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EAP511S-ENGLISH FOR ACCARDEMIC PURPOSE 2ND OPP- JULY 2024 |
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nAmlBIA
unlVERSITY
OF SCIEnCE Ano TECHnOLOGY
FACULTY OF COMMERCE, HUMAN SCIENCES, AND EDUCATION
DEPARTMENT OF COMMUNICATION AND LANGUAGES
COURSE CODE: EAPSllS
DATE:
DURATION:
JUNE 2024
3 HOURS
COURSE NAME: ENGLISH FOR ACADEMIC
PURPOSES
MODE:
CATS 2
MARKS:
100
EXAMINER(S):
MODERATOR:
SECOND OPPORTUNITY EXAMINATION QUESTION PAPER
DR T. MUSHAANDJA
PROF. N. MLAMBO
INSTRUCTIONS
1. Answer all questions
2. Write clearly and neatly
3. Number the answers clearly
PERMISSIBLE MATERIALS
1. Examination paper
2. Examination script
THIS QUESTION PAPER CONSISTS OF 18 PAGES (Including this front page)
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SECTION A: ACADEMIC READING
[40]
Read the following research article and answer the questions below. The original article has been
adapted for assessment purposes.
Approaching the use of Facebook to improve academic writing and to acquire social competencies
in English in higher education
By
Maria Martinez Licola
Abstract
A (Abstract omitted)
INTRODUCTION
B The twenty-first century is a virtual era that involves rethinking the role of education and the
incorporation of digital skills apart from the content requested in any subject (C6zar-Gutierrez & Saez-
L6pez, 2016). In this sense, Information and Communication Technology (ICT) and Social Networking
Sites (SNS)can play a key role in updating education, because their use can have pedagogical purposes
(Lin et al., 2016; Rwodzi et al., 2020). This article offers a proposal for integrating the social network
Facebook into an English as a Foreign Language (EFL)classroom in tertiary education. The purpose of
this study is to show how Facebook provides opportunities to develop writing in English and to acquire
social competences in the EFL classroom. In fact, this research establishes a relationship between
using Facebook to motivate students to write and to reflect on global social topics associated with the
oral presentations they have to prepare every week. In this sense, writing is combined with other skills
and with the revision of grammar at the same time that both contribute to promoting the acquisition
of social competences. Students have to reflect upon the social issues that the oral presentations were
based upon.
C The main objectives of this article are the following: 1. To offer a pedagogical proposal so that
students can develop written skills and grammar at the same time that they acquire social
competences using the social network Facebook and 2. To know students' opinions about the use of
Facebook in an EFLsubject and the main competences that they have acquired while using this social
network in the teaching-learning process. The hypothesis is that Facebook is an appropriate social
medium to integrate the practice of different skills and grammatical aspects at the same time that
social competences are acquired in an educational context. Consequently, the paper will be guided by
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the following research question: Is Facebook a suitable social network for students to develop written
skills and to revise grammar at the same time that they acquire social competences?
D This study is justified because, during the pandemic, students' attendance in class was restricted.
This also meant there were limited opportunities to interact and discuss different points of view or to
wbrk on cooperative writing in the classroom. For this reason, the teacher chose Facebook so that
students had a social network as a supplementary platform of the subject where they could write
during the semester and as a collaborative learning tool. The popularity of social media among young
learners provides opportunities for students to communicate using English for academic purposes. In
this sense, students can w·rite their own posts, and they can read what others write, which facilitates
interaction in a virtual environment. The fact that the teaching-learning process was dual, i.e., teaching
was synchronously done with students in the classroom and students connected online (the students
in the classroom were different each week because they were rotating) was a challenge that involved
difficulties. Students at home had to be able to hear the comments that students made in the
classroom. Consequently, Facebook offered the opportunity to post comments at any time for both
students in the classroom and students at home. In this way, students' posts could be read at any time
by the other students, and students could write before, during, or after the lecture. What was initially
an oral practice activity also became a written activity that involved the use of the grammar and
vocabulary studied in the subject.
LITERATUREREVIEW
This section is divided in two sub-sections: the first is more general and concentrates on the use of
technology for educational purposes; the second is more specific and deals with the educational uses
of Facebook.
Technologyfor Educational Purposes
E In the last few decades, technology has had a key role in education because it has been used to
facilitate students' learning. It has an integral part in the preparation of the lessons and in the
teaching-learning process {Ahmadi, 2018; Pourhossein, 2017). The use of the internet increases
students' motivation (Arifah, 2014). Following Ahmadi {2018, p. 118): "When learners learn with
technology, it assists them in developing their higher order thinking skills. It can be concluded that the
true combination of multimedia and teaching methodology is very important to attract learners'
attention towards English language learning." The way students learn through technology is diverse,
for example, mobile learning (m-learning) and Mobile-Assisted Language Learning (MALL) (c;:akmak,
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2019a; Kukulska-Hulme & Viberg, 2018), wikis and biogs (Seaman & Tinti-Kane, 2013). Social
networking platforms such as Facebook, Twitter, WhatsApp, or lnstagram have been applied to
foreign language education for more than a decade (Alnujaidi, 2017; Andujar & Salaberri-Ramiro,
2019; c;:akmak,2019b; Gallardo-Lopez & Lopez-Noguera, 2020; Gettman & Cortijo, 2015; Lomicka &
Lord, 2016; Vahdat et al., 2020). Their use is justified because they can facilitate language learning at
the same time that digital competence is incorporated in the teaching-learning process (Alsaied, 2017;
Martfn-Monje et al., 2018; Solmaz, 2018). Social media facilitate interaction and continuous learning.
They also promote online communication (Ruiz & Fachinetti, 2018) by creating a network where
students generate content and share knowledge at the same time that they interact with each other,
by promoting participation and cooperation (Cela-Ranilla et al., 2017; Fernandez-Ferrer & Cano, 2019).
This involves blended learning models (Chen Hsieh et al., 2017; Hung, 2015; Law et al., 2019), which
facilitate education taking place in more autonomous contexts than traditional classrooms.
Facebook for Educational Purposes
F This article will concentrate on the use of Facebook in English as an EFLclassroom within the context
of a Spanish university. Facebook is one of many Web 2.0 tools (wikis, YouTube, podcasts, etc.) that
are listed as having potential applications for teaching and learning. It is used to maintain or create
new networks, which justifies it being an educational micro-community of students registered in a
language subject in tertiary education (see Methodology). The literature on the educational uses of
Facebook is constantly growing. This section offers an overview of the direction that research has
taken on the pedagogical uses of Facebook. Then it concentrates on the literature review on using
Facebook for English learning. Facebook was created in February 2004 by Mark Zuckerberg at Harvard
University. Membership was originally limited to Ivy League college students but was later (since 11
September 2006) extended to anyone with a valid email address (Torgeson, 2006). According to the
report Digital 2020: Global Digital Overview, prepared by the companies 'We are social' and
'Hootsuite' (2020), about 3.484 billion people use social networks, that is, 45% of the world's
population. The number of people who use social networks in an active way in Spain is 29 million. In
January 2020, Facebook was the third most visited website in the world, only surpassed by Google and
YouTube, and had a total of 2.41 billion active monthly users (Newberry, 2020).
G In December 2020, Martfn del Campo Fernandez-Paniagua (2020) affirmed that Facebook can be
considered the most famous social network in the world, used by 87% of users, followed by YouTube
(68%} and lnstagram (54%}. Some researchers have concentrated on using Facebook for teaching and
learning in an innovative way and how this has an effect on effective learning (Daher, 2014; David &
Akcaoglu, 2014; Li et al., 2013; Shraim, 2014). There are also studies that have explored the effect of
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using Facebook on students' interests and motivation (Aubry, 2013; Ru-Chu, 2011) and on the
relationship between students and teachers (Ellison et al., 2011; Mazer et al., 2007). In addition,
research has explored the positive and negative effects of Facebook (Hutchens & Hayes, 2014; Manca,
& Ranieri, 2016; Vural, 2015). Some of the main positive aspects are its benefits for interaction and
collaboration and the possibilities it offers to share interests and to make connections; students can
develop content and language knowledge through Facebook; it favours positive relationships between
students and between students and teachers; it can also contribute to incidental learning of language
skills (Adi Kasuma, 2017). Some of the negative aspects are that learners can be distracted by the
different features of Facebook such as friend requests, notifications, and chat box. There are also
issues of security and privacy that can be problematic. Moreover, it involves extra work for teachers
because they have to monitor the suitability of the language so that students do not learn inaccurate
language production in online environments, for example (Marfn-Diaz & Cabero-Almenara, 2019;
Miller, 2020).
H Focusing on English learning, generally, studies concentrate on the use of Facebook to improve
students' English communication skills (Adi Kasuma, 2017; Chugh & Ruhi, 2018; Dweikat, 2016;
Mariappan et al., 2017), paying special attention to post classroom materials, to reach students with
learning materials, to post words and definitions for vocabulary review, to share questions and ideas
about discussions, etc. (Kabilan et al., 2010). Research has explored specifically the use of Facebook
to improve writing in English (Annamalai, 2016; Ibrahim, 2013; Majid et al., 2015; Shih, 2011). For
example, Melor and Salehi (2012) highlight the effectiveness of Facebook to improve writing at the
same time that students can learn new vocabulary from reading other students' comments. Similarly,
Vikneswaran and Krish (2014) point out that students wrote better in English through Facebook thanks
to peer influence, due to the fact that students exchanged ideas with each other. However, hardly any
study concentrates on adding a reflection on social topics to writing and on the acquisition of social
competences. The few studies found show that the acquisition of social competences contributes to
students' engagement and socialization (Ainin et al., 2015; Junco, 2012). In consequence, this study
will focus on that area in order to show that the implementation of the writing proposal through
Facebook goes beyond the development of writing skills, by incorporating social competences in the
study.
METHODOLOGY
Design of the Study
The methodology is mainly qualitative-descriptive because it is based on the compilation and
analysis of the students' posts in the discussions on Facebook. The teacher divided students into 18
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groups (9 in group A and 9 in group B) so that they could prepare a cooperative oral presentation on
a social topic of their choice. Each presentation had to be followed by a discussion on Facebook.
Facebook was a complementary tool to the UACloud platform provided by the University of Alicante,
which was used by the teacher to provide materials for students, to answer tutorials, hand in tasks,
etc. The Facebook group was created at the beginning of the semester, and all the students registered
in the subject were invited to join the page. Students' comments on Facebook were taken into account
for the grade in attendance and participation. In this way, the active participation of students in an
online discussion was encouraged. The group in charge of the week's discussion had to post a list of
at least five questions. Students were asked to use that advanced vocabulary and the formal
grammatical expressions explained in the classroom on the posts. The results of the questionnaire
students answered at the end of the semester and the analysis of the main grammatical errors of the
students offer some quantitative data based on students' answers and posts.
Participants and Context
J The participants were 94 third-year students enrolled in the subject English Language V {79 women
and 15 men) during the first semester of the 2020-2021 academic year of the degree in English Studies
at the University of Alicante. Most students were 20 years old and had studied English from the first
year in the degree. They would like to work as high school teachers or in international companies
when they finish the degree. The main aim of the subject is that students develop the different skills
in English in order to acquire level Cl {Council of Europe, 2001). The subject was taught twice a week
for two hours each day during fifteen weeks. The first two hours were devoted to academic writing
and to grammar; the second two hours were devoted to oral and interaction skills through oral
presentations and discussions.
Research Instruments
K The research instruments were students' posts in the Facebook group and a questionnaire
constructed by the teacher. The Facebook group 'English Language V' allows students to interact
based on a common interest or affiliation, i.e., students participate in this study because they are
registered in the subject. The teacher collected all the posts and revised the grammar and vocabulary.
After that, a classification of the main grammatical mistakes was established so that students could
get some feedback for the next grammar lesson. The questionnaire on google forms consisted of ten
questions whose purpose was to know the opinion of the students who have participated in the
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Facebook discussions during the semester (see Appendix 1). There were three yes/no questions and
seven using the Likert scale (S=strongly agree, 4=agree, 3=neutral, 2=disagree, 1=strongly disagree).
Procedure
L The teacher decided to create a Facebook group because the COVID-19 pandemic involved
uncertainty in the teaching-learning process in the number of students who could come to class and
of the types of activity that could be done in the classroom. Moreover, the possibility that, in any
moment, a resurgence of the pandemic would limit students' access to the classroom was another
reason to choose Facebook. The limitation of students per classroom and the distance that it was
necessary to keep among them made the teacher think of the necessity of choosing a social network
that facilitated cooperation between students without being physically present and of the necessity
of providing a virtual environment to facilitate the acquisition of skills and competences of the subject
with only some students present in the classroom. Firstly, the teacher created the Facebook group
'English Language V' and informed students about it so that they could join this page and create a
Facebook account if they did not have one. Secondly, the teacher posted discussion topics on social
issues during the first three weeks of the semester so that student could share their opinions, read
other students' comments, practice vocabulary associated with the topic being discussed and reflect
on the social issue studied every week.
M Students were informed that the Facebook group was only used for the discussions associated
with the oral presentations. If they had questions about the subject, they had to use the platform
UACloud provided by the University of Alicante. From week four on, one group of students was in
charge of posting the discussion topic and the questions based on the topic of the oral presentation
in Facebook. The discussions in the Facebook environment were confined during the lessons and
outside classroom time. In fact, each group was asked to post the questions for the discussion at least
two days before the oral presentation. Thirdly, the teacher revised students' posts and prepared a list
with the main grammatical mistakes found in the posts. Next, the teacher. revised the grammatical
mistakes in the next grammar class and asked students to revise the grammar associated with them.
The discussion contents with grammatical mistakes were reported by using quotes from the students'
posts without indicating students' names. Finally, if students had doubts or questions, they could ask
the teacher in a tutorial. These phases continued until the last week of the semester when students
presented the last oral presentation and the discussion through Facebook.
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DISCUSSION
N Facebook is a social network that facilitates interaction and engagement in communication in the
teaching-learning process. The Facebook group 'English Language V' is an instrument that allows
students to interact based on the common fact that they are registered in the subject at the same
time that they engage with the social topic that is discussed every week. Integrating Facebook into a
language subject as a supplementary learning tool can provide students with a real and natural setting
of communication and enhance their motivation. Consequently, students learn easily and actively by
interacting with their classmates and teacher using social network that they also use for personal
communication. Encouraging students to communicate through Facebook discussions in and outside
the classroom offers students many opportunities to write in English without time restrictions.
Moreover, students learn and write at their own pace, which promotes a learner-centred approach.
Consequently, shy students can be more confident about writing and interacting than when the
interaction takes place face to face in the classroom. Facebook is a flexible environment that students
can access synchronously and asynchronously (Shih, 2011). The flexibility already mentioned has
implications for teachers and educator managers because it is necessary that they check students'
comments in Facebook regularly so that they can provide students with the appropriate feedback and
address the main mistakes as soon as they appear. In this sense, it is useful that teachers advice
students about the main times of the day and of the week they will check the Facebook group so that
students do not expect an immediate answer to their comments or some suggestions to improve their
writing. In addition, using Facebook as a pedagogical resource is challenging for teachers because they
have to learn about the multiple uses of Facebook in general in order to adapt it for the educational
activity selected.
0 Moreover, the use of Facebook is also challenging for students because they have to clearly
distinguish the academic use of Facebook from the personal or entertainment one. This challenge is
associated with the use of standard English for the online discussions, i.e., the teacher needs to make
sure that students avoid informal English or Spanglish so that the quality of English in online
discussions is as good as possible. In this sense, it is essential that the teacher insist on the importance
of revising the writing before it is posted in Facebook, which involves revising vocabulary, grammar,
and spelling. The Facebook group 'English Language V' encouraged group cohesion and the collective
creation of knowledge because students got engaged with the topic that was discussed each week by
answering the questions that the presenting group had prepared, by making reference to what other
students had said in the Facebook posts and by establishing connections between the various
discussions. Consequently, collaborative learning and a participatory methodology are observed in the
teaching-learning process. Although the teacher encouraged students to write in Facebook during the
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teaching-learning process, some students were reluctant to do so, which means that they did not
make the most of the opportunity of using Facebook to practice writing skills. On balance, Facebook
contributed to promoting reading (some students did not write, but they read what other students
wrote) and cooperative learning, because students can learn from each other by reading the different
posts. The fact that the oral presentations are cooperative and that the same group has to prepare
and post the questions for the discussion in Facebook and comment on other students' posts also
reinforces collaboration between group members.
P Consequently, communication and cooperation are social competences that are promoted by
participating in the Facebook discussions. The group in charge of organising the Facebook discussion
each week had to motivate the rest of the classmates to participate. This contributed to promoting
leadership, a social competence that students need for the labour market. The results of the
questionnaire show that Facebook is effective for English learning, for connecting different skills and
for improving students' literacy. The social topics that frame students' interaction through Facebook
contribute to students' development of language knowledge and social competences at the same
time. It is remarkable that some groups (10 out of 18) not only shared some questions to discuss
aspects about the oral presentation topic, but they also shared the links to some videos and articles
associated with the topic. This shows that students took the initiative to provide extra information for
their classmates. Measuring the academic performance of students though Facebook is always
challenging: it is difficult to select the aspects to be analysed and to determine the type of feedback
that students will receive. In this study, giving students the opportunity to discuss social topics had a
central role although the quality of the language was also important, and the grammar mistakes were
also analysed (see Figure 2).
CONCLUSIONS
Q Technology and social networks such as Facebook facilitate effective distance learning in a context
like the one we live in nowadays, where a pandemic has challenged traditional classroom practices.
This article has explored the use of Facebook for online discussions in higher education and has
observed that Facebook discussions contribute to forging interaction and good relationships between
students and to facilitating the acquisition of social competences. Using Facebook in an Englishsubject
offers the opportunity to apply a social network environment so that students can learn about social
topics at the same time that they practice their English. In this sense, Facebook promotes web-based
interaction between students outside the classroom, i.e., there is flexibility to interact without having
the time and space constraints of the classroom. This reinforces autonomous learning, because
students were free to participate in the Facebook group synchronously and asynchronously during the
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teaching-learning process. In addition, the teacher decided to use Facebook for online discussions as
a substitute for cooperative writing in the classroom because it shows that the English language is
constructed throughout the cooperative-based discussions on social topics that take place every
week. In fact, Facebook is an appropriate tool to stimulate students to write in English at the same
time that they reflect on social topics. Consequently, different skills and competences are integrated
and developed during the teaching-learning process. The use of Facebook in the subject English
Language V involved incorporating into the classroom a new trend of today's communication and a
change in students' academic performance. In this sense, students can associate using Facebook with
their personal communication, which means that the task of academic writing done through Facebook
can be more motivating than doing it in the classroom without using social network. In conclusion,
Facebook contributes to improving students' writing in English language and promotes authentic
language interaction and the acquisition of social competences.
(Source: Lirola, M. M. (2022). Approaching the Use of Facebook to improve academic writing and to
acquire social competences in English in higher education. Contemporary Educational Technology,
14(1), 1-15.)
Part 1: Comprehension questions
(20 marks]
1. Who wrote this journal article?
(1)
2. Why can ICTand SNSplay a role in updating education?
(1)
3. According to this article, what is the purpose of this study?
(2)
4. Which social media was used in this study?
(1)
5. Say whether the following statements are True or False.
(4)
a) During the pandemic, students' ability to attend classeswas limited.
b) The pandemic did not restrict students' ability to interact with each other and collaborate
on writing activities in class.
c) The popularity of social media among young people is a great opportunity for them to
communicate in English for Academic Purposes.
d) Grammar and vocabulary were not part of the oral activity.
6. Choose the correct answer.
ii) The true combination of _____
towards English language learning.
and _____
10
(2)
can attract learners' attention
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a) multimedia and learners
b) multimedia and teaching methodology
c) teaching methodology and higher thinking skills
d) higher thinking skills and technology
7. The following social networking skills have been applied to foreign language education.
a) wikis, Facebook, Twitter
b) biogs, Facebook, lnstagram
c) biogs, wikis, Facebook
d) Facebook, WhatsApp, and lnstagram
8. Connect each source(s) to their findings. Write down the Roman number of the finding and the
letter of the corresponding source(s). One of the study options is a distractor.
(2)
The findings
The studies (sources)
i)
Some researchers have
a) Daher, 2014; David & Akcaoglu,
concentrated on using Facebook
2014; Li et al., 2013; Shraim, 2014)
for teaching and learning in an
innovative way and how this has
b) (Aubry, 2013; Ru-Chu, 2011)
an effect on effective learning
ii)
and on the relationship between
c) (Ellison et al., 2011; Mazer et al.,
students and teachers
2007)
9. Find a word that is closest in meaning to each of the following descriptions in each of the given
paragraphs.
(3)
a) not physically existing (Par B)
b) relating to teaching (Par C)
c) consisting of two parts (Par D)
10. To what does each of the following pronouns refer?
(4)
a) they (Par C)
b) it (Par E)
c) it (Par F)
d) it (Par I)
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Part 2: Language usage
(10 marks]
1. What word formation process was used to create the following words?
(3)
a) EFL(Paragraph B)
b) Facebook (Paragraph B)
c) WhatsApp (Paragraph E)
2. State whether the underlined affix in each word below is derivational or inflectional. (2)
a) Problematic (Paragraph G)
b) effectiveness (Paragraph H)
3. Classify each word below from paragraph N according to its morpheme structure. (2)
a) teaching-learning
b) asynchronously
4. What is the function of the underlined inflections to each of the words from paragraph E
below?
(3)
a) student~•
b) learner~
c) incorporateg
Part 3: Research analysis questions
(10 marks]
1. One of the research objectives was: To know the students' opinions about the use of
Facebook in an EFLsubject and the main competencies that they have acquired while using
this social network in the teaching-learning process.
Formulate a research question from this research objective.
(2)
2. What evidence in the article suggests that this was a qualitative-descriptive study? (2)
3. How significant was the use of UACloud tool in the study?
(2)
4. Comment on the gender and age distribution of the study participants
(2)
5. Besides the questionnaire, Facebook was used as a data collection instrument.
Explain how?
(2)
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SECTION B: ACADEMIC WRITING
[60]
Part 1: Report writing
[15 marks]
Read the extract below taken from an academic article, before attempting to answer the question.
The focus of the article is on students' high failure rate at university.
The issue of students failing courses and dropping out of college is a concern for students, faculty, and
academic leaders. It is a student concern because the "impact of college failure can cause lasting
damage to self-esteem, and the consequences can influence an entire lifetime" (Tennen 1998:22) . It
is a faculty concern, because all too often faculty feel a sense of personal failure and blame their own
teaching for the failure of some students (Hagar 2007; Dawley 1999}. It is also the concern of academic
leaders, because colleges and universities are accountable not only for their graduation rate, but also
for their students' success from enrolment through and past graduation.
These multiple concerns led the authors to embark on three separate but connected studies to
understand students', faculty members' and academic leaders' perspectives on why students fail
courses and drop out of colleges. In 2011 the authors conducted a survey of739 students, asking them
why students fail courses and drop out of college. The many reasons students provided for failing gave
insight into this phenomenon.
Poor time management is an umbrella problem with several related issues that can lead to course
failure. Students who spend too much time playing games, watching television or hanging out with
friends do not put enough time into completing work. Given the common need to balance coursework,
labs, extracurricular activities and jobs, lack of planning can put students in a major bind.
Procrastination sometimes leads to incomplete or deficient performance on homework, papers and
projects. In some cases, students may plagiarize papers to make up for lack of planning and effort,
which often means automatically failing the course and can even result in dismissal.
Many students are in a difficult position where they must work while in school. This is highly
respectable but could lead one having less time to focus on your studies, and possibly failing in the
end. Work gets in the way because you have less time to study and you might come home drained
after that late-night shift. One of the surest ways to fail a class is to consistently miss it. Missing classes
can lead to missed homework assignments, papers and projects, especially if you don't check in
regularly with the instructor. You also miss critical lecture and discussions of topics and content, which
can lead to poor performance on tests. Being aware of how students, faculty members, and academic
leaders perceive the root causes of student failure in academic settings is a necessary step in clinically
analyzing the complexity of the problem and in finding workable solution.
[Retrievedfrom https://www. ukes/ education/transition-of-first-year-students-into-university-1ife-
education-e.php ?vref=1]
The Report question:
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Many students do not succeed in their studies at university. In some cases, they end up dropping out
of university. You have been instructed by The Director of student affairs at NUST to research and
investigate three main reasons that lead to students failure at university. You then have to compile a
Recommendation Report.
Write the following sections of the report:
1. Title of the Report
(2)
2. Introduction (about 60 words)
(4)
3. Discussion
(6)
List three main issues that cause the failure of students at college (about 60 words)
4. Recommendation
(3)
Provide one recommendation that you think will lead to students not failing in colleges
(about 30 words)
Part 2: Academic writing
[20 marks]
Study the following paragraph carefully and answer the questions below.
Writing assessments can be considered a continuum from least to most authentic "in terms of the
degree to which they simulate real-world writing conditions" (Wiegle, 2013)1. A distinction can be
made between indirect and direct writing tests at the end of the continuum 2. As a prevalent approach
in the 1970s and 80s (White, 1994; Wolcott, 1998), the indirect tests measure the sub-skills engaged
in writing like grammar and usage through selected-response questions, such as multiple choices, fill-
in-the-blank, matching, identifying the problematic parts, among others (Crusan, 2010; Yan et al.,
2021)3• On the other hand, as Elliot and Perelman (2012) note, direct writting tests get test-takers to
generate a piece of text in response to a set of directions 4• According to Weigle (2013), direct writing
tests are administered under timed conditions, and test-takers must prod use a piece of language going
beyond the sentence level. On the other end of the continuum, alternative assessment methods exist
like self-assessment, peer-assessment, portfolio assessment, and collaborative assessment, among
others, in which authenticity is the number one priority5. In this writing tests, as Weigle (2013) puts it,
they "allow writing to be assessedover time and over a range of writing tasks and genres" (p. 2)6•
1. Identify the academic writing conventions exemplified in each of the highlighted components
in the following sentences.
(4)
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(a) Writing assessments can be considered a continuum from least to most authentic in terms
of the degree to which they simulate real-world writing conditions.
(b) According to Weigle (2013), direct writing tests are administered under timed conditions,
and test-takers must produce a piece of language going beyond the sentence level.
2. Identify sentences which ~xemplify the following ways in which writers can incorporate
other scholars' ideas in their writing. Only write the correct sentence number.
(6)
(a) Quotation
(b) Synthesis
{c) Paraphrase
3. Identify three spelling errors in the paragraph. Write the misspelt word and the correct one
next to it.
(6)
4. Name the stages of the writing process represented by the pictures that follow.
(3)
{a)
LearningisFun-tastic!
(c)
5. What is a sentence fragment?
(1)
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Part 3: Text structure
[10 marks]
1. Read each passage below and identify the type of text organisation pattern used to present the
information.
(5)
A. Are you a musician? Would you like to connect with other music makers? You've got
choices when it comes to musical programs at Morton University. If you join the
marching band, you'll play in front of thousands at our football games, while if you
join the jazz band, you'll play at our dances and elite alumni events. Both these
programs can help you become a better musician. The jazz band is a little smaller than
the marching band but there is more room for improvisation. Of course, if you join
the marching band, you'll get to wear a cool cape. The choice is yours.
B. When you first get your instrument, the amount of work that it takes to learn to play
well may discourage you from trying at all, but don't give up! There are many ways
that you can improve your playing. You can take lessons, you can learn to play with a
friend, or you can join your school's music program. These can be some of the
solutions to help, but the most important thing that you can do is to stick with it.
Practice playing your instrument every day and you will learn how your instrument
works. Once you know your instrument, you'll be able to make playing look easy.
C. A mute is an object that is fitted to the end of a brass instrument to change the
instrument's sound and tone. Mutes can be made from many materials, but
aluminum, brass, and copper are common. A mute works by changing the shape of
the instrument and absorbing its acoustic vibrations. This causes the instrument to
produce a sharp, damp sound. Mutes are often used in jazz music but sometimes they
are called for in other compositions as well.
D. Louis Armstrong was born to a poor family in Louisiana. He grew up in a rough
neighborhood under the care of his grandmother and uncle. Armstrong learned to
play trumpet by ear at age 11. After getting arrested for firing a gun in the air while
celebrating New Years Eve, he was sent to a juvenile correctional house. He received
musical instruction while he was detained, and Armstrong soon led the intuition's
band. Armstrong would go on to change the face of jazz.
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E. For better or worse, the Internet changed the music industry. The Internet allowed
people to share music with friends and strangers around the world. With no laws to
regulate on line music sharing, many consumers downloaded music for free instead of
paying for it. Consequently, the music industry made less money and a lot of artists
suffered; however, the Internet also brought new talent to the market. Before the
Internet, artists had to sign with labels to break through. These labels acted like
gatekeepers, but the Internet allowed artists to record and distribute albums and
videos by themselves. The Internet continues to change the music industry.
2. Provide one cohesive device from each paragraph that influenced your choice of the text
organisation pattern you gave in 1.
(5)
Part 4: Citation and reference (APA 7TH edition)
(15 Marks]
Question 1
[SJ
Using the source details provided in each case, complete the sentences by inserting in-text citations
as appropriate. Use page 722 if there is a need. Write only the number and the correct answer next
to it.
1.1 ________
attempted to formulate a definition of addiction that would be
applicable to drugs under international control.
Source:
WHO Expert Committee on Addiction-Producing Drugs. Third Report (1952) Wld Hlth Org. techn.
Rep. Ser., 57, 9
1.2 Following withdrawal of barbiturates, tolerance is rapidly lost, and some patients may become
more sensitive to barbiturates than they had been prior to chronic intoxication with these drugs
Source:
Belleville, R. E. & Fraser, H. F. (1957) J. Pharmacol. exp. Ther., 120, 469
1.3 WHO has already published a series of reports on these requirements _______
_
Source:
Braenden, 0. J., Eddy, N. B. & Halbach, H. (1955) Bull. Wld Hlth Org., 13, 937
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1.4 According to _______
_, the clinical manifestations of chronic barbiturism are
similar to those of chronic alcoholism.
Source:
Isbell, H., Belleville, R. E., Fraser, H. F., Wikler, A. & Logan, C. R. (1956) Arch. Neural. Psychiat.
(Chic.), 76, 468
1.5 "Drug dependence is a state of psychic or physical dependence, or both, on a drug, arising in
a person following administration of that drug on a periodic or continuous basis"
Source:
Nathan, B., Eddy; M. H, Halbach; Harris, Isbell, & Maurice, H. Seevers. Drug dependence: Its
significance and characteristics. 1965, 32, 721-733. Bull. Org. mond. Sante. Bull. Wld Hlth Org.
Question 2
(7)
The source details in question 1, 1.5 are not aligned to the APA 7th edition style of referencing.
Rewrite the source details to align them with the APA style of referencing.
Question 3
[3]
Study the source details below and answer the questions that follow.
World Health Organisation. (2007). ICD-10 classification of mental and behavioural disorders:
Clinical conditions and diagnostic guidelines,1(10th ed.). 2World Health Organisation.
3.1 Identify the type of source exemplified above.
(1)
3.2 Identify the numbered details in the source above.
(2)
a) (10th ed.).
b) World Health Organisation
-END OF EXAM-
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