 |
EPR511S - ENGLISH IN PRACTICE - 1ST OPP - JUNE 2023 |
|
|
1 Page 1 |
▲back to top |
n Am I BI A u n IVER s ITY
OF SCIEn CE TECHn OLOGY
FACULTY OF HUMAN SCIENCES
DEPARTMENT OF COMMUNICATION AND LANGUAGES
COURSE CODE: EPRSllS
COURSE NAME: ENGLISH IN PRACTICE
DATE: JUNE 2023
MODE: FM&PM
DURATION: 3 Hours
MARKS: 100
FIRST OPPORTUNITY EXAMINATION QUESTION PAPER
EXAMINERS: Ms C. Botes
Ms T. Kavihuha
Mr A. Tjijoro
MODERATOR: Ms T. Kanime
INSTRUCTIONS
1. Answer ALL the questions.
2. Write clearly and neatly.
3. Number the answers clearly.
PERMISSIBLE MATERIALS
1. Examination paper
2. Examination script
THIS QUESTION PAPER CONSISTS OF 11 PAGES (INCLUDING THIS FRONT PAGE)
1
|
|
2 Page 2 |
▲back to top |
Section A: Reading Comprehension
[25 marks]
Readthe passage below and then answer the questions that follow.
The Generational Power Balance
Throughout history, the clash between the old and the young has been a defining feature of both
reality and literature. Parents have power over their children ... but as those juveniles approach
adolescence, they begin to put pressure on their parents' power. They test the rules; they rebel; they
create their own rules. The parents are puzzled, frustrated and resentful about the shift in the balance
of power. They fight back; try to exert their leadership in an attempt to maintain their power. But as
they grow towards old age, they are forced to relinquish it, while the world changes into a place they
cease to recognize from their youth.
The friction between old and young is set to become a feature of the twenty first century, as we
approach a period where the balance of power reaches virgin territory. This is not to say that
relationships between the generations are expected to worsen; rather that the unprecedented
demographic changes to come will have knock-on effects that we cannot yet imagine.
How can we be so sure that trials lie ahead? Demographic trends are incredibly easy to predict.
Decades pass between the birth of children and their growth into adulthood, while rises in life
expectancy due to affluence and better medical care are gradual. Consequently, it is possible to
predict accurately what proportion of the population will be economically active, and what proportion
will be dependant, for a considerable time in the future. Hence, we know that rising as people are
living longer and having fewer children - and having them later in life - population structure will skew
much more towards the aged.
Statistical prediction is one thing. Predicting the implications of such trends on society is another thing
entirely. In the 1900s, demographers could - or at least should - have predicted that trend toward
city-living as opposed to country-living was likely to continue, as indeed it did, becoming one of the
most defining features of the twentieth century. The political, economic, social and environmental
implications of this shift were much harder to predict, however.
Many economically developed countries already fear that by 2025, there will be too few young tax-
payers in the working population to support those in old age. This is the generation that requires
pensions, medical care, local services and other benefits. Governments are already putting in steps,
such as compulsory work pensions and increases in the retirement age in an attempt to mitigate the
problem. How effective these measures prove to be remains to be seen. Moreover, this isn't just a
predicament for richer countries. All less economically developed countries outside the AIDSstricken
regions of Sub-Saharan African are experiencing the same demographic trends, and, unless their
economies develop extremely quickly, their populations will suffer much more.
Economically, therefore, adults will be at the mercy of the elderly. Governments will be obliged to
put money and efforts into the provision for the elderly and working adults will have to forego their
share. But perhaps such a conclusion is too glib. The scenario could pan out differently. After all, rising
elderly populations also bring opportunities for the young, such as in employment in products and
services geared towards the older generation. Moreover, the shift comes at a time when seniority is
beginning to count for less in the workplace than in the past. Youthful traits, such as innovation,
creativity and familiarity with new technology are being recognized more and more. Perhaps power
will not shift towards the elderly as much as demographic data suggests.
Add another twist, and we realize that the older generation are not the old-fashioned bedridden
fuddy-duddies that they perhaps were perceived to be in the past. The over-seventies look younger
and are fitter than ever. Moreover, their tastes are less divergent from those of younger generations
2
|
|
3 Page 3 |
▲back to top |
than they used to be. They listen to rock music, study at university, embrace new hobbies, travel and
socialize. The lines between youth and age, culturally at least, have blurred.
This may mean that a standard retirement age may become a thing of the past, as vigorous people in
their seventies and eighties choose to carry on working. Such a trend would greatly ease the tax
burden on the younger generations, as well as giving the older generation more choice. However, it
comes as a two edged coin, as young, inexperienced workers would be forced to compete for jobs
with the seasoned workers,; while those in employment may never get the promotion they desire if
the old guy at the top refuses to quit.
Of course, the predictions envisaged in this scenario will only come to pass if the world develops in a
relatively benign way. In the twentieth century population shifts were irrevocably altered by world
war and economic depression, and similar events could afflict coming generations too. Until we know
for sure, we can rest easy in the knowledge that the problems which arise now are the problems of
success- problems that arise through economic growth, better medication, reduced inequality and
by maintaining peace.
1. According to the passage, how do teenagers challenge their parents' power?
(3)
2. Why are people growing older than in the past?
(2)
3 (i) According to predictions, which generation will make up the biggest percentage
of the population in the future?
(1)
(ii) Give two reasons for this prediction.
(2)
4. Which measurements are governments putting in place to curb the problems
brought about by the changing demographic trends?
(2)
5. How could the youth benefit from the rising elderly population?
(2)
6 (i) Give two advantages of extending the retirement age.
(2)
(ii) Give two disadvantages of a later retirement age.
(2)
7. Which events mainly caused population shifts in the past?
(2)
8. Explain the meaning of the following phrases from the passage in your own
words:
(i) "virgin territory" (paragraph 2)
(2)
(ii) "the problems which arise now are the problems of success" (paragraph 8)
(2)
9. Which of the following words is a suitable antonym for benign?
(1)
A kind
B favourable
C unpleasant
D benevolent
10. What do the following pronouns in bold in the passage refer to?
(2)
(i)
their (paragraph 5)
3
|
|
4 Page 4 |
▲back to top |
(ii)
those (paragraph 7)
Section B: Grammar
[25 marks]
Readthe passage below and then answer the grammar questions.
How are global demographics changing?
A generation ago, the World Development Report 1984 (i) (to focus) on development challenges posed
by demographic change, reflecting the world's concerns about run-away population growth. Global
population growth rates (ii) (to peak) at more than two percent a year in the late 1960s and the
incredibly high average fertility rates of that decade - almost six births per woman - provided the
momentum to keep population growth rates elevated for several decades. Indeed, the population
growth spawned works such as Ehrlich's 1968 book "Population Bomb," which painted apocalyptic
images of a world struggling to sustain itself under the sheer weight of its people. The policy discussion
of the WDR 1984 reflected these concerns, focusing on how to feed the growing populations in the
poorest and highest fertility countries, while also presenting a case for policies that would reduce
fertility.
Needless to say, the global population did not continue to grow at its breakneck pace and fertility
rates ended up declining precipitously, due to a range of reasons, that includes but is not restricted to
improvements in living standards, access to education and female empowerment. At the same time,
some of the most populous countries (iii) (to grow) themselves out of poverty- as in the case of South
Korea and China - while advances in biotechnology helped countries feed themselves, as in the case
of India's Green Revolution. The population bomb does not seem to have detonated.
Now, more than 30 years later, demographic change is still one of the most pressing development
issues of the day. Global demographic trends and patterns (iv) (to be) at a turning point, with the
proportion of people aged between 15 and 64 - people most likely to be in the labour force - having
reached a peak in 2012, at 65.8 percent. In coming decades, this share (v) (to decline), while the share
of elderly- people aged 65 and up - will rise.
The GMR also shows that these global trends and patterns vary dramatically across countries and
levels of development. Today 87 percent of the world's poor (vi) (to live) in countries that will still
experience burgeoning working-age population shares, and are expected to have rapid population
growth. If these countries are able to accelerate their job creation to keep pace with their growing
working-age population they have the potential to boost their growth and poverty reduction in coming
years. In contrast, a population decline is expected for many of the engines of global growth - the
economies that account for three-fourths of recent global growth. These include almost all high-
income countries and several upper-middle-income countries. The shares of people over 65 years (vii)
(to rise) in these countries for some time in the future, but by making investments to boost
productivity, extending the years of work, and adopting fiscally sustainable old-age support systems,
they can maintain and continue to improve their incomes.
Currently, demographics (viii) (to change) both within the borders of countries and beyond. These
changes present real opportunities to boost growth and poverty reduction. In particular, freer capital
flows, migration and trade can help respond to growing demographic imbalances globally. With
demography-informed policies, countries - old and young, developing and developed - have the
chance to turn the past fears of the population bomb into development opportunities for the future.
4
|
|
5 Page 5 |
▲back to top |
1. Change each of the verbs numbered (i) to (viii) in the passageabove into the correct
verb tense.
(8)
2. Identify whether the sentences below are in the active or passive voice.
(2)
(i)
Some countries have adopted a new approach to retirement policies.
(ii)
Poor countries are expected to have rapid population growth.
3. Change the sentences in Question 2 above into the opposite voice.
(2)
4. Write the following statement in reported speech:
Mr. Nekongo said: "I attended a conference two months ago where the implications
of global aging were discussed at length."
(4)
5. Read the paragraph below and then answer the question that follows.
Balancing demographic changes and social and development needs will be a global challenge. An
increasing number of countries are undergoing and will continue to undergo a steady increase in the
number of older persons, both in absolute terms and as a percentage of the total population. Those
countries, which have technology and capital available, will not be those that have dynamic working
populations. Public policies will have to be adopted to make up for the "missing" work force. The
types of policy will depend on the degree and pace of aging as well as on their socially determined
customs.
Write down one example of each of the following from the paragraph above.
(4)
(i)
Infinitive
(ii) Gerund
(iii) Present participle
(iv) Past participle
6 (i) Identify the type of conditional used in the sentence below.
(1)
If these countries are able to accelerate their job creation to keep pace with their
growing working-age population, they have the potential to boost their growth and
poverty reduction.
(ii) Change the sentence above into a third conditional.
(1)
(iii) Complete the following sentence with a suitable result clause:
(1)
If older people retire later, ...
Section C: Critical Reading
[20 marks]
This passage is adapted from "Single-sex schools: Could they harm your child?" by Lise Eliot. The
passage summarizes some research on the effects of separating students by sex or gender. Though
sometimes used interchangeably, sex generally refers to an individual's anatomy, while gender
generally refers to how an individual identifies themselves.
5
|
|
6 Page 6 |
▲back to top |
Single-sex schools
Parents who choose single-sex schools do so for many reasons, but a major one is the beliefthat boys
and girls learn differently. Single-sex schools also claim to better tailor instruction to the gender of
their students. However, brain and behavioural research does not support such beliefs. In-depth
analysis of educational outcomes by Janet Hyde and colleagues at the University of Wisconsin has
found scant evidence that single-sex schooling leads to better academic achievement. Research
suggests that single-sex schooling may actually be harmful to children-by failing to prepare them for
gender-integrated workplaces, shared leadership, and equal partnership in families.
Since the Supreme Court's 1954 ruling in Brown v. The Board of Education, the evidence has been
clear that integration works for breaking down racial gaps in education. The Supreme Court asserted
that "separate educational facilities are inherently unequal." The court's decision was based on social
science evidence that found that separating and emphasizing differences between groups of people
breed stereotyping and discrimination.
Research by Rebecca Bigler at the University of Texas and Lynn Liben at Penn State University has
further corroborated this. Their work shows that children are especially susceptible to feelings of
favouritism about members of their own group, and to prejudice against those in contrasting groups.
Similarly, in classroom-based research, Valerie Lee at the University of Michigan found the greatest
expression of sexism in all-boys' schools. She found such behaviour was not limited to males-all-girls'
campuses could also foster stereotyping and a type of "pernicious sexism," or dumbing-down of
challenging material.
Other researchers have found that gender segregation inhibits opportunities for girls and boys to learn
from each other. For example, Carol Martin and her colleagues at Arizona State University (ASU) have
found that boys and girls, who differ only modestly in infancy, grow further apart in their attitudes,
abilities, and mutual understanding the more their environment distinguishes them from each other.
They called this the "gender segregation cycle."
Girls who grow up with brothers tend to be more interested in playing sports and building toys than
girls without brothers. It has been found that boys develop better verbal ability and relational skills,
and achieve greater academic growth the more time and space they shared with girls. Single-sex
education eliminates such co-learning opportunities and simultaneously increases discrimination and
stereotyping. For example, the ASU research team found that among middle school students, the
more single-sex academic classes they attended each day, the stronger was the belief of students that
boys are better in math and girls are better in language arts.
In spite of such findings, single-sex schools are often promoted as effective at preparing girls for
predominantly male STEM (science, technology, engineering, and mathematics) fields, such as
computer science. But there is no evidence for this. In fact, research finds that women who attend
single-sex colleges or enrol in all-female science classes are not more likely to pursue and persist in
STEM careers.
That's because the problem is not girls' academic ability or even their confidence in STEM subjects.
It's the culture of gender segregation: young women turn away from careers in engineering and
computer science because they feel uncomfortable and unwelcome in overly male environments.
On the flip side, it is also cultural separation that inhibits many men from entering careers like nursing
and teaching. In other words, gender segregation is the problem, not the solution, for getting more
6
|
|
7 Page 7 |
▲back to top |
women to advance in STEM fields and for more men to enter the HEAL professions-health,
education, administration, and literacy.
14
12
.V.,.... 10
C
<ll
"·Ou
8
C
6
4-
0
I...
<ll
4
.0
E
z:::i
2
0
Distribution of Sexism in Three Types of Schools
Gender reinforcement*
Embedded discrimination** Sex-role stereotyping***
Type of sexism
Active discrimination****
· 1. All-boys' schools - 2. All-girls' schools i,' 3. Coeducational schools
* the perpetuation of conventional behaviours associated with males and females.
** sexism portrayed in forms such as literary texts and visual displays.
*** the projection of social roles in which women are disadvantaged.
**** the denial of opportunities to females that are available to males.
1. Over the course of the passage, the focus shifts from
A research on single-sex schools to gender segregation in the work force.
B the Board of Education's legal cases in the 1950s to children's relationships with
each other.
C research at the University of Wisconsin to studies of preschool classrooms.
D sexism in single-sex classrooms to the academic abilities of girls.
2. According to the passage, which of the following best describes the relationship
between segregation and stereotypes?
A Stereotypes do not develop when people are aware that they are segregated.
B Stereotypes are the only negative consequence of segregation.
C Segregation is implemented primarily to instil stereotypes in children.
D Stereotypes develop more frequently in segregated environments.
3. As used in paragraph 1, "scant" most nearly means
A subtle.
B stingy.
C little.
D impaired.
4. The author references the Supreme Court's 1954 ruling in the Brown v. The Board
of Education case {paragraph 2) primarily to
A allude to the long history of evidence against segregation in education.
7
|
|
8 Page 8 |
▲back to top |
B imply that the Supreme Court has a special interest in segregated schools.
C convey that segregation in educational institutions by race is worse than by
gender.
D show that all stereotypes begin in early education classrooms.
5. As used in paragraph 2, "breed" most nearly means
A select.
B instruct.
C multiply.
D cultivate.
6. According to the Arizona State University's research
A girls typically perform well in language arts and music despite their preference
for math.
B boys only internalize stereotypes when those stereotypes are reinforced by
their male teachers.
C children develop feelings of favouritism toward their own gender when
separated.
D children separated by gender are likely to believe each gender has different
intellectual abilities.
7. The author's attitude toward gender segregation is best described as
A optimistic.
B critical.
C curious.
D fearful.
8. Which choice provides the best evidence to the previous question?
A Lines 1-2 ("Parents who ...differently")
B Lines 6-9 ("Research suggests ... families")
C Lines 10-12 ("Since the ... education")
D Lines 30-31 ("Girls who ...brothers")
9. Which concept is best supported by the passage and by the information in the
graph?
A Certain types of sexism have greater effects on students than others.
B The type of school a student attends determines the type of sexism they will
exhibit.
C Sexism is more common in single-sex schools than in coeducational schools.
D Sexism is present in all types of schools because of its acceptance by teachers.
10. Data in the graph support which of the following statements about sexism in all-
boys' schools?
A There are more sexist incidents in all-boys' schools overall than in all-girls'
schools overall.
8
|
|
9 Page 9 |
▲back to top |
B There are more incidents of sex-role stereotyping than of active discrimination
in all-boys' schools.
C There are fewer incidents of sex-role stereotyping in all-boys' schools than in
coeducational schools.
D There are fewer sexist incidents in all-boys' schools than incidents of gender
reinforcement in all-girls' schools.
Section D: Creative writing
[30 marks]
Write an essay based on ONE of the following topics. You should write between 300 and 350 words
(about one and a half pages). Indicate the number of words used.
1. Is it ethical to genetically modify children to protect them against diseases?
Support your opinion with three reasons.
2. Discuss three reasons why so many people want to emigrate to another country.
3. An increasing number of young people suffer from anxiety and depression. In
your opinion, what are the three main causes of these conditions?
4. Some people are addicted to cosmetic procedures. Discuss the advantages and
disadvantages of cosmetic surgery.
5. Celebrities have no right to privacy. Write an essay to support and refute this statement.
6. Corruption will never be stamped out in Namibia. To what extent do you agree
and disagree with this statement?
9