HIGHER EDUCATION PROGRAMMES

MEMORANDUM

Academic Year 2022: January – June

Formative Assessment 1: Academic Literacy (HALP1181)
NQF Level, Credits: 5, 14
Weighting: 50%
Assessment Type: Short Questions
Educator: Amelia Masilo
Examiner: Amelia Masilo

Due Date: 25 March 2022

Total: 100 Marks

Instructions:

• This paper consists of eight (8) questions, all questions are compulsory.
• It is based on Units 1 - 4 of Developing Academic Literacies for Higher Education
textbook.
• Take note of the mark allocation per question and use this as a guide when
answering.
• When answering questions, do not type out the full question first, this is not
necessary.
• Unless otherwise stated, you must use your own words when answering questions.
• You are not required to generate or submit a Unicheck report for this specific
module’s Formative Assessment 1 (FA1).
• Your assessment must be typed using:
o Font: Arial
o Font size: 12
o Line spacing: 1.5

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The following Learning Outcomes are assessed in this paper:

• Unit 1:
o List literacies required in the 21st century academic context, and elaborate
on these literacies from a global and a South African perspective.
o Differentiate between receptive and productive skills, with reference to
language literacy, visual literacy and digital literacy.
o Define the concept of ‘cultural literacy’ and explain why it is important in the
21st century academic context, with specific reference to South Africa.

• Unit 2:
o Compare and contrast note-taking skills for traditional lectures and
podcasts, and apply these skills to actual scenarios.
o Differentiate between text annotations techniques for print and electronic
material, and apply these techniques to actual print and electronic texts.

• Unit 3:
o Write cohesive and coherent sentences, demonstrating an ability to use
parts of speech effectively.
o Punctuate passages correctly.
o Demonstrate an ability to use South African spelling conventions.
o Demonstrate a basic understanding of industry-specific jargon and
examples.

• Unit 4:
o Explain the function of proposals and reports in the workplace.
o Apply planning, research and written skills in the creation of one evaluative
or analytical report.

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 IMPORTANT NOTE TO THE GRADER
Unless otherwise stated, students have been instructed to use their own words when
answering questions. As such, the grader must please use their discretion when
grading, as answers in most instances will not be identically worded to what is given
in the memo. Marks are to be awarded for answers that align / agree with what is in
the memo. Kindly note that theoretical aspects of each question provided in the
memorandum are extracted from the prescribed courseware for this module, and so
should be used by the grader for purposes of guidance where need be.

QUESTION 1 (7 Marks)
Complete each of the following sentences using the correct conjunction from the list
provided.

Note: You may not use a conjunction more than once.

once both / and therefore while otherwise

until since before either / or although

Unit 3 – p. 101
- The conjunctions provided may only be used once.

1.1. Either you follow our house rules, or you move out. ✓
1.2. I have known her since we were children. ✓
1.3. Although he is a busy, he still finds time to spend with his family. ✓
1.4. Both Leo and Jay were found guilty of manslaughter. ✓
1.5. I won’t let you off the hook until you confess.
1.6. I will pay you once the job is done ✓
1.7. I fell asleep while watching tv. ✓

The following Learning Outcome is assessed in this question:

Unit 3:
• Write cohesive and coherent sentences, demonstrating an ability to use parts of
speech effectively.

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QUESTION 2 (14 Marks)
You are in the waiting room at a doctor’s office and you see the poster below on the
wall:

Source:
Imgur. 2020. OUCH. 22 March 2020. Post. Available from
https://imgur.com/gallery/PkkF16L/comment/1825470111 [Accessed 24 August 2021].

2.1. There are different types of literacies used in the present (21st century)
academic context, each of which requires specific receptive and productive
skills.

2.1.1 Identify the two (2) types of academic literacies used in the poster.
(2 marks)

Unit 1 – pp. 4 & 22

• Language Literacy✓
• Visual Literacy✓

2.1.2. Explain what each type of academic literacy identified in 2.1.1 is about /
entails. (2 marks)

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 Unit 1 – p. 4
Language literacy is about constructing and negotiating meaning across
a diverse range of contexts✓

Unit 1 – p. 23
Visual literacy involves making sense of information that is presented in
the form of an image. ✓
OR
It includes signs and symbols that do not represent language directly.✓

2.1.3. Describe specific receptive and productive skills required for each type
of academic literacy identified in 2.1.1. (6 marks)

Unit 1 – pp. 2 – 3
Language Literacy:
• Receptive skills - Reading a text✓ and listening to spoken language✓
• Productive skills - Communicating information through writing✓ or
speaking✓

Unit 2 – pp. 23 – 24
Visual Literacy:
• Receptive skills - Conducting a close and analytical ‘reading’ of the
graphic elements. ✓ OR Reading and interpreting a visual text. ✓
• Productive skills - Creating a visual representation of your thoughts,
ideas, beliefs or feelings. ✓

2.2. To make sense of the content of the poster and identify its meaning, there are
specific questions a reader needs to answer.

Demonstrate your understanding of the poster by answering the following

questions:

2.2.1. Who is the poster’s target audience? (1 mark)

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 Unit 1 – pp. 23 – 24
The general public✓ OR Anyone who is visiting the doctor’s office✓

2.2.2. What prior knowledge is necessary in order to understand the poster?

(3 mark)

Unit 1 – pp. 23 – 24
An understanding of what the coronavirus is,✓ how it is transmitted✓
and what should be done to minimise its transmission. ✓

2.2.2. What does the poster mean / say to you? (2 marks)

Uni 1 – pp. 23 – 24
- Answers may vary but should align with the message of the poster

The poster warns that if I do not follow COVID-19 safety precautions i.e.
washing my hands, staying at home,✓ then I may be subject to a COVID-
19 test swab, which is unpleasant. ✓

2.2.4. How does the creator of the poster hope you will respond? (2 mark)

Unit 1 – pp. 23 – 24
- Answers may vary but should align with the message of the poster /
what is provided below.

They are hoping the poster will encourage me to practice COVID-19

safety measures, such as washing my hands and not socialising, ✓ as
a means of avoiding contracting the virus and having to be tested. ✓

The following Learning Outcomes are assessed in this question:

Unit 1:
• List the literacies required in the 21st century academic context, and elaborate
on these literacies from a global and South African perspective.
• Differentiate between receptive and productive skills, with reference to language
literacy, visual literacy and digital literacy.

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QUESTION 3 (12 Marks)
You and your friend, Monique, are students at Boston City Campus. You want to form
a WhatsApp discussion group with other students who are studying Academic
Literacy. While looking at the students who have accepted the invitation to join the
discussion group, Monique suggests that you should limit who can join to only those
from your shared cultural group, this is not something you are comfortable with.

3.1. Justify why having students from different cultural backgrounds in your
discussion group will be good for your academic and personal development.
(8 marks)

Unit 1 – p. 35
- Award 1 mark per fact, for a maximum of 8 marks

The more diverse the group is, the wider and more influential the knowledge
pool becomes. ✓ This is because individuals from different cultural
backgrounds will bring a wealth of ideas✓ and experience ✓ to the group. While
this is valuable in itself – i.e. by sharing with other people – it can also contribute
to increasing the cultural scope in general. ✓ Accepting students from other
cultural backgrounds into the group will enable the group to reach a wider target
audience. ✓ Having a culturally diverse group will promote achievement of
cultural literacy through common understanding, ✓ which will ultimately serve
to strengthen relationships,✓ and improve your future prospects / opportunities.
✓ Your ability to function well in a culturally diverse group will prepare you for
the world of work. ✓

3.2. Using your own words, provide a possible explanation as to why Monique would
not want to have a culturally diverse discussion group. (4 marks)

Unit 1 – p. 34
- Wording will differ but should align to what is given below.
- A maximum of 4 marks may be awarded for this question.

• When we come in contact with others, we often bring our own assumptions
and ideas, ✓ which can lead to prejudice, judgement and distrust. ✓

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 • Stereotyping is another contributor to a lack of tolerance. ✓ It is easy to
typecast people who come from different cultural backgrounds, ✓which is
often the result of ignorance✓ and is based on negative perceptions. ✓
• While most people possess a general knowledge of certain cultures and
their customs, this does not mean that they are informed. ✓
• Cultural acceptance requires greater effort in getting to know people at a
deeper individual level. ✓

The following Learning Outcome is assessed in this question:

Unit 1:
• Define the concept of ‘cultural literacy’ and explain why it is important in the 21st
century academic context, with specific reference to South Africa.

QUESTION 4 (14 Marks)

Using the table provided below, compare and contrast notetaking techniques for
traditional lectures versus recorded lectures (podcasts). (14 marks)

Notetaking techniques for traditional Notetaking techniques for recorded

lectures lectures (podcasts)
Differences (6 marks)
• •
• •
• •
Similarities (8 marks)
•
•
•
•
•
•
•
•
•

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 •
•

Unit 2 – pp. 74 – 77
- Award:
- 6 marks for differences
- 8 marks for similarities

Notetaking techniques for traditional Notetaking techniques for recorded

lectures lectures (podcasts)
Differences (6 marks)
• There is access to visual cues, • There is no access to visual cues,
therefore, audio / verbal cues such as therefore audio / verbal cues, such
pauses, repetition, changes in pitch as, pauses, repetition, changes in
or volume or pace are used as pitch, volume or pace become
supplementary information. ✓ particularly important. ✓
• The note taker is not able to choose • The note taker can choose a suitable
the place and time of the lecture; they place (venue) and time to listen to the
have to stick to the pre-determined recording. ✓
venue and time. ✓
• The note taker is attending a live • The note taker can pause and replay
lecture that cannot be paused or the audio, as many times as they
replayed.✓ wish, which is important in aiding their
understanding. ✓
Similarities (Any eight) (8 marks)
• Record the main ideas and key points / most important aspects of the content
being presented ✓
• Keep checking yourself to ensure that you are actively engaged
• Try to present your notes in such a way that will supplement and enhance your
existing study material ✓
• Personalise your notetaking style in such a way that it will help you process,
revise, remember, and apply your new knowledge ✓
• Always write down the date and title of the lecture so that you can make sense
of your notes in a chronological order, when you refer back to them later ✓

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 • Divide your pages into sections before the lecture starts ✓
• Try to develop a form of ‘shorthand’, this is far more efficient than writing long
sentences ✓
• If you are writing by hand, ensure that your handwriting is neat and easily legible.
✓ Do not cram large amounts of text into a small space, as this will make it
difficult to read ✓
• Spend more time listening than writing i.e. listen to large chunks of information
before recording your understanding and interpretation ✓
• Do not waste time on numbering, editing or formatting, as this can be done after
the lecture. ✓
• Find an area that aids listening and is comfortable for note-taking (e.g. enough
light and surface area for writing) ✓

The following Learning Outcome is assessed in this question:

Unit 2:
• Compare and contrast note-taking skills for traditional lectures and podcasts, and
apply these skills to actual scenarios.

QUESTION 5 (10 Marks)

As an Academic Literacy student, you are required to be familiar with the process of
annotating electronic materials.

Below are five (5) annotation icons you are likely to use when annotating an electronic
PDF document. Identify (name) each icon and explain its function. (10 marks)

Your answer should be set out as follows:

EXAMPLE

5.6 Highlight text✓ – Allows you to highlight particular parts of the text in a chosen
colour. ✓

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Unit 2 – p. 69 - 70
Annotation icon name Function
5.1. Used to indicate which words or portions of the text
should be removed✓

Strikethrough text✓
5.2. Allows you to remove elements that you have added to
the page. ✓

Erase drawing✓
5.3. Used to label text✓

Add a stamp✓
5.4. Used to underline selected words or portions of text✓

Underline text✓
5.5. Used to add comments at specific places in the text. ✓

Add sticky note✓

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The following Learning Outcome is assessed in this question:
Unit 2:
• Differentiate between text annotations techniques for print and electronic
material, and apply these techniques to actual print and electronic texts.

QUESTION 6 (5 Marks)
Answer the following multiple-choice-based questions.

Choose a suitable punctuation mark to complete each of the statements below.

Note:
Your answers should be set out as follows:
6.6 – A. (full stop) ✓

6.1. “Watch out for the broken glass___”, Leo shouted. (1 mark)
A. Full stop
B. Question mark
C. Exclamation mark
D. Inverted commas

6.2. He has taken four subjects this semester___ Academic Literacy, Computer
Literacy, Human Resource Functions and Commercial Law. (1 mark)
A. Full stop
B. Colon
C. Comma
D. Semicolon

6.3. They asked what time the department store would open ___ (1 mark)
A. Question Mark
B. Comma
C. Exclamation mark
D. Full stop

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6.4. Let's have a girls night out tonight. (1 mark)
A. Apostrophe
B. Dash
C. Hyphen
D. Full stop

6.5. It was raining___ the game was cancelled. (1 mark)

A. Colon
B. Semicolon
C. Question mark
D. Bracket

Unit 3 – pp.105 - 109

6.1 – C. Exclamation mark ✓
6.2 – B. Colon ✓
6.3 – D. Full stop ✓
6.4 – A. Apostrophe ✓
6.5 – B. Semicolon ✓

The following Learning Outcome is assessed in this question:

Unit 3:
• Punctuate passages properly

QUESTION 7 (9 Marks)
Generally, the English spoken in South Africa is more related to British English than
American English. Additionally, there are some uniquely South African words, which
have been incorporated into accepted language use.

7.1. The passage below contains four (4) words not spelled according to South
African Standard English.

Identify the four words that have been spelled incorrectly and provide the
correct spelling for each. (4 marks)

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 Note:
Your answers should be set out as follows:
7.1.5 – neighbor - neighbour ✓

The Higher Certificate in Human Resource Management Practice is one of the

qualifications offered at Boston City Campus. This qualification is a stepping-stone
for those who want to specialize in Human Resource Management. It is a nationally
recognized qualification, as it is accredited by the South African Qualifications
Authority (SAQA).

On completion of the program, graduates will have the necessary knowledge and
practical skills required to:
• Apply human resource and employment relations principles to real life
situations.
• Manage the different phases of organisational development in organisations.
• Analyze theories of outcomes-based adult education and training, as well as
the taxonomies of learning.
• Demonstrate and understanding of recruitment, selection, motivation and
retention processes / strategies.
• Identify the socio-economic needs of society and display cultural sensitivity
within organisations.

Unit 3 – p.110
7.1.1 specialize – specialise✓
7.1.2 recognized – recognised✓
7.1.3 program – programme✓
7.1.4 analyze - analyse✓

7.2. Access and watch the video titled: US vs. Australia vs. Singapore vs. South
Africa – English Differences! using the link provided below and answer the
questions that follow:

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 World Friends. 2021. US vs Australia vs Singapore vs South Africa - English
Differences! [Video]. YouTube. Retrieved from
https://www.youtube.com/watch?v=lshV6UGb5t4 [Accessed 30 August
2021].

7.2.1. Provide an American English word that corresponds to each of the three
South African words:
7.2.1.1. Boot (1 mark)
7.2.1.2. Flat (1 mark)
7.2.1.3. Chips (1 mark)

Unit 3 – p.110
7.2.1.1. Boot – Trunk✓
7.2.1.2. Flat – Apartment ✓
7.2.1.3. Chips – Fries / French fries✓

The following Learning Outcome is assessed in this question:

Unit 3:
• Demonstrate an ability to use South African spelling conventions

7.2.2. With which industries / occupations would you associate the words:
7.2.2.1. Flat (1 mark)
7.2.2.2. Chips (1 mark)

Unit 3 – p. 111
7.2.2.1. Flat - Accommodation / Real Estate ✓
7.2.2.2. Chips - Food / Culinary / Hospitality / Catering ✓

The following Learning Outcome is assessed in this question:

Unit 3:
• Demonstrate a basic understanding of industry-specific jargon and examples

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QUESTION 8 (15 Marks)
Read the scenario below and answer the questions that follow:

You are the Human Resource Manager at Boston City Campus (BCC) –
Johannesburg, Head Office. You’ve noticed a trend at the BCC Braamfontein
support centre, where the HE student advisors tend to resign within two years of
taking up employment with Boston.

Boston’s directors have become concerned about this trend, because a lot of money
is spent on recruitment and training of new HE student advisors. They have asked
you (the HR manager) to investigate the matter and write a report identify the causes
of / reasons for high staff turnover at BCC Braamfontein.

NOTE: You do not have to write a report. Use the scenario to answer the questions
below.

8.1 Based on your knowledge of the different types of reports:

8.1.1. Identify the type of report you would write and motivate your answer.
(5 marks)

Unit 4 – pp. 140 - 141

Informative report ✓– You have been asked to find out / investigate the
causes of high staff turnover at BCC Braamfontein. ✓ Informative reports
are written by people who know or can find out about a particular issue
or topic✓ and pass that information on to others who don’t know or need
that information. ✓ An informative report is meant to gather (investigate)
information such as facts, evidence, ideas, etc. ✓

8.1.2. Outline the steps you will follow during the planning stage of the type of
report indicated in 8.1.1 and explain the relevance / significance of each
step. (10 marks)

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 Unit 4 – pp.141 - 142
• Determine the target audience (Person/s) addressed). ✓ This is
important because it will dictate, to a certain extent, the level of
significance of the report. ✓
• Give your report a clear title, ✓ This will guide your approach to
writing the report. ✓
• Determine and clarify the terms of reference. ✓ These will help you
to explain what the limitations of the report are. ✓
• Determine the procedure or methodology. ✓ This will help you
determine the steps needed to gather the necessary information. ✓
• Plan the structure of your report ✓– It helps to present the report in a
well-organised and systematic manner. ✓

The following Learning Outcome is assessed in this question:

Unit 3:
• Explain the function of proposals and reports in the workplace

8.2 You have investigated the issue of staff turnover at BCC Braamfontein and you
are ready to present your findings to the Board of Directors.

Create a cover page for your report. Attention must be paid to both the content,
as well as the presentation (structure and format) of the cover page. (10 marks)

Unit 4 – p.146
- Content and presentation must include:
▪ Name of the company: Boston City Campus - in bold & centred = 2
marks
▪ Title of the report: must relate to it being report on staff turnover at the
BCC Braamfontein - centred = 2 mark
▪ Sub-heading: relating to Reasons why student advisors leave
Braamfontein support centre soon after their employment - centred = 2
marks
▪ Compiled by: the student’s name / initial and surname = 1 mark
▪ Position: HR manager = 1 mark
▪ Date of the report: day month year OR month year = 1 mark

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 ▪ Overall impression = 1 mark

Boston City Campus✓✓

Report on Staff Turnover at BCC Braamfontein ✓✓

Feedback on the reasons why student advisors leave BCC Braamfontein soon after their
employment.✓✓

Compiled by: A.M. Student✓

Human Resource Manager ✓
22 February 2022✓
✓

The following Learning Outcome is assessed in this question:

Unit 4:
• Apply planning, research and written skills in the creation of one informative report

TOTAL: 100 MARKS

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