of parameters, and thus the consideration as relevant
of factors the influence of which is doubtful [20]. Multilevel analyses are often used in foreign studies relating
to risky behaviours of school-age youth [21]. More complex data structures (student–class–school–country–
25
geographical region) are also taken into account. It seems reasonable to use these methods in national
studies on the determinants of risk behaviour among school-age youth.
E The aim of this paper is to provide a preliminary assessment of the relationship between the results
of state school evaluation and the intensity of selected problem behaviours among secondary school youth
taking hierarchical structure of data into account. An attempt to examine the general “school effect”
regardless of differentiation on the individual level was made. The hypothesis behind this study is that a
better school can alleviate the negative health consequences of individual factors especially failure at school
and poverty. Attention was drawn to the interaction between the level of educational standard fulfilment
and academic achievement as potential risk factors of problem behaviour. The following research questions
were created:
• Do schools classified according to national standard into better and worse functioning groups differ
in student wealth and education results?
• Do differences in frequency of problem behaviours exist between students from better and worse
schools?
• What is the level of differentiation of problem behaviour indexes between secondary schools and is
“school effect” important?
• Does the frequency of problem behaviours depend on academic achievements and does the level
of school performance modify this relationship?
F The survey “Health and School” was conducted between 31 March and 22 June 2015 as part of a
project funded by the National Science Centre (grant no. 2013/09/B/HS6/03438). The sampling frame was a
full list of 234 schools from all the provinces which had been the subject of a new type of comprehensive
external evaluation (www.npseo.pl as described below) over the previous 2 years. These schools comprised
of 58 000 students. The study was carried out in 70 out of 78 secondary schools (gymnasiums) randomly
selected from the above list following the consent of their heads. Overall, data was obtained from 4085
students from 203 classes, which included 48% boys and 52% girls. The response rate in relation to the
students on the list of participating classes was estimated at 84.8%. The examined group consisted of 33.1%
of 1st grade students, 35.6% of 2nd grade and 31.3% 3rd grade. The residents of big cities (with a population
of over 100,000) made up 21.1% of the sample, smaller cities 33.7% and villages 45.2%.
26
G A traditional paper questionnaire was used in 19 schools and an online questionnaire in 51. The
survey was conducted at school classrooms or in computer labs with a group administered questionnaire
technique. Trained interviewers or individuals appointed by the school board (usually school counsellors)
were in charge of organising the survey in cases where interviewers had problems in reaching the schools.
The school was responsible for the survey in 18 cases (including 13 internet surveys). Lime Survey free open-
source software was used for the online survey (www.limesurvey.org). Regional educational authorities were
informed about the “Health and School” study. Consent was also received from the local Bioethical
Commission, which evaluated the study design, the procedure for seeking consent from the parents and the
children as well as the content of the questionnaire.
Discussion and conclusions
H The analyses are based on the information obtained from over 4000 secondary school students
surveyed at the beginning of 2015. They attended schools that had undergone a comprehensive external
evaluation in the previous 2 years, mostly in the last year. As a result, objectivised and up-to-date data on
the global assessment of the schools were collected, which enabled a comparison of better and worse
schools. The survey fill the gap in the stream of research on the influence of school environment on students’
health and behaviour at a hard time of life for them between 13 and 16 years of age. As has been underlined
in the introduction, this type analysis taking into consideration a series of individual and structural
determinants, can be referred to Markham and Aveyard's theory. The assessment of school as the
educational institution from the state standards perspective can be included in the group of structural
factors. According to previous analysis based on the same data collected on students, better and worse
schools can be distinguished by attachment to school. It has been indicated [24] when comparing better and
worse schools, that after taking demographic data into account (e.g. gender and place of residence), the
chance of acquiring a high level of attachment to school increases by about 1.38 (p = 0.025). According to
the theories mentioned above, the sense of belonging to the school promotes pro social attitudes and
provides opportunities to manifest them [9].
27
Description of better and worse secondary schools
I It was found that the schools in the three categories differed in terms of their location and affluence
of the surveyed students’ families as well as in terms of students’ school performance (current and based on
the results of the sixth grade exam). The obtained results have confirmed the existence of the issue of
selectiveness of education that had been raised by researchers from Poland and abroad [17, 28, 29]. Good
schools are already better “from the start” because they admit more talented young people. Worse
performing schools may support the progress of adolescents who attend them, thus reducing the risk of
them developing a set of problem behaviours. Despite the fact that highly developed societies try to equate
the developmental opportunities of children and young people, only a few (such as Finland) have succeeded
in eliminating differences in educational chances related to the place of residence and family socioeconomic
status. In families with a higher social status, parents take greater care of the development of their child's
cognitive competencies; they have better options for developing their child's abilities related to formal
education, and greater motivation to send the children to better schools. Even though in most countries a
correlation is observed between family status and the child's school performance (based on the OECD PISA
research – Program of International Student Assessment), too little space is dedicated to school factors that
could mitigate existing differences and its consequences [29, 30].
Prevalence of problem behaviours among secondary school students
J Half of the secondary school students surveyed in 2015 tried alcohol and one in five have drunk 5 or
more drinks in a row. Aggressive delinquent behaviours are slightly less often reported. In discussing the
obtained results, consistent differences related to the gender of the respondents are worth noting, which is
contrary to the results of other national and international studies [31, 32]. In the presented analyses, the
differences are still present; this may result from the way the questions, which have their source in the US
CHIP-AE questionnaire, are worded. At a greater risk of a certain behaviour are the individuals who engaged
in them in the recent past: in the previous week or month. There was significantly more frequent
involvement in aggressive behaviours by boys than girls. A higher prevalence of risk behaviours as regards
males is typical for studies dealing with physical aggression, which is confirmed by these same reports [31,
32]. One of the key conclusions from the newest international report HBSC 2013/14 defined as a major issue
to tackle is systematically maintaining double difference between the percentage of boys and girls being
28
perpetrators of bullying and thus those who are inclined to be aggressive [32]. Conversely, Pakaslahti et al.
found that girls are more likely than boys to engage in pro-social behaviours and to present non-violent
problem-solving strategies [33].
Problem behaviour and school category
K In simple two-factor analysis, a negative correlation was identified between the students’ problem
behaviours and the global school assessment. The percentage of young people who often drink alcohol is
significantly lower in better schools. In the case of delinquent behaviours, the association is insignificant.
After taking age, gender, family affluence and school performance into account, the association between
category of school and alcohol use disappears. The relationship with delinquent behaviours is just revealed
but only in interaction with school achievements. It may be concluded that better school functioning
translates into its atmosphere and culture, and a superior school acts as a protective factor. In better schools,
there is a greater emphasis on cooperation and good relationships among teachers, parents and students,
and on providing assistance to students who find themselves in unfavourable life situations. The research
conducted by Lowenstein et al. [34] showed that comprehensive support is an important factor influencing
school performance, which is also true of assistance for students from neglected backgrounds [35].
L Young people's actions that are non-compliant with school requirements are often quoted as a factor
correlating with problem behaviours [36]. This is a mutual association because involvement in risky
behaviours may be a cause or a result of reduced interest in studying. Numerous authors consider poor
school performance to be one of the factors associated with risky behaviours, while simultaneously
emphasising its multi-factor character [37, 38]. An effect of accumulated individual and environmental risk
factors for problem behaviours was found in the discussed study. That was particularly clearly visible in terms
of the example of the mean index of aggressive behaviours, which suddenly increased in the case of poorer
school performance and student attendance. Conversely, in better schools, school performance is not so
closely related to problem behaviours, which are not so prevalent. The general “school effect” has been
presented as a variety of average values of indexes connected with problem behaviour between schools and
as an ICC value that show the magnitude of this diversity. Despite rather low values of ICC (3.3% and 4.2%)
in the corresponding publications, multilevel techniques are recommended. According to American system
of school monitoring described by O’Malley et al., average ICC values observed within 12 years treated 7
29
indexes of main psychoactive substance use (cigarettes, alcohol, marihuana) oscillating from 2.1% to 6.1%
[39].
M In Polish literature, the statistical analysis of diversity of health indexes between schools has not yet
become popular, although in the realised school youth surveys classes or schools are random units. The
school effect starts to appear in interesting quantitative and qualitative surveys realised in small groups of
junior high schools chosen in purposive sampling technique according to social background and students’
school achievements [40].
Questions
1. Which word/words in the title of the research specify the type of action being done? (2)
2. Looking at the title of the research what would you say is the topic of the study? (2)
3. Where does Literature Review begin and where does it end? State the actual paragraphs. (2)
4. In the Literature Review, what justification do the researchers give for conducting this study? (4)
5. In which paragraph is the purpose of the study explained? (2)
6. Paraphrase the hypothesis of the study. (3)
7. What was the research design of the study? (2)
8. State the population of the study? (2)
9. What was the sample of the study? (2)
10. The researchers are likely to have used stratified random sampling. Name the 3 different strata
mentioned. (3)
30
11. What research instrument was used to collect data? (2)
12. Give a brief description of the manner in which the data collection instrument stated in question 10
above was administered. (5)
13. What ethical consideration clearance did the researchers obtain? (2)
14. Did the researchers engage in empirical research or desk-based research? Explain your answer. (2)
15. In a short paragraph of less than 100 words, summarise the findings of the study in relation to:
1) description of better and worse secondary schools;
2) prevalence of problem behaviours among secondary school students. (5)
Question Two: Academic Writing [35 marks]
1. State which characteristic of academic writing is exemplified by each of the following sentences (formality,
objectivity, tentativeness, referencing/acknowledgement, clarity). (5)
a) Lowenstein et al. (2010) showed that comprehensive support is an important factor influencing
school performance, which is also true of assistance for students from neglected backgrounds.
b) It may be concluded that better school functioning translates into its atmosphere and culture, and
a superior school acts as a protective factor.
c) It was found that the schools in the three categories differed in terms of their location and
affluence of the surveyed students’ families as well as in terms of students’ school performance.
d) The first research question investigated the vocabulary and academic literacy levels of the
participants.
e) Lime survey free open-source software was used for the online survey (www.limesurvey.org).
31
2. The paragraph below contains 10 language errors. Identify all the errors and correct them. In your answer,
write the incorrect word followed by the corrected one ONLY. (10)
3. Using the sources of information provided in the box below, insert appropriate in-text citations in each of
the following sentences. (8)
a) According to (1), the problem with the study of drought is that, to date, no universally acceptable
definition has been developed.
b) lt is therefore meaningless to talk about drought occurring in the Namib and permanent
arid regions (2).
c) “Last year, four other problem lions were relocated from Kunene to Erongo”(3).
d) (4) argues that seasonal rainfall totals are ranked, lowest to highest, and the limits of each
ten percent are determined from the cumulative frequency distribution.
Sources of Information
1. Norman Dholakia, and David Zwick. Cultural contradictions of the anytime anywhere economy:
reframing communication technology. Journal of telematics and informatics. Volume 21, Issue
number 2, Page 123–141. 2004.
2. James Katz. Magic in the air: mobile communication and the transformation of social life. London.
Transaction Publishers. 2006.
32
3. Adam Hartman. The Namibian. Erongo lions relocated to Khomas. Friday 31 August, 2019.
4. Louis Botha. History of drought in Namibia. 2014. http://www.nbri.org.na/ . Retrieved on

02/09/2019.
4. Compile a reference list using the sources of information in question 3. Adhere to the APA guidelines of
compiling a reference list. (12)
Question Three: Report Writing [25 marks]

Write an information report in which you discuss three causes of passion killings in Namibia. Give the
report a title.
Use the outline below to write the report:

Title 2 marks
Introduction 3 marks
1st cause
2nd cause 12 marks
3rd cause
Conclusion 3 marks
Signature & date 2 marks
Mechanical elements 3 marks
Criteria Mark
Title 2
To begin with the phrase ‘Report on …’
Introduction
Detailed background information, including definition of 3
relevant concepts, clear purpose statement and organisation of
report/report overview
Body sections
33
Each paragraph consists of a topic sentence, supporting details 4

and a closing/transition sentence
Main points are explicitly stated in the topic sentence of each 4
paragraph.
Excellently supports arguments/opinions with detailed and 4
logical evidence, e.g. examples, explanations, illustrations, etc.
and presents information from multiple sources.
Conclusion 3
Excellent restatement of purpose, major points clearly
recapped, thorough conclusions justified by preceding
information.
Signature and date
Report is signed and dated. Date is written in full, e.g. 27 March 2
2019.
Mechanical elements
Mastery of complex sentences, appropriate language and
precise vocabulary; hardly any errors of spelling, tenses and 3
punctuation, etc.; consistent and content-focussed
subheadings.
Total marks 25
TOTAL MARKS FOR ASSIGNMENT 02: 100
END OF TUTORIAL LETTER
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TUTORIAL LETTER MEMO ENGLISH FOR ACADEMIC PURPOSES

SEMESTER 1/2019 EAP511S

Compulsory Orientation Sessions

Good luck with this course and with your studies.

Course Name: ENGLISH FOR ACADEMIC PURPOSES

Course Code: EAP511S

Department: EDUCATION AND LANGUAGES

Course Duration: ONE SEMESTER

NQF Level and Credit: NQF 5; 14 CREDITS

Pre-requisite: English in Practice EPR 511S.

Prescribed Textbook(s): None

Recommended Material: EAP Supplementary materials

This First Tutorial Letter was compiled by:

Your marker-tutor for ENGLISH FOR ACADEMIC PURPOSES

TUTOR NAME TELEPHONE NUMBER EMAIL ADDRESS

Ms. Y. Lyamine +264 61 – 207 2047 [email protected]

Mr. A. Ndlovu +264 61 – 207 2104 [email protected]

Ms. J. Brandt +264 81 206 1241 [email protected]

The Moderator/Content-Editor for this course is:

COLL ADMINISTRATIVE SUPPORT SERVICES

COLL STUDENT SUPPORT SERVICES

STATEMENT ABOUT ACADEMIC HONESTY AND INTEGRITY

Academic Dishonesty includes, but is not limited to:

I, ……………………………………………………………………………………………………………(full name and surname), hereby

Signature of the student:…………………………………………… Date: ……………………………………………

INSTRUCTIONS/REQUIREMENTS FOR ASSIGNMENTS

The instructions for this assignment are:

Your final mark: 40 % CA and 60 % Examination

• You need at least a 40 % semester mark to write the examination.

This assignment covers the following units/modules/topics:

The learning outcomes for this specific assignment are:

Instructions for the assignment

Question One: Academic Reading [40 marks]

Read the article below and answer the following questions.

The social lives of mobile telephony in Africa: Towards a research agenda

Abebe Zegeye & Robert Muponde

• bring attention to its mutant features, socially and culturally;

interview-based approaches (present in some contributions), as well as Robert Muponde’s mixed,

4. Explain why the mobile phone is an annoying social phenomenon? (1)

11. To what do the following pronouns refer? (5)

a) subversion (Paragraph C, highlighted)

b) buzzword (Paragraph E, highlighted)

Question Two: Language Usage Review [40 marks]

3. Identify the morphemes in each of the following words. (5)

adverb noun adjective

Question Three: Text Organisation [20 marks]

TOTAL MARKS FOR ASSIGNMENT 01: 100

This assignment covers the following units/modules/topics

The leaning outcomes for this specific assignment are:

Instructions for the assignment

Question One: Research Writing [40 marks]

Discussion and conclusions

Description of better and worse secondary schools

Prevalence of problem behaviours among secondary school students

Problem behaviour and school category

5. In which paragraph is the purpose of the study explained? (2)

6. Paraphrase the hypothesis of the study. (3)

7. What was the research design of the study? (2)

8. State the population of the study? (2)