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EPR512S-ENGLISH IN PRACTICE-2ND OPP-JULY 2025 |
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nAmlBIA unlVERSITY
OF SCIEnCE Ano TECHnOLOGY
FACULTYOF HUMAN SCIENCES
DEPARTMENT OF COMMUNICATION AND LANGUAGES
COURSECODE: EPR512C
COURSENAME: ENGLISH IN PRACTICE
SESSION:JUNE/JULY 2025
DURATION: 3 Hours
PAPER:Paper 1
MARKS: 100
EXAMINERS:
SEOND OPPORTUNITY EXAMINATION QUESTION PAPER
Ms C. Bates
MODERATOR: Mrs T. Kavihuha
INSTRUCTIONS
1. Answer ALL the questions.
2. Write clearly and neatly.
3. Number the answers clearly.
PERMISSIBLEMATERIALS
1. Examination paper
2. Examination script
THIS QUESTION PAPERCONSISTSOF 11 PAGES(INCLUDING THIS FRONT PAGE)
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Section A: Reading Comprehension
[30 marks]
Read the passage below and then answer the questions that follow in your answer book.
The rise of fake news
Propaganda, misinformation, and fake news have the potential to polarise public opinion,
promote violent extremism and hate speech, and ultimately undermine democracies while
reducing trust in democratic processes. It is crucial for schools to educate students about
media and information literacy as part of the curriculum. Teachers must be well-trained to
equip students with the skills to critically analyse information presented by all forms of media
and to identify misinformation. Collaboration between educational institutions, national and
local authorities, and media organisations is encouraged to strengthen these efforts.
Two-thirds of EU citizens report encountering fake news at least once a week. Over 80% of
EU citizens see fake news as a problem for their country and democracy in general.
Additionally, half of EU citizens aged 15-30 express the need for critical thinking and
information skills to combat fake news and extremism in society.
The terms 'propaganda,' 'misinformation,' and 'fake news' are often used interchangeably,
though they refer to distinct phenomena. Misinformation consists of false information shared
without the intent to cause harm. Disinformation, on the other hand, is false information
deliberately shared to cause harm. Malinformation refers to true information shared with
harmful intent. While these concepts are not new, they have gained prominence due to the
rapid spread of digital communication technology, enabling false or misleading information
to go viral within hours.
Young people are particularly vulnerable to propaganda, misinformation, and fake news due
to their heavy reliance on digital media. They frequently engage with various on line platforms,
including social media, video streaming services, and biogs. Many parents lack the technical
knowledge to guide their children through the complexities of digital information, making it
imperative for schools to equip students with critical thinking skills. Media literacy is a key
component of democratic competence, as highlighted by the Council of Europe's Reference
Framework of Competences for Democratic Culture. It enables citizens to make informed
decisions and resist manipulation by bias and misinformation.
The ability to analyse and critique information extends beyond media literacy classes,
impacting subjects such as History, Social Studies, Science, Religious Studies, and Art. For
example, students may study the use of propaganda in historical conflicts or analyse how art
has been used to promote specific ideologies. Additionally, schools must address issues
arising from the on line dissemination of defamatory content about teachers and institutions,
as such incidents can affect the learning environment.
Despite the importance of tackling misinformation in schools, several challenges persist.
Many teachers lack familiarity with digital tools and media literacy, making them hesitant to
teach these topics. The fast-paced evolution of on line media further complicates their efforts
to keep up with emerging trends. The notion of 'fake news' is complex, as all news is subject
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to selection and bias. Teachers lack the necessary training and resources to provide students
with the depth of analysis necessary to understand these nuances. Schools also find it difficult
to integrate media literacy into an already crowded curriculum.
To address these challenges, schools should provide media literacy training for teachers,
ensuring they understand the importance of this issue and remain updated on evolving
trends. Appointing dedicated staff members to lead media literacy initiatives can help sustain
these efforts. They can update teachers on new media developments, train them to tackle
misinformation, integrate these topics into various subjects, and develop school-wide
policies.
Schools can also adopt creative approaches to promote media literacy. They can organise
special events focused on misinformation and propaganda in order to supplement formal
lessons on media literacy. Establishing peer education programs, where older students
mentor younger ones on media literacy, can be effective. Schools may also partner with
experts such as journalists, IT experts, and university lecturers to bring real-world expertise
into the classroom. Establishing virtual connections with students from different regions or
countries can provide diverse perspectives on news and current events. Furthermore,
engaging parents with digital expertise can enhance school policies and support student
learning.
Fake news is also a significant issue in Africa, where misinformation spreads rapidly due to
high social media usage and limited media literacy. Political actors, businesses, and interest
groups often use disinformation to sway public opinion or discredit opponents. In some cases,
misleading health information has caused public health crises, such as the spread of false
claims about vaccines. Addressing fake news in Africa requires collaborative efforts between
governments, educators, and technology companies to promote media literacy and fact-
checking initiatives.
1. What are the potential effects of propaganda, misinformation, and fake news on society?
(3)
2. Why is it important for schools to educate students about media and information literacy?
(2)
3. What percentage of young EU citizens believe they need critical thinking skills to combat
misinformation?
{1)
4. Why are young people particularly vulnerable to misinformation?
{1)
5. Explain why media literacy is considered essential for democracy?
{2)
6. Which challenges do teachers face in addressing misinformation in schools?
{3)
7. What is a major challenge in integrating media literacy into school curricula?
{1)
8. Mention three creative strategies schools can use to promote media literacy and explain
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how each of these strategies will promote media literacy.
(6)
9. Why is fake news a huge problem in Africa?
(2)
10. Explain how misinformation can affect democratic elections.
(2)
11. What is the difference between misinformation and disinformation? Circle the letter of
the correct answer.
(1)
A Misinformation is intentionally harmful, while disinformation is not.
B Disinformation is unintentionally shared, while misinformation is deliberate.
C Misinformation is false information shared without intent to harm, while
disinformation is shared with intent to harm.
D There is no difference.
12. Explain the meaning of the following phrases as used in the passage in your own words:
(i) "to polarise public opinion" (paragraph 1)
(2)
(ii) "to go viral within hours" (paragraph 3)
(2)
13. What do the following pronouns in bold in the passage refer to?
(iii) It (paragraph 4)
(1)
(iv) They (paragraph 7)
(1)
Section B: Grammar
[30 marks]
Read the passage below and then answer all the grammar questions that follow in your
answer book.
Why Do Dogs Bury Bones?
1. It may seem crazy when you watch your dog bury his favourite bone or chew toy, only
to dig it up a day or two later, but there (i) (to be) actually a reason behind why dogs
bury their bones - it is simply in their nature. For thousands of years, dogs (ii) (to
bury) their bones. Long before dogs were even pets, their ancestors (iii) (to hid) their
bones in order to survive.
2. When dogs lived in the wild, sometimes food was scarce. If they were able to find
meat and bones, dogs became very protective of it. Sometimes they would have more
meat than they could eat for one meal and to keep other dogs and animals from
stealing their meat, dogs would bury it in the ground. When it was time for the next
meal, they simply (iv) (to dig) up their bones and enjoyed them again. This would
continue until the meat and bones were gone.
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3. Even though most dogs have plenty of food to eat today, their instincts still tell them
to bury their bones and favourite toys. They do this to keep other dogs and animals
from stealing them, just like their ancestors did. More than one bone can be hidden
at once. This can leave a backyard full of holes and, well, bones. If your dog's digging
is causing damage to the yard, you can try training techniques to redirect the activity
and stop your dog from digging in inappropriate areas.
4. So how do dogs decide where to bury their bones? A dog cannot bury a bone just
anywhere. No, he must first find the perfect spot. This involves using his nose a)
(sniffing/to sniff) out a spot that is free from predators. Often it is near a tree or a
large rock, but it could be virtually anywhere in the yard. Once the dog finds the
perfect spot, he uses his front paws to dig the hole, he drops in the bone and covers
up the hole b) (protecting/to protect) his treasure.
5. Dogs may bury anything they consider valuable, not just edible things. That is why pet
owners often find dog toys buried underneath clothes in a laundry basket, and why
they may sit on a chair and feel a chew toy beneath the seat cushion. And, when their
favourite show is about to air, that is when they may find the TV remote c) (nestling
/nestled) under the dog's bed. "Some dogs may bury bones or other objects simply
because they find it fun or entertaining," explains veterinarian Dr. Theresia lndongo.
"Digging can provide them with an enjoyable outlet for their energy and curiosity,"
she says.
6. This type of "burying" also follows the instinct to keep valued items safe and
protected. Although some dogs (v) (to be) more compulsive with this behaviour, lots
of dogs hoard and bury things. They simply want to save these special things in a safe
place and they (vi) (to dig) them up again later when they want to enjoy them.
1. Change each of the verbs numbered (i) to (vi) in the passage above into the correct form.
Write only the number and the verb in your answer book.
(6)
2. Identify whether the sentences below are in the active or passive voice.
(3)
(i) My dog is hiding his bones in the garden.
(ii) My neighbour's dog has buried many treasures in my yard.
(iii) The TV remote was found under the dog's bed.
3. Change the sentences in Question 2 above into the opposite voice.
(3)
4.1 Write the following statement in reported speech:
(4)
Dr. lndongo said: "I am performing emergency surgery on a dog to remove a bone that
became lodged in his stomach yesterday."
4.2 Write the following question in reported speech:
(3)
Mr Jones asked Dr. lndongo: "Why does my dog need to undergo surgery today?"
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5. Write down one example of each of the following from paragraph 3.
(4)
(i) Infinitive
(ii) Gerund
(iii) Present participle
(iv) Past participle
6. Choose the correct answers from the options, labelled a, band c between brackets in
paragraphs 4 and 5 to complete the sentences. Write only the letter and the answer in
your answer book.
(3)
7. (i) Identify the type of conditional used in the sentence below.
(1)
If they were able to find meat and bones, dogs became very protective of it.
(ii) Change the sentence above into a first conditional. Write the whole sentence in your
answer book.
(1)
8. Complete the following sentences with a suitable result or conditional clause:
(2)
Write the whole sentence in your answer book.
(i) If my dog had swallowed a bone,
(ii) My dog would hide his toys in the laundry basket
Section C: Critical Reading
[40 marks]
Question 1
[10x2=20 marks]
Read PassageA and PassageB below and then answer the questions that follow in your
answer book.
PassageA
Originally written by John Henry Newman in 1852, the following passage was adapted and
simplified and presents Newman's idea of the purpose and benefits of a university
education.
John Henry Newman argues that all areas of knowledge are connected because knowledge
itself is deeply interwoven. Eachsubject relates to and influences the others, forming a larger,
unified whole. This means that different fields of study are not isolated but rather work
together, complementing and balancing one another. Because of this, it is important to study
knowledge in a way that respects these connections. If one subject is given too much
attention at the expense of others, it creates an imbalance that distorts the proper
relationships between disciplines. It also affects students' understanding by giving them a
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limited or one-sided view of the world. A university, therefore should aim to preserve the
harmony between different branches of knowledge rather than disrupting it.
Newman illustrates this idea with an example from colour theory. When placed next to
different colours, a single colour can appear to change its shade. In the same way, the
meaning and influence of a subject depend on the context in which it is studied. A student
who focuses only on a single discipline may gain deep knowledge in that area but risks
developing a narrow mindset. On the other hand, when different subjects are studied
together, they shape and refine each other. The way a field of study is understood can vary
depending on the broader academic environment. For instance, in England, the study of
classical literature (Classics) has traditionally been associated with refining artistic taste and
intellectual discipline. However, in France, the same subject has been used to promote
revolutionary and secular ideas. This shows that all subjects are interconnected and must be
studied in relation to one another.
One key advantage of university education is that it provides a well-rounded learning
experience where different disciplines complement each other. Students are exposed to a
variety of subjects, even if they specialise in only a few. This broader academic environment
enhances their understanding of how knowledge is structured and how different fields
contribute to a greater whole. By engaging with multiple disciplines, students develop a more
integrated perspective that prevents intellectual tunnel vision and fosters a more
comprehensive worldview.
University education promotes intellectual growth by fostering critical thinking, reasoned
judgment, and intellectual flexibility. Newman emphasizes that a university is not merely
about acquiring specialised knowledge but about developing a habit of thoughtful inquiry.
This broad intellectual training enables students to think deeply, evaluate ideas fairly, and
approach problems with balanced reasoning. The ability to engage in complex thought
prepares students to navigate an increasingly interconnected and dynamic world.
In a university environment, intellectual exchange occurs among scholars from different
fields. Professors and students engage in debates, discussions, and collaborations that refine
and broaden their perspectives. Exposure to diverse viewpoints enhances students' ability to
consider multiple angles on an issue and strengthens their ability to construct well-reasoned
arguments. This kind of intellectual engagement is crucial in shaping individuals who are not
only knowledgeable but also open-minded and adaptable.
University education also cultivates habits of intellectual inquiry that remain valuable
throughout life. The learning process at a university goes beyond memorising information-
it instils a continuous desire to seek knowledge, question assumptions, and engage with new
ideas. These habits persist beyond formal education, benefiting individuals in their personal
and professional lives by equipping them with the skills to adapt, innovate, and think critically
in any situation.
In conclusion, Newman's argument underscores that all knowledge is interconnected, and
university education reflects this principle by fostering a balanced, well-rounded intellectual
environment. Through exposure to multiple disciplines, the development of critical thinking,
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engagement with diverse perspectives, and the cultivation of lifelong intellectual habits,
university education provides profound and lasting benefits. This holistic approach ensures
that students not only gain knowledge but also develop the intellectual virtues necessary to
contribute meaningfully to society.
Passage B
Written by Bryan Caplan in 2018, the following passage challenges the traditional purpose
and benefits of a university education.
Many people assume that attending university is the best way to gain knowledge and skills
that will help in professional and personal life. However, in reality, much of what students
learn in college is either forgotten after graduation or irrelevant to their careers. A large
portion of higher education is about signalling rather than a means of actual learning or skill
development.
What do I mean by signalling? It means that a college degree does not necessarily indicate
that a graduate has acquired useful skills or knowledge. Instead, it serves as a certificate of
perseverance, conformity, and intelligence. Employers value degrees not because they
believe every college graduate is well-educated, but because they see the degree as proof
that the individual can follow instructions, complete assignments, and conform to
institutional expectations.
Consider the fact that much of what students study-literature, history, advanced
mathematics-is rarely used in their professional lives. Employers do not expect employees
to recall Shakespearean sonnets or advanced calculus formulas, yet they still prefer hiring
those with degrees. This suggests that universities primarily serve as a filtering system for
employers, rather than as a place of meaningful intellectual growth.
Moreover, universities are often inefficient at teaching practical skills. Rather than
encouraging individuals to invest in expensive degrees, society should promote alternative
paths such as vocational training, apprenticeships, and self-directed learning. These fields
often provide more hands-on experience and job-specific knowledge. However, these
alternatives are frequently overlooked due to societal emphasis on traditional degrees,
leaving many graduates struggling to transition from academia to employment.
The financial burden of higher education is a critical concern. The cost of obtaining a degree
has risen dramatically, often leaving students with enormous debt and uncertain job
prospects. Many graduates find themselves in low-paying jobs that do not justify the high cost
of their education. Additionally, student loan repayment can take decades, delaying major life
milestones such as buying a home or starting a family. The financial strain is further
compounded by the opportunity cost of spending several years in school instead of earning
an income and gaining work experience.
In conclusion, while university education offers social experiences and networking
opportunities, it is not necessarily the best path for acquiring knowledge or career skills. The
assumption that a university degree is essential for success is outdated, especially in an era
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where information is more accessible than ever. Society should reconsider the value of
traditional higher education and promote alternative pathways that better prepare
individuals for the workforce.
For Questions 1 to 10, write only the number and the letter of the correct answer in your
answer book.
1. What is the primary purpose of PassageA?
A To argue that universities are ineffective at preparing students for the workforce
B To demonstrate the financial burden of higher education
C To advocate for a holistic, interconnected approach to knowledge
D To explain why job-focused training is more valuable than a university education
E To critique the overemphasis on classical literature in university curricula
2. What is the primary purpose of PassageB?
A To highlight the value of traditional university education
B To challenge the necessity of university education and propose alternatives
C To emphasize the importance of a well-rounded education
D To suggest that university education should focus solely on career preparation
E To argue that university education should be replaced by vocational training
3. How does the tone of Passage B compare to PassageA?
A PassageB is more neutral and objective, whereas PassageA is more emotional.
B PassageB is more critical and sceptical, whereas PassageA is more idealistic.
C Both passages have a similar neutral and detached tone.
D PassageA is more cynical than PassageB.
E PassageA is formal while PassageB is confrontational.
4. Who is the most likely intended audience for PassageA?
A High school students choosing a university
B Employers looking to hire college graduates
C Scientists researching cognitive development
D Scientists researching colour perception
E University students and educators interested in the philosophy of education
5. Who is the most likely intended audience for PassageB?
A University students questioning the value of their education
B Professors advocating for broad intellectual growth
C Employers looking to hire well-rounded individuals
D Scientists studying the history of universities
E University administrators trying to reform higher education
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6. Why does Newman use the analogy of colour theory in PassageA?
A To argue that university education is an art rather than a science
B To illustrate how knowledge is shaped by its academic context
C To criticize the overemphasis on artistic subjects in university education
D To show that the study of classical literature varies between England and France
E To emphasize how university education should be focused on one subject at a time
7. Why does Caplan mention Shakespearean sonnets and advanced calculus in PassageB?
A To argue that literature and mathematics should not be taught in universities
B To illustrate that university education is focused on impractical subjects
C To suggest that employers value deep knowledge in the humanities and sciences
D To support the idea that much of what is learned in university is not applied in the
workforce
E To prove that university students are intelligent and can follow instructions
8. Caplan argues that universities often fail to teach practical skills. What evidence does he
provide to support this claim (Passage B)?
A Students often forget what they learn after graduation.
B Employers prefer graduates with theoretical knowledge.
C Universities have a low graduation rate.
D Most students cannot find jobs in their chosen fields.
E He appeals to the reader's emotions.
9. Which modern educational practice would best align with Newman's ideas?
A Eliminating general education requirements to allow students to specialise sooner.
B Replacing liberal arts education with career-focused training.
C Encouraging students to take a mix of humanities, sciences, and social sciences courses.
D Promoting online courses that allow students to study independently.
E Focusing on vocational training.
10. Which of the following points are likely to be agreed upon by both John Henry Newman
(PassageA) and Bryan Caplan (PassageB)?
A Universities should focus solely on specialised, career-oriented education.
B University education should prioritise practical skills for the workforce.
C A university education is a necessary step for personal intellectual development.
D There is a need to change traditional education to keep up with technological
advancements.
E Higher education provides valuable social experiences and opportunities for
networking.
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Question 2: Summary
[20 marks]
Summarise the main claim of Passage A and Passage B respectively and explain the main
supporting arguments presented by both authors. Your response should clearly distinguish
between the perspectives of John Henry Newman and Bryan Caplan, addressing their key
points and criticisms. Your summary should not be longer than 180 words.
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