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PLU411S - PRINCIPLES OF ENGLISH LANGUAGE USE - 2ND OPP - JULY 2022 |
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nAmlBIA unlVERSITYi
OF SCIEnCE Ano TECHnOLOGY
FACULTY OF COMMERCE, HUMAN SCIENCESAND EDUCATION
DEPARTMENT OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING
QUALIFICATION: VARIOUS COURSES
QUALIFICATION CODE: VARIOUS
COURSE CODE: PLU411S
SESSION:
JULY 2022
DURATION:
3 HOURS
LEVEL: 4
COURSE NAME: PRINCIPLESOF ENGLIH LANGUAGE USE
PAPER:
THEORY
MARKS:
100
SUPPLEMENTARY/ SECOND OPPORTUNITY EXAMINATION QUESTION PAPER
EXAMINER(S)
MODERATOR:
Ms N. Haimbodi
Dr J. lndongo
Dr E. lthindi
Ms G. Mathews
Dr T. Mushaandja
Dr R. Nekongo
Ms C. Sibalatani
Mr C. Gwasira
INSTRUCTIONS
1. Answer ALL the questions.
2. Write clearly and neatly.
3. Number the answers clearly.
THIS QUESTION PAPER CONSISTS OF 10 PAGES (Including this front page)
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SECTIONA: READINGCOMPREHENSION
[30)
Read the following passage and answer the questions that follow:
The Sahara Film Festival
1.
After a bumpy 225km drive from a meagre airstrip in Tindouf, south western Algeria, a
sprawling single-story town begins to emerge from the desert's dust. As the sun climbs in the
cloudless sky, visitors are rewarded with their first glimpse of Dakhla refugee camp. It isn't the most
obvious setting for a film festival, but for seven years, just before the glitz and glamour of Cannes, the
Sahrawi people of Dakhla have hosted actors and film-makers from around the world for this six-day
event. This year, for the first time, direct flights were laid on from London, giving the opportunity for
overseas visitors to play a part in this extraordinary occasion. But despite the energy and excitement,
the background to the film festival is a serious one, as the Sahrawi people have been living for thirty
years in this isolated desert outpost, having been forced to flee their native Western Sahara.
2.
Western Sahara, Africa's last colony, was taken over by Morocco when the Spanish withdrew
in 1976, despite a ruling from the International Court of Justice. This was followed by a brutal 16-year
war, during which time tens of thousands of Sahrawis fled across the Algerian border to refugee
camps. In 1991, a ceasefire agreement was drawn up, in which a referendum on self-determination
was promised to decide the fate of the country and its people. However, almost twenty years later,
the gears of diplomacy have turned slowly and nothing has happened. Meanwhile the refugees have
been left stranded in five refugee camps dotted around the vast, inhospitable desert.
3.
Dakhla, home to nearly 30,000 of these refugees, is the most remote of these camps, being
located 175 km from the nearest city. Unlike its namesake, the beautiful coastal city in Western
Sahara, this Dakhla has no paved roads and is entirely dependent on outside supplies for food and
water. Temperatures regularly top 120 degrees, there is minimal vegetation and there are frequent
sandstorms. Locally it is known as the Devil's Garden. Despite these obvious setbacks, the town is
clean and well organised, with wide sandy streets. Houses and tents are grouped in neat family
compounds. There are hospitals, funded by aid agencies, and a good standard of education. For the
duration of the festival, an articulated lorry is parked in the central compound, and a multiplex-sized
screen is mounted on its side. Around it are stalls and tents housing workshops and exhibitions.
4.
The aim of the festival is to raise international awareness on the plight of the refugees.
However, it also offers a rare chance for the refugees to go to the movies and experience some
educational opportunities. It is hoped that it might foster a new generation of Sahrawi film-makers,
especially as this year, the festival also celebrated the opening of a permanent film, radio and
television school in a neighbouring camp.
5.
The program of films for this year included over forty films from around the world. Films range
from international blockbusters to various works on and by the Sahrawi people. The themes mostly
centre on experiences of struggle and hope, but there were lighter moments, such as an animated
film for the children and a flash of Rachel Weisz's naked bottom during the ancient Egyptian epic
Agora which proved to be a highlight for many older boys. However, the runaway favourite was 'a
Victime', a documentary about Ibrahim Leibeit, a 19-year-old Sahrawi who lost his leg to a land mine
last year.
6.
Films are screened at night, so the daytime is taken up with exhibitions, camel races and
football matches. One afternoon the London-based charity 'Sandblast' put on a joint workshop with
a film-maker, giving refugees the opportunity to learn about filmmaking and create their own video
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messages. These were put on line so that their extended families in Western Sahara, from whom they
have been separated for more than 33 years, could watch them. Helen Whitehead, a film-maker from
London said, 'Working together really broke down language and cultural barriers. It was very
rewarding, and we came across some real talent.'
7.
More than 500 visitors flew into Tindouf on charter planes and braved the rough drive to the
settlement. All the visitors to the festival stay with Sahrawi families, sharing their homes and partaking
of their food. Living with these displaced people gives overseas participants an invaluable insight into
the conditions in which the refugees live. Alongside the film buffs there are real celebrities such as
actors Victoria Demayo and Helena Olano. They are mostly B and C listers from the Spanish film
industry, although the real stars do take an interest. Director Javier Cardozo was a visitor last year,
and Penelope Cruz is a long-term supporter, but pulled out of attending the festival this year at the
last minute. Will the celebrity backing make a difference to the plight of the refugees? Possibly.
Cardozo's suggestion that the Spanish, as the ex-colonial masters of Western Sahara, were responsible
for the situation received significant coverage in the Spanish Media and put some pressure on the
government to take some action. However, although the campaign in Spain is growing steadily, the
focus of attention cannot only be on the Spanish government.
8.
On the final day of the gathering, there is a dusty red~carpet ceremony in which the White
Camel award for best picture is presented to Jordi Ferrer and Paul Vidal for 'El Problema', their 2009
film about Western Sahara. Actors, activists and festival organisers gather on stage in high spirits to
show their solidarity with the refugees. But as the stalls are dismantled and the trucks are driven
away, the thoughts of the visitors turn to the people they are leaving behind. They may never get the
chance to see the world or fulfil their dreams of becoming actors or film-makers. For them, there is
nowhere to go. Dakhla is essentially a desert prison.
[https://www.examenglish.com/CAE/cae_reading_use_of_english5.htm]
Circle the correct answer for each of the following questions.
1. In the first paragraph, the writer emphasises:
(2)
A. the enthusiasm that the festival instils
B. the sensational nature of the festival
C. the festival's increasing media attention
D. the festival's unlikely location
2. According to the writer, the refugees have been in the desert for so long because:
(2)
A. International agencies do not know they are there
B. the Moroccan government disagrees with the UN
C. a proposed vote is yet to take place
D. there is a war in their home country
3. What does the writer say about the original city of Dakhla?
(2)
A. It is by the sea.
B. It has good health and educational facilities.
C. It does not have proper roads
D. It gets food and water from aid agencies.
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4. What is said about the films shown at the festival?
(2)
A. They mostly show the personal experiences of the Sahwari people.
B. All of the films are serious in content.
C. The variety of films suited a wide range of tastes
D. The international films were more popular than the local films
5. What was the British visitors' response to the workshops?
(2)
A. They were surprised by the refugee's film knowledge
B. The workshops enabled them to communicate with local people.
C. the workshops taught the visitors a lot about local culture.
D. They showed the local films to their families via the internet.
6. What point does the writer highlight in the final paragraph?
(2)
A. There is a contrast between the visitors' freedom and the refugees' confinement
B. The film festival only gives the refugees unattainable dreams
C. The visitors only care about the refugees for the duration of the festival
D. The festival is a poor copy of the more famous film festivals.
7. When and who took over the last Africa's colony of Western Sahara?
(3)
8. State three setbacks of Dakhla found in Western Sahara.
(3)
9. What were the two aims of hosting the festival?
(2)
10. Explain the following expressions as used in the text (underlined and in bold):
10.1 it might foster a new generation of Sahrawi film-makers (Paragraph 3)
(1)
10.2 A flash of Rachel Weisz's naked bottom (Paragraph 4)
(1)
11. Why were the refugee's video messages put online?
(3)
12. Which phrase best describe Dakhla?
(1)
13. Vocabulary
Find words, in the passage,that have the same meaning (synonyms) as the words below.
13.1 olden (Paragraph 4)
(1)
13.2 displays (Paragraph 5)
(1)
13.3 important (Paragraph 6)
(1)
13.4 pull to pieces (Paragraph 7)
(1)
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SECTIONB: GRAMMAR
[30]
Read the article below and answer the following questions
Global Social Responsibility and the Internationalisation of Higher Education for Society
By Elspeth Johns, Betty Leaks, Uwe Brandenburg
(Note: This article is shortened and some features such as diagrams removed for purposes of this
assessment)
1.
In this article, we argue that there is an urgent need to align internationalization and university
social responsibility agendas through the construct of Internationalisation of Higher Education for
Society. The service or "third mission" of higher education institutions - to contribute to the social,
economic, and cultural development of communities - has long been a core function of universities
alongside teaching and research. However, the service mission is often disconnected from the
internationalization agenda. Service to society is rarely the focus of internationalisation strategies, and
third mission strategies are predominantly domestically oriented. We consider how universities
might, in today's fractured and fragile world, amplify their contributions to society and the global
common good by strategically enacting their global social responsibility through internationalisation.
Related concepts of relevance are discussed, and we conclude with recommendations for leaders,
researchers, and those involved in teaching and learning who seek to contribute to these endeavours.
2.
Universities play a critical role in our rapidly changing, fractured, and fragile world. It
is vitally important that they remain relevant and evolve to meet new challenges. Citing the example
of the dissolution of English monasteries in the 16th century reminds us that societies can learn to live
without institutions that they assumed would last forever. Bortagaray (2009) notes the importance of
institutions evolving with societal expectations and values, and maintaining a focus on their core roles.
Society expects higher education institutions (HEls) to be responsive to its needs, providing multiple
public and private benefits, and to engage with a wide variety of external stakeholders. The risk for
HElsis arguably greater if the public role is neglected, because the private benefits could be produced
elsewhere.
3.
In this article, we argue that there is a need for closer alignment of the
internationalisation and social responsibility agendas through the construct of Internationalisation of
Higher Education for Society (IHES). In our super-complex world, the local and the global are
intertwined and the concepts of social responsibility and the public good are themselves both global
and local in their scope. Equally, the internationalisation and third mission agendas of institutions have
been criticised for emphasising capitalist, competitive, neoliberal agendas over social, human, public
benefits. We suggest that aligning the third mission and internationalisation agendas would
facilitate strategic realignment of both, and assist universities to fulfill their public role nationally and
internationally.
4.
Approaches to internationalisation have long been criticized for being dominated by
a narrow range of Anglo-centric and Eurocentric worldviews, "academic colonialism" and "academic
ethnocentrism". It has been argued that this is evidenced across several contexts: by international
education associations, the design of overarching graduate attributes, and approaches to
internationalisation of curriculum, including outcomes from study abroad, and in conceptualisations
of student engagement with "otherness". The privileging of Western (and largely White) perspectives
in research, teaching, and learning is also seen as perpetuating global power relations, normalizing
inequalities, and minimizing the potential contribution of diverse voices, as well as local, and
indigenous. While it is true that the internationalisation of higher education is also associated with
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progressive values such as cosmopolitanism, multiculturalism, diversity, and social justice, the
tendency toward neoliberalism, competition, markets, and stratification largely takes precedence.
Institutional strategies are often competitive rather than collaborative, focused more on commercial
aspects of the global knowledge economy and a drive for entrepreneurialism and income generation
than on benefits for society. In summary, academic capitalism, whereby universities sell knowledge as
a commodity rather than as a public good is increasingly evident.
[Adapted from: https:jurnals.sagepub.com]
1. Name the highlighted parts of speech as used in the context of the article.
(10)
Example: We= (Plural [common]) pronoun
A. Align
B. The
C. Institutions
D. Is
E. Predominantly
F. In
G. Fragile
H. Strategically
I. Through
J. And
2. State the tense of the sentence below as reflected in paragraph 2.
(2)
Universities play a critical role in our rapidly changing, fractured, and fragile world.
2.1 Write the sentence referred to in question 2 in the following tenses:
2.1.1. present continuous tense
(2)
2.1.2. past perfect tense
(2)
3. Read the following sentence to answer questions 3.1 and 3.2 that follow:
Approaches to internationalisation have long been criticized for being dominated by a narrow range
of Anglo-centric and Eurocentric worldviews.
3.1 In the sentence above, identify elements that show the tense of the sentence and name
this tense (Introduction par 2).
(2)
3.2 We have three types of sentences; what sentence type is this sentence?
(2)
4. According to your knowledge of grammar and language usage; write a sentence with which you
demonstrate your understanding of the use of articles 'a/an and the' Underline the articles.
(2)
5. For any statement or sentence in English to be correct, the subject verb agreement (rule of
concord) is key. In the following sentence, (a) identify the subject(s) and verb(s), and (c) indicate
whether the subject and verb agree or disagree (d) indicate the subject or if there is no subject,
clearly state so.
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5.1 We suggests that the third mission and internationalization
realignment of both.
A. Subject
B. Verb
C. Agree/disagree
D. Object
agendas would facilitates strategic
(4)
5.2 It has been argued that this is clear across several contexts.
(4)
A. Subject
B. Verb (s)
C. Agree/disagree
D. Subject
SECTIONC: ESSAYANALYSIS
[30]
Online Education
1.
8 Education is an important part of people's lives; it will either make them or break them in
the future depending on the careers they choose.!! Education is greatly diverse today in comparison
to the 1950s because of advancements in teaching and other great inventions that provide easier
techniques of teaching.!; One major issue that has been raised is on line education. Q_Online education
has been gaining popularity throughout the years because of the ease of the internet, it is cost
effective, and it provides better teaching and learning aids.
2.
To begin with, the Internet has made it easier for people to stay connected and has provided
people with unlimited educational opportunities on the World Wide Web. Online courses may actually
surpass traditional face-to-face classes in quality and rigour. It can provide a good education to many
people. Also, online courses provide a good teaching environment where the individual is on his or
her own all in the comfort of their room. Thus, the convenience of online courses provides busy
individuals a chance to get the equal amount of education. As a student going to class. Busy individuals
can opt for both face-to-face and distance education courses. All that is needed to get started is a
computer with internet access. One computer can open the gates to a whole new world of learning
and excitement.
3.
Furthermore, online education is cheaper and saves time by not travelling to the university
and trying to find a parking space. Students in rural areas who have to travel long distances to get to
a class can save time and money by doing online classes. For example, a child of a farmer can help the
family out with the farming chores in the morning. And then go to an online class later. In addition,
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children in the movie industry may also take on line courses to keep up with their studies while on the
road filming movies. For example, Hillary Duff takes online courses while she films. Also, online
courses provide a cheaper alternative for schools that have a problem with their budget and actual
classroom space. No physical space is essential as discussion on issues is done in chat rooms and
forums where everybody writes their views on the issue.There are many classesoffered on line which
are equal to or even better than face to face classes.
4.
Other attractive features of the on line courses are the teaching and learning aids that can be
used while taking the course. Certain programs can be made to increase the learning experience of
the student, such as flash cards and games. These learning aids can be prepared on the students' time,
and it does not require the teacher to be there. Furthermore, as there is no real person to person
interaction with an instructor, message boards can come in handy. Message boards are in use if the
students need to leave a question or a comment about the subject. WhatsApp can be used effectively
to send urgent messages to acquaintances who live abroad. Also, instructors can record themselves
and the students can download the recording if they miss the session. This gives students the chance
to catch up on a class session. If they missed out on that day.
5.
Online education could be the tool of the future to provide the young and the old with
schooling and instruction; it provides a cheaper and conducive way of learning, and it provides better
learning resources.,!! The price of education continues to rise the rate of students applying for online
education classes continues to increase.~ All in all, online classes help provide many students with
the education they require.
[Adapted from: https://studymoose.com/1
1. Which of the sentences numbered A to Din Paragraph 1 is the thesis statement of this essay?
Write down only the correct letter.
(2)
2. Fill in the following statement by choosing the correct answer from the options given below.
2.1. The strategy that is used to introduce the topic under discussion in this essay is........................
A
using an anecdote
B
moving from general to specific
C
using statistics
D
none of the strategies above.
(1)
3. List down two main ideas presented in the body paragraphs of the essay above. Do not copy full
sentences; use meaningful key words only.
(2)
4. Identify and write down three fragment sentences in the body paragraphs of the essay above. (3)
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4.1 Correct the fragment sentence identified in paragraph 2 to form a meaningful sentence.
(2)
5. Identify two transitional words or phrases that are used to link ideas between paragraphs. (2)
6. Identify two transitional words that are used to connect ideas within Paragraph 4.
(2)
7. Choose the most appropriate answer from the choices given below.
7.1 The first sentence that is underlined in Paragraph 3 is
A.
a topic sentence.
B.
the first supporting sentence.
C.
development of the first supporting sentence.
D.
the second supporting sentence.
(1)
7.2 The second sentence that is underlined in Paragraph 3 is
A.
a topic sentence.
B.
the first supporting sentence.
C.
the second supporting sentence.
D.
development of the second supporting sentence.
(1)
7.3 The essay above is an example of one of the following essay types
A
Narrative
B
Argumentative
C
Explanatory
D
Descriptive
(1)
8. List down any two main ideas presented in Paragraph 3. Do not copy full sentences; use
meaningful key words only.
(2)
9. Say whether the following statements are True or False
9.1 The first sentence in Paragraph 1 "Education is an important part of people's lives; it will either
make them or break them in the future depending on the careers they choose." is a comma splice.
(1)
9.2 Paragraph 5 does not have a concluding sentence.
(1)
10. Decide whether the sentence in bold in Paragraph 5 is a fragment, run-on or comma splice. (1)
10.1. Rewrite this sentence (in bold in Paragraph 5) so that it is grammatically correct.
(2)
11. There is an irrelevant sentence in both Paragraphs 2 and 4. Identify and write down these
irrelevant sentences.
(2)
12. The sentence below was taken from Paragraph 4. Rewrite parts to indicate the topic and the
controlling idea, e.g.
12.1 Topic
(1)
12.2. Controlling idea
(1)
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Sentence: Other attractive features of the online courses are the teaching and learning aids that can
be used while taking the course.
13. Identify a sentence in Paragraph 5 that best summarises the ideas presented in the essay above
by choosing the correct letter of the sentence.
(2)
SECTION D: PARAGRAPH WRITING
[10]
Choose any one of the prompts hereunder and write a body paragraph of about 100-150 words. Pay
attention to structure, coherence, punctuation, and language. Begin the paragraph with a clear and
suitable topic sentence.
1. Considering the world moving towards technology in education. Explain how online learning
differs from traditional way of learning.
2. Breakfast is said to be the most important meal of the day, explain how this could be so OR
how the statement could not be so. Choose only one idea to support.
3. Gender based violence has become a very big problem is most communities. Describe how
this problem can be eliminated.
4. Most people plan their lives detailing the university they will go to, their dream job, where to
live, when to get married and so forth. What hopes and dreams do you have for the next 10
years.
5. What is the significance of honouring the elderly?
-THE END-
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