Tutorial Letter

TUTORIAL LETTER ENGLISH IN PRACTICE
SEMESTER 1/2023 EPR511S
Dear Student
Welcome to English in practice -EPR511S. It is of utmost importance that you, as a student, familiarise
yourself with the content of this letter to understand how the course is structured and what will be expected
of you during this semester.
The course assignments are to be submitted via the eLearning mode, a move that enables you as a student
to fully engage with the content and has limitless access to instructors and relevant course material. All
assessments will be conducted via the eLearning platform known as Moodle.
Due Dates of Assignments are provided on Moodle as well as in the Distance Education Manual available on
COLL website. Test Dates are provided on the Test Information Sheet also available on COLL website, under
COLL MANUALS.
Please note:
Campus activities that involve physical contact, whether in a meeting, laboratory, assessment,
tutorial/lecture will be held under strict COVID-19 National Health and Safety Protocols. Students not
adhering to such National Regulations, i.e., wearing masks correctly to cover both the mouth and nose,
social distancing of at least 1.5m, hand sanitising and refraining from campus activities when experiencing
COVID-19 symptoms, will not be allowed into a venue.
Good luck with this course and with your studies.
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Dear Student
This Tutorial Letter is intended to give you information regarding the Module English in Practice-EPR 511S.
This course aims to enhance the learning of advanced grammar aspects to improve the language usage skills
necessary to communicate effectively and accurately in writing. Upon completion of this course, you are
expected to be able to:
• demonstrate the correct use of advanced grammar aspects such as active and passive voice,
reported speech and conditionals.
• apply reading techniques such as reading for facts, reading for understanding, speed reading and
cluster reading to increase reading speed.
• integrate new vocabulary found in the course resources, specifically in academic texts, in writing and
speaking.
• apply critical reading and thinking skills through academic texts and infer meaning from and analyse
texts to answer questions.
• apply essay writing skills and strategies to write focused, lucid, and cohesive opinion and
argumentative essays.
• engage with emerging technologies to improve online reading and discussion.
We hope this will be an enjoyable learning curve for you.
Course Name: ENGLISH IN PRACTICE
Course Code: EPR511S
Department: EDUCATION AND LANGUAGES
Course Duration: ONE SEMESTER
NQF Level and Credit: 5, 12
Pre-requisite: Language in Practice/ Principles of Language.
Prescribed Textbook(s): COLL EPR study guide and the supplementary material.
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Recommended Material: A good dictionary.

This First Tutorial Letter was compiled by: Mrs. T. Kavihuha
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Your marker-tutor for English in Practice (EPR511S) are:

Mrs. Kavihuha Mrs. C. Botes
Tel.: +264 61 207 2241 Tel.: +264 61 207 2675
tkavihuha@nust.na cbotes@nust.na
The Moderator/Content-Editor for this course is: Mrs. Kanime
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COLL ADMINISTRATIVE SUPPORT SERVICES

COLL ANNOUNCEMENTS: http://www.nust.na/?q=centres/coll/coll-announcement
COLL STUDENT SUPPORT: http://www.nust.na/?q=centres/coll/student-support
E-LEARNING: http://elearning.nust.na/elearn/
ASSIGNMENT SUBMISSION: collassignments@nust.na
ASSIGNMENT DUE DATES: Information Manual for Distance Education Students
(DE Manual)
http://www.nust.na/?q=centres/coll/about-coll
NUST COLL VACATION SCHOOL: TBC
TIMETABLE: http://www.nust.na/?q=centres/coll/about-coll
FACE TO FACE CLASSES: http://www.nust.na/?q=centres/coll/about-coll
COLL FACEBOOK: https://www.facebook.com/groups/554488671248201/
MOODLE PLATFORM: http://www.nust.na/?q=centres/coll/about-coll
NUST’s Policies and Regulations: http://www.nust.na/?q=download/annual-reports-
documents
MASSIVE OPEN ONLINE COURSE (MOOC): http://tlu.nust.na/survey/index.php/419328/lang-en
TURNITIN: www.turnitin.com
TurnItIn - Student
Guide.pdf
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STATEMENT ABOUT ACADEMIC HONESTY AND INTEGRITY

All staff and students at Namibia University of Science and Technology (NUST), upon signing their
employment contracts and registration forms, commit themselves to abide by the policies and rules of the
institution. The core activity of NUST is learning and in this respect academic honesty and integrity is very
important to ensure that learning is valid, reliable, and credible.
NUST therefore does not condone any form of academic dishonesty, including plagiarism and cheating on
tests and assessments, amongst other such practices. NUST requires students to always do their own
assignments and to produce their own academic work, unless given a group assignment.
Academic Dishonesty includes, but is not limited to:

• Using the ideas, words, works or inventions of someone else as if it is your own work.
• Using the direct words of someone else without quotation marks, even if it is referenced.
• Copying from writings (books, articles, webpages, other students’ assignments, etc.), published or
unpublished, without referencing.
• Syndication of a piece of work, all or part of an assignment, by a group of students, unless the
assignment was a legitimate group assignment.
• The borrowing and use of another person’s assignment, with or without their knowledge or
permission.
• Infringing copyright, including documents copied or cut and pasted from the internet.
• Asking someone else to prepare an assignment for you or to write or sit an assessment for you,
whether this is against payment or not.
• Re-submitting work done already for another course or program as new work, so-called self-
plagiarism.
• Bringing notes into an examination or test venue, regardless of whether the notes were used to
copy or not.
• Receiving any outside assistance in any form or shape during an examination or test.
All forms of academic dishonesty are viewed as misconduct under NUST Student Rules and Regulations.
Students who make themselves guilty of academic dishonesty will be brought before a Disciplinary
Committee and may be suspended from studying for a certain time or may be expelled. All students who are
found guilty of academic dishonesty shall have an appropriate endorsement on their academic record, which
will never be erased.
I, ……………………………………………………………………………………………………………(full name and surname), hereby

acknowledge that I have read and understood the Statement about Academic Honesty and Integrity and
that I will abide by the rules and regulations as outlined within the statement.
Signature of the student:…………………………………………… Date: ……………………………………………
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ASSESSMENT CRITERIA
INSTRUCTIONS/REQUIREMENTS FOR ASSIGNMENTS
The instruction for these assignments are:

• Sources must be listed according to the APA referencing style, unless otherwise prescribed by the
department.
• All assignments should be typed.
• Font Style to be used is Calibri, font size 11, line spacing 1.5
• No essays are submitted via email. All essays must be submitted on e-learning (Moodle) via
Turnitin.
ASSESSMENT CRITERIA
You will be doing two (2) assignments, each weighting 30 % towards your CA mark.
Due dates are on the COLL website.
You will be writing one (1) compulsory tests, weighting 40 % towards your CA mark. The test
Dates are indicated on the COLL Test Schedule. Also note that the test dates are subject to change.
Students should therefore consult the COLL Test Schedule on COLL’s website regularly.
Please note: ALL scheduled tests are written on Face to face and are compulsory.
• You will write a final examination at the end of the semester, a 3 (three) hour paper
Your final mark will be: 40 % CA and 60 % Examination
Examination Admission
Apart from the regulations hereunder, you should also study your COLL Yearbook 2023, which contains
important information and regulations about admission to the examination.
• You need at least a 40 % semester mark to write the examination
• The final mark is made up of a 40:60 ratio (40 % of the semester mark and 60 % of the examination mark)
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• A final mark of at least 50 % (calculated from the semester mark and examination) has to be obtained to
pass the course
Students who miss the assignment
Students who miss the assignment due date or the test must contact their COLL Support Officer, Mrs. Brenda
Kaumbangere at 061 207 2071 and e-mail at bkahuikee@nust.na immediately! Do not waste time to contact
the marker-tutor who cannot help with admin related questions.
• A final mark of at least 50 % has to be obtained to pass the course
Student Notice:
• Please ensure that COLL has your correct cell phone number, in order to avoid delays in receiving
critical information that is communicated via SMS. Please ensure that you log onto Moodle
regularly!!
• For information pertaining to your Student Support Officer, kindly consult the DE Pocket Guide on
the COLL website (COLL Announcements – COLL Manuals).
• Assignment submission dates can be found in the Distance Education Information Manual with
Assignment due dates, which is available on the COLL Website (COLL Announcements – COLL
Manuals)
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ASSIGNMENT 01
My due date for this assignment is: …………………………………………………………………………………
This assignment covers the following topics.

• Reading comprehension
• Grammar
• Critical reading
• Summary
The learning outcomes for this specific assignment are:
• apply your knowledge of verb forms to use different tenses.

• differentiate direct from indirect speech.
• demonstrate an understanding of active and passive voice sentences.
• read to understand and answer integrated comprehension questions based on a text.
Instructions for the assignment

• Complete each section on a clean sheet of paper.
• Type the assignments.
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ASSIGNMENT 01 [100 marks]
SECTON A READING COMPREHENSION [25 Marks ]
Read the following article titled: VEISALGIA and answer the questions that follow.
Veisalgia
Veisalgia, more commonly known as a hangover, is the name for the range of unpleasant physical effects
that occur following the excessive consumption of alcoholic beverages. The most commonly experienced
effects include nausea, vomiting, sensitivity to light and sound, headache, thirst, and lethargy. The degree of
the hangover’s severity is determined by factors occurring both before and after the alcohol is metabolized.
Currently, there is no scientifically proven way to treat the symptoms of a hangover. Furthermore, if current
research trends are any indication, there is no cure for veisalgia on the horizon.
The main pre-metabolic cause of veisalgia is the quantity of alcohol consumed. Binge drinking is one of the
most notorious contributors to hangovers. Empirical research suggests that even an increase in consumption
from four to six beers can result in twice the susceptibility to end up with a hangover. Another pre-consumption
factor that contributes to hangovers is the amount of congeners present in the alcohol. Congeners are chemical
substances produced during the fermentation process that give the alcohol color, taste, and aroma. Recent
studies have shown that alcohol with a high congener content, such as bourbon (which is brown), is three
times as likely to cause a hangover as the same amount of a low-congener alcohol, such as vodka (which is
clear).
Post-metabolic causes of veisalgia have less to do with the amount or kind of alcohol consumed and more to
do with genetics. One of the major post-metabolic causes of veisalgia is the production of acetaldehyde. During
the initial stages of metabolization, the liver produces an enzyme known as alcohol dehydrogenase. This
enzyme works to convert the ethanol present in alcohol into the compound acetaldehyde. Studies have shown
that individuals who lack this enzyme—and thus also lack the ability to break down ethanol in the liver—have
a much higher rate of hangover occurrence, and experience more immediate and more severe hangover
symptoms.
Treatments and preventative measures for veisalgia range from home remedies to pharmaceutical solutions.
Pliny the Elder, an ancient Roman naturalist, suggested that one eat raw owl eggs to treat the symptoms of a
hangover. Modern home remedies range from honey to hot sauce to "the hair of the dog," an expression
meaning "more alcohol." None of these cures have any scientific basis, and, instead of making symptoms
better, they often actually exacerbate the situation. While popular cures are plentiful, very few clinical trials
have been conducted to counteract the symptoms of hangovers. One team of scientists theorized that extract
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from the globe artichoke (Cynara scolymus) would treat the symptoms, while others have administered doses
of propranolol, tolfenamic acid, glucose, or various herbal extracts to sufferers. None of these efforts has been
met with any degree of definitive success.
Developing a clinical cure for veisalgia is particularly difficult because hangover symptoms can be arbitrary
and hard to quantify. Additionally, clinical preventions are also troublesome to generate, because there is a
lack of qualitative research on the causes of veisalgia. This lack of research is likely due to the fact that the
scientific community does not generally view veisalgia as a serious ailment. Health care professionals are
much more likely to spend time and grant money researching solutions to more critical problems, such as
alcohol abuse. Hangovers, on the other hand, are generally viewed as somewhat beneficial: nature’s
disincentive against drunkenness.
Answer the following questions based on the article above in your own words as far as possible.
1. According to the author, which pre-metabolic factors, would increase the likelihood of a person
developing a hangover? (2)
2. Provide the reason why the author believes that genetics can influence the severity of hangover
symptoms. (2)
3. What is the author concluding in paragraph 4? (2)
4. Why does the author in the final paragraph suggests that medical professionals are hesitant to
research a cure for hangovers? (2)
5. Which is the best antonym for exacerbate, as used in paragraph 4? (1)

A. enhance.
B. compose.
C. advance
D. purify.
E. validate.
6. What is the purpose of the passage? (2)
7. Explain why developing a clinical cure for Veisalgia is especially difficult. (2)
8. List home remedies according to Pliny the Elder’s suggestion of how to cure a hangover. (3)
9. According to the author in paragraph 3, what causes some people who are genetically predisposed t
o have more severe hangover symptoms than others? (2)
10. In paragraph 2, What is the most common cause of hangovers, and what is it focused on? (2)
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11. Vocabulary: for each of the terms below, choose the explanation that best describes the word as used
in the passage from the list given below the words. Write down only the letter of the meaning of your
choice next to the word. (5)
11.1. Compose
11.2. Mutation
11.3. Advance
11.4. Purify
11.5. Validate
a. Means to substantiate or confirm.
b. Means to move or bring forward.
c. Means to make or form by combining things.
d. Means to move or bring forward.
e. Means the changing of structure of a gene.
SECTION B: GRAMMAR [25 MARKS]
Read the passage below and then answer the grammar questions that follow.
Do You Suffer from Password Fatigue? By Michael Osakwe May 24,2017
Last week I was forced to change my password after a website (a) (to notify) me of a data breach. I visited
the website and (b) (to enter) a new password, but it didn’t meet the security requirements for password length
or complexity. I tried to think of another password that would work, only to be notified that I had used it before,
so it was rejected. Finally, flustered and frustrated, I entered a password that (c) (currently use) on another
site-a big security no-no-but at that point, I did not care anymore. While this is frowned upon, this is very likely
something we have all done at some point because of password fatigue.
If you have struggled to manage dozens of distinct passwords that are all at least 8 characters in length and
use at least one uppercase letter, symbol and number, then you are already familiar with password chaos or
security fatigue. This phenomenon (d) (to refer) to the confusion consumers feels from attempting to
remember so many unique passwords. There (e) (to be) too many passwords required for consumers to
access services and networking sites, and it’s nearly impossible to remember them all. Now that more devices,
for example toys and thermostats, are accessing the internet than ever before, it is likely that password fatigue
(f) (to get) worse. The more passwords that are needed to access things, the harder it will be to come up with
strong passwords, which might increase the overall insecurity of the internet.
Password fatigue is not a new concept and has been discussed at length since at least 2002. Since then,
numerous studies and articles (g) (to detail) the severity of the issue. As depressing as password fatigue
might sound, the fact that more and more security experts are acknowledging that it exists is a good thing.
This could mark a critical turning point in cybersecurity management, which means in the future, we can
potentially expect password and security systems to take into account human psychology as well as the need
for something more robust and flexible than a password.
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2.1.
From the sentences below, identify whether the voice used in each of the sentences is active or passive.
(3)
(a) I was forced to change my password by the network operator.
(b) many devices are accessing the internet more than ever before.
(c) Experts have discussed password at length.
2.2. with reference to question 2.1. above, change each of the sentences 2.1.a, b, c into the opposite voice.
(3)
2.3. rewrite the following sentence in reported speech.
The author said, “I am feeling frustrated because my password changed again last week.” (5)
2.4. In paragraph two (2) identify and write down one example of: (3)
(a) A gerund
(b) participle
(c) an infinitive
2.5. From the passage above change the verbs numbered (a) to (g) into the correct verb tense. (7)
2.6. change this sentence into the third conditional: if you suffer from password fatigue, you will compromise
the safety of your passwords. (1)
2.7. In which conditional type is this sentence: If you suffer from password fatigue, you will compromise the
safety of your passwords. (1)
2.8. Re-write the following sentence in the zero condition: if you suffer from password fatigue, you will
compromise the safety of your passwords. (1)
2.9. Demonstrate the formula for the formulation of the second conditional sentence. (1)
[TOTAL: 25 Marks]
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SECTION C: CRITICAL READING [15x2=30 Marks]
Read the text below and answer all the questions that follow:
Questions follow the two passages below. Using only the stated or implied information in each passage and
in its introduction, if any, answer the questions.
The two passages that follow are taken from recent historical studies of Christopher Columbus.
Passage 1 (70) after the voyages of discovery had

created the Columbus they wanted to believe
In his history published in 1552, Francisco in and were quite satisfied with their
Lopez de Gomara wrote: “The greatest event creation. But scholars were already finding
since the creation of the world (excluding the grounds for a major reassessment of
incarnation and death of Him who created it) (75) Columbus’s reputation in history.
(5) is the discovery of the Indies.” On the Passage 2
strength of this realization, Columbus
emerged from the shadows, reincarnated not Why should one suppose that a culture like
so much as a man and historical figure as he Europe’s, steeped as it was in the ardor of
was as a myth and symbol. He came to wealth, the habit of violence, and the pride
epitomize of intolerance, dispirited and adrift after a
(10) the explorer and discoverer, the man (80) century and more of disease and famine
of vision and audacity, the hero who overcame and death beyond experience, would be
opposition and adversity to change history. able to come upon new societies in a fertile
By the end of the sixteenth century, world, innocent and defenceless, and
English explorers and writers acknowledged not displace and subdue, if necessary destroy,
(15) the primacy and inspiration of Columbus. (85) them? Why should one suppose such
He a culture would pause there to observe, to
was celebrated in poetry and plays, especially learn, to borrow the wisdom and the ways
by the Italians. Even Spain was coming of a foreign, heathen people, half naked
around. In a popular play, Lope de Vega and befeathered, ignorant of cities and
in 1614 portrayed Columbus as a dreamer up (90) kings and metal and laws, and unschooled
(20) against the stolid forces of entrenched in all that the Ancients held virtuous? Was
tradition, a man of singular purpose who not Europe in its groping era of discovery
triumphed, in the fifteenth century in fact in search of
the embodiment of that spirit driving salvation, as its morbid sonnets said, or of
humans to explore and discover. (95)that regeneration which new lands and
Historians cannot control the popularizers of new peoples and of course new riches
(25) history, mythmakers, or propagandists, and would be presumed to provide?
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in post-Revolutionary America the few historians And there was salvation there, in the New
who studied Columbus were probably World, though it was not of a kind the
not disposed to try. Even if they had (100) Europeans then understood. They thought
been, there was little information available first that exploitation was salvation, and
(30) on which to assess the real Columbus and they went at that with a vengeance, and
distinguish the man from the myth. With the found new foods and medicines and treasures,
discovery and publication of new Columbus but that proved not to be; that colonization
documents by Martin Fernandez de (105)and settlement was salvation, and
Navarrete in 1825, this was less of an excuse, they peopled both continents with conquerors,
(35) and yet the material only provided and it was not that either. The salvation
more ammunition to those who would embellish there, had the Europeans known
the symbolic Columbus through the where and how to look for it, was obviously
nineteenth century. (110) in the integrative tribal ways, the
Washington Irving mined the new documents nurturant communitarian values, the rich
(40) to create a hero in the romantic mold interplay with nature that made up the
favored in the century’s literature. Irving’s Indian cultures — as it made up, for that
Columbus was “a man of great and inventive matter, the cultures of ancient peoples
genius” and his “ambition was lofty and (115) everywhere, not excluding Europe. It was
noble, inspiring him with high thoughts, and there especially in the Indian consciousness,
(45) an anxiety to distinguish himself by great in what Calvin Martin has termed
achievements.” Perhaps. But an effusive “the biological outlook on life,” in which
Irving got carried away. He said that patterns and concepts and the large teleological
Columbus’s “conduct was characterized by (120)constructs of culture are not
the grandeur of his views and the magnanimity human-centred but come from the sense
(50) of his spirit . . . . Instead of ravaging of being at one with nature, biocentric,
the newly found countries . . . he sought to exocentric.
colonize and cultivate them, to civilize the However one may cast it, an opportunity
natives.” Irving acknowledged that (125)there certainly was once, a chance for the
Columbus may have had some faults, such people of Europe to find a new anchorage
(55) as his part in enslaving and killing people, in a new country, in what they dimly realized
but offered the palliating explanation that was the land of Paradise, and thus
these were “errors of the times.” find finally the way to redeem the world.
William H. Prescott, a leading American (130) But all they ever found was half a world of
historian of the conquest period, said of nature’s treasures and nature’s peoples that
(60) Columbus that “the finger of the historian could be taken, and they took them, never
will find it difficult to point to a single knowing, never learning the true regenerative
blemish in his moral character.” Writers and power there, and that opportunity was
orators of the nineteenth century ascribed to (135)lost. Theirs was indeed a conquest of
Columbus all the human virtues that were Paradise, but as is inevitable with any war
(65) most prized in that time of geographic and against the world of nature, those who win
industrial expansion, heady optimism, and will have lost — once again lost, and this
an unquestioning belief in progress as the time perhaps forever.
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dynamic of history.
Most people living in America four centuries
1. In lines 18–23 of the first paragraph, the reference to the play by Lope de Vega serves to
I. give an example of Columbus’s reputation in Spain.
II. demonstrate how widespread Columbus’s reputation had become.
III. exemplify how Columbus was already a myth and symbol of the discoverer.
A. I only
B. II only
C. I and III only
D. II and III only
E. I, II, and III
2. In Passage 1 (line 28), the word “disposed” means

A. arranged.
B. employed.
C. settled.
D. inclined.
E. given away.
3. In Passage 1 (line 40), the phrase “romantic mold” most nearly means?
A. pattern concerned with love.
B. idealized manner.
C. visionary model.
D. fictitious shape.
E. escapist style.
4. Of the following words used in the third paragraph of Passage 1, which most clearly reveals a judgment of
the modern author as opposed to that of Washington Irving?
A. “mined” (line 39)
B. “ambition” (line 43)
C. “Perhaps” (line 46)
D. “magnanimity” (lines 49–50)
E. “palliating” (line 56)
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5. The major purpose of Passage 1 is to:

A. praise the daring and accomplishments of Columbus.
B. survey the reputation of Columbus from the sixteenth through the nineteenth century.
C. contrast the real Columbus of history with the mythic Columbus of the nineteenth century.
D. describe the benefits and the damage of Columbus’s voyages.
E. reveal the unforeseen and harmful consequences of Columbus’s voyages.
6. With which of the following generalizations would the author of Passage 1 be most likely to agree?
I. The values of a historical period are usually reflected by the heroes’ people of that time choose to idolize.
II. What people believe about historical figures is usually what they want to believe.
III. Written history is usually a record of the truth as it is known at the time of writing.
A. I only
B. I and II only
C. I and III only
D. II and III only
E. I, II, and III
7. The questions of the first paragraph of Passage 2 (lines 76–97) serve chiefly to
A. raise doubts about issues that cannot be explained.
B. defend and justify the actions of Europeans in the age of discovery.
C. suggest areas that future historians might profitably explore.
D. show how much easier it is to understand issues of the distant past with the objectivity given by time.
E. reveal the author’s ideas about the nature of Europeans at the time of Columbus’s voyages.
8. In Passage 2 (lines 90–91), the phrase “unschooled in all that the Ancients held virtuous” is used to
I. reflect the European view of the American natives.
II. reveal a significant foundation of European culture in the period.
III. give a reason for the European contempt for the native Americans.
A. III only
B. I and II only
C. I and III only
D. II and III only
E. I, II, and III
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9. Which of the following does Passage 2 present as discovered and understood by the Europeans in America?
A. Human-cantered cultures
B. New foods and medicines
C. Communitarian values
D. An Indian consciousness
E. An exocentric culture
10. According to Passage 2, a “biological outlook on life” would be best defined as one in which
A. the interdependence of all life forms is understood.
B. humans are the measure of all things.
C. the needs of rich and poor are equally considered.
D. the economic well-being of all races is emphasized.
E. the primary motivation is survival of the species.
11. The major purpose of Passage 2 is to

A. describe the benefits and damage of Columbus’s discovery.
B. present Columbus’s discovery as a tragically missed opportunity to regenerate Europe.
C. attack the greed and cruelty that inspired the European colonization of America.
D. defend the European colonization of America as historically determined and unavoidable.
E. evaluate as objectively as possible the meaning of the European incursion into the Americas.
12. Of the five paragraphs in Passage 1, which one best prepares the reader for the contents of Passage 2?
A. The first (lines 1–23)
B. The second (lines 24–38)
C. The third (lines 39–57)
D. The fourth (lines 58–68)
E. The fifth (lines 69–75)
13. Compared to Passage 1, Passage 2 may be described by all the following EXCEPT
A. more personal
B. more philosophical
C. more judgmental
D. more historical
E. more emotional
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14. Compared to that of Passage 1, the prose of Passage 2 makes greater use of all the following EXCEPT
A. words in series
B. rhetorical questions
C. understatements
D. repetitions
E. parallel phrases
15. Which of the following aptly describes a relationship between Passage 1 and Passage 2?
I. Passage 1 predicts a reevaluation of Columbus’s accomplishments, and Passage 2 makes that reevaluation.
II. Passage 1 calls attention to the way the image of Columbus in each period reflects the values of that period,
and Passage 2 presents.
an image that reflects late twentieth-century ideas.
III. Passage 1 focuses on the reputation of Columbus, and Passage 2 emphasizes his unique character.
A. III only
B. I and II only
C. I and III only
D. II and III only
E. I, II, and III
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SUMMARY WRITING
[20 Marks]
Read Articles 1 below and then answer the questions that follow.
Article 1
Overfishing destroying livelihoods, by Kingsley Ighobor
African waters are powerful magnets for illegal and unregulated foreign fishing operations. It was midnight
on 14 December 2016, when five fishermen in Tombo village near Freetown in Sierra Leone rewed up a small
outboard engine and powered their boat far out to sea. They threw in their net and soon bagged a good
quantity of fish. But as they hauled in their catch, a terrible storm blew in. When the waters finally calmed,
one of them, Alli, could not be found. He was tossed overboard and drowned, despite his colleagues' frantic
efforts to save his life.
"It was a sad day for us in this village," said Samuel Bangura, the local harbour master. Mr. Bangura, whose
job includes the search and rescue of fishermen missing at sea, had dispatched a search party to recover
Alli's body. Tragedies such as these are common in Africa's coastal nations but fishing itself is in deep trouble.
Fish populations are being lost due to overfishing, forcing boats like Alli's to sail far from home.
Overfishing occurs when more fish are caught than the population can replace through natural reproduction.
This is linked to illegal and unregulated fishing (IU) or fishing piracy. Some 37 species were classed as
threatened with extinction and 14 more were said to be "near threatened” from Angola in the south to
Mauritania in the north, according to the International Union for the Conservation of Nature (IUCNN). Mr.
Bangura lays blame on foreign trawlers scooping ashore almost every life form at the ocean floor. “We are
competing with big trawlers," he said. “They take all the fish, and they destroy our nets.”
The sturdy trawlers, owned mostly by Asian and European companies, are able to drag better and stronger
trawl nets over a large expanse of seabed. The trawlers withstand sea turbulence easily and are able to
mechanically haul netted fishes into pre-positioned storage rather than haul them by physical labour. In
Somalia and Tanzania, trawlers “deploy giant, non-selectiveness, wiping out entire schools of tuna, including
the young ones, which they discard dead," reports the IUWatch organisation.
20
Some trawlers are licensed in Africa while others operate illegally. The licensed ones pay taxes, but the
dynamic nature of the fishing business complicates tax computation. Many governments lack the capacity to
monitor the operations of fishing fleets, thus undercutting efforts to fix fair tax rates, let alone collect
revenues. Mr. Bangura expressed outrage that illegal fishing vessels operate with impunity in Sierra Leonean
waters, a situation that puts African countries in a bind. Governments need revenues, no matter how
meagre, to invest in agriculture, social services and other sectors that can expand economic opportunities.
Yet fishing revenues are low compared to the tons of fish that are carted away.
“The revenue generated by these catches doesn't make it back into state coffers," observes Dyhia Belhabib,
research associate and fisheries scientist at the University of British Columbia, Canada. “Boats from China
and Europe caught fish valued at $8.3 billion over 10 years (from 2000-2010) from the West African region.
Only $0.5 billion went back into local economies."
An additional $2 billion worth of fish is” either taken out without prior consent from local governments or
is never reported due to illegal and unregulated fishing,” maintained Ms. Belhabib.
In July last year, a Spanish trawler was impounded in Spain for illegal fishing in Senegalese waters. The vessel
fled to the Exclusive Economic Zone waters of Mauritania after it was spotted by Senegalese security
authorities. In October 2016, Somali authorities observed a Panamanian-registered fishing vessel, seeking
port access in Mombasa. The vessel escaped to Kenya where it was arrested under the FISH-i protocol. The
FISH-i is a programme that aims to combat IU through information sharing and enforcement. In 2015, two of
six fishing vessels on Interpol's wanted list were arrested on the Cape Verdean coast as they poached tooth-
fish-a tasty relative of cod typically sold in North America.
The Madeiran sardine is overfished in west and central Africa, according to the International Union of
Conservation of Nature (IUCN). The IUCN reported in January that due to overfishing, “the endangered
Cassava croaker is estimated to have declined by 30% to 60% over the past 10 years. “The United Nations
Food and Agriculture Organization further estimates that 57% of fishes are exploited while 30% are over-
exploited or depleted. In 2013, the journal Fish and Fisheries reported that the octopus and grouper fish
were hard to find in Mauritanian waters, having been fished away by trawlers from Europe and Asia.
21
IUCN director-general Inger Andersen insists that the livelihoods of local coastal communities still could
depend on properly managed marine fish species. "Fish provides a major source of animal protein for the
coastal communities, which account for around 40% of this region's population," said Mr. Andersen, adding
that the current situation undermines Sustainable Development Goal 14, which refers to life below water.
Africa loses billions to illegal fishing. Somalia alone loses $300 million annually to pirate fishing.
A direct consequence of overfishing is that communities relying on fish as a source of protein have less to
eat. This leads to malnutrition, especially in children. Women who mostly process the fish earn less than they
did previously. In West Africa, times are rough for the nearly seven million people who depend on small-
scale fisheries. To combat overfishing, Greenpeace recommends countries set up regional fisheries
organisations, reduce the number of registered trawlers operating in African waters, increase monitoring
and control and ensure that fish processing operations are managed by Africans. The World Banks has
empowered countries with Information, training and monitoring systems to slow, if not reverse, overfishing
in Africa. Time will tell.
[Adapted from: Africa Renewal, May-July 2017]
Question 2: [20 Marks]

Read Article 1 above. In your own words as far as possible, write a summary of not more than 200 words
on the negative impacts of illegal foreign fishing operations on the lives of the African people. Pay
attention to both content and language usage.
END OF ASSIGNMENT ONE.
22
ASSIGNMENT TWO
SECTION A: Reading Comprehension [25Marks]

Read the following article titled: How fame abroad changes African footballers’ way of life back home and
answer the questions that follow.
by Ernest Yeboah Acheampong Published: February 27, 2020, 4.14pm SAST.
1. The evolution of the European football market picked up in the 1980s, providing a chance for many
African players to achieve professional status. Football became a global business product, attracting
huge broadcasting rights and corporate sponsorship.
2. African footballers have long been attracted to careers abroad. This is easy to understand
considering that many come from backgrounds of poverty and high unemployment rates in countries
with repressive governments that mismanage resources. This can be aggravated by mismanagement
of resources for football development. Rural life also poses challenges to aspiring sports people, such
as a lack of playing grounds and other facilities. These factors tend to hinder football development
on the continent. The European football market offers footballers better conditions and
socioeconomic benefits. Foreign leagues provide considerably better earnings than what players
earn in their domestic leagues.
3. The experience of playing and living abroad in this environment can lead to changes in players’
behaviour. Not only do they have far greater wealth than their peers, but they may also break old
social ties and consider themselves “special”. I set out to explore these changes to understand why
achieving professional status abroad should suddenly affect players’ behaviour in their home
communities.
4. I interviewed professional footballers from Ghana, Senegal, Nigeria, Zambia, Sierra Leone, Cote
d'Ivoire, Kenya, Cameroon and Egypt, aged between 18 and 52, who had played in the leagues of
countries like England, Germany, Spain, Italy and France. They were asked to describe their football
career path from their country of origin to moving abroad and beginning their professional activity.
The study captured both current players and those who had left Africa in the 1980s, 1990s and 2000s.
5. The study found that upward social mobility often led to extreme behavioral and attitude switches.
Some of the notable traits from the players studied were arrogance and conspicuous consumption.
Some even spoke ill of fellow professionals in lower or developing leagues. This is important because
their home communities expect them to maintain a relationship with the people who supported
23
them during their formative periods. It leads to social disconnection when some are perceived as
“ungrateful” and reluctant to give back to society. All interviewees admitted that fame and wealth,
if not properly managed, could have a negative effect on society. On the other hand, they could use
their higher social status to change lives in their home countries.
6. In contrast to professional footballers who migrate, other kinds of migrant workers often maintain
strong connections with people at home. Sometimes they send resources to support projects for the
public benefit, such as building schools.
7. Many African players began their professional journey by playing in street football and inter-street
competitions within their communities or nearby communities. Social practice of the sport
supported individual players’ social integration and made them visible to football enthusiasts. All the
players I interviewed said they had received a lot of support from their communities. When they left
their communities to play abroad, they gained social status and national recognition. Most moved
to cities and adopted new attitudes. A player recalled that the “job of football has a way of changing
you if you’re not careful without you knowing, unconsciously, you’ll turn out to be a different human
being”.
8. An example is Abedi Pele, a former captain of Ghana and one of the most globally recognized
footballers to emerge from Africa. Speaking at a G8 summit he said:
“We were enjoying football and having fun but to see that such a thing can turn to the most lucrative business
in the world is what amazes me, something I started like a joke became the most unique, powerful, influential
business in the world that when you speak people listen, when you talk, you inspire millions of people… And
you have to also learn to maintain the fame and not to abuse it”.
9. Apart from fame, my study found that there are other variables that can drive changes in players’
behaviour. Some do not recognize the changes personally. They include belief in one’s own abilities
and the likelihood of one’s behaviour leading to a specific outcome. Other variables include self-
control and learning from observation. The influence of these variables on behaviour is not
unexpected when a person comes from a background of moderate education. Players in the study
said they had to guard against behaviour such as ignoring their former team colleagues, senior
players, coaches, friends and the community that supported their professional activities abroad.
They said the community saw such behaviour as undesirable since it did not represent their cultural
norms and social values. These values include reciprocal behaviour and an attitude of humility,
obedience, gratitude and submissiveness.
10. Abedi Pele noted that: “When you are rich, famous and influential, if you don’t take your time, you
will think that the world belongs to you, or you control it”
24
11. A few players in the study identified fame and wealth as an opportunity to support a worthy cause
in African communities. One was Stephen Appiah, a school dropout who grew up in Chorkor, a poor
fishing community in Accra, Ghana. He built a health-care Centre and library and created an annual
sports day event for Chorkor. He no longer lives there but his social projects represent his presence
there after his success. Communities expect successful players to be guided by social norms that
shaped their early lives – not just by wealth and fame achieved later. But sudden situational changes
tend to influence people’s social networks. Many footballers no longer mix with their former friends.
12. The study suggests that if professional African players maintain their bond with their home
communities, they can create opportunities to support local development. They can also serve as
role models for young talent keen to have a career abroad.
(Adopted from https://theconversation.com/how-fame-abroad-changes-african-footballers-way-of-life-

back-home-132071)
Answer the following questions based on the article in your own words as far as possible.
1.How did football change during the 1980s? [2]
2. According to the text, how do conditions in Africa impede the development of professional football
careers? [3]
3. How do some players recognise that criticism of their behaviour is justified? [2]
4. how can footballers’ success abroad negatively affect their relationship with their communities? [1]
5. Identify two ways in which footballers benefit personally from international opportunities. [2]
5. Identify one way in which the attitude of migrant workers differs from that of some professional
footballers. [2]
6. identify a word or phrase that means the following: [2]
(b) made worse …………….…………………………………………………………………………… (Paragraph 2)
(c) obvious overspending …………………………………………………………………………. (Paragraph 5)
7. Give an example of the social practice of the sport and explain how footballers benefited from it.
[2]
8. What contrast does Abedi Pele mention? [2]
9. Explain how Abedi Pele’s final question can be seen to be in contrast to the value systems of local
communities. [2]
25
10. Vocabulary: for each of the terms below, choose the explanation that best describes the word as used
in the passage from the list given below the words. Write down only the letter of the meaning of your choice
next to the word. [5]
10.1. Lucrative
10.2. notable
10.3. arrogance
10.4. traits
10.5. Variables
(a) a distinguishing quality or characteristic,

(b) an element, feature, or factor that is liable to vary or change.
(c) producing a great deal of profit.
(d) a famous or important person.
(e) an attitude of superiority manifested in an overbearing manner
Section B: Grammar [25 Marks]
Read the passage below and then answer the grammar questions that follow.
Do You Suffer from Password Fatigue? By Michael Osakwe May 24,2017
Last week I was forced to change my password after a website (a) (to notify) me of a data breach. I visited
the website and (b) (to enter) a new password, but it didn’t meet the security requirements for password
length or complexity. I tried to think of another password that would work, only to be notified that I had used
it before, so it was rejected. Finally, flustered and frustrated, I entered a password that (c) (currently use) on
another site-a big security no-no-but at that point, I did not care anymore. While this is frowned upon, this
is very likely something we have all done at some point because of password fatigue.
If you have struggled to manage dozens of distinct passwords that are all at least 8 characters in length and
use at least one uppercase letter, symbol and number, then you are already familiar with password chaos or
security fatigue. This phenomenon (d) (to refer) to the confusion consumers feels from attempting to
remember so many unique passwords. There (e) (to be) too many passwords required for consumers to
access services and networking sites, and it’s nearly impossible to remember them all. Now that more
26
devices, for example toys and thermostats, are accessing the internet than ever before, it is likely that
password fatigue (f) (to get) worse. The more passwords that are needed to access things, the harder it will
be to come up with strong passwords, which might increase the overall insecurity of the internet.
Password fatigue is not a new concept and has been discussed at length since at least 2002. Since then,
numerous studies and articles (g) (to detail) the severity of the issue. As depressing as password fatigue
might sound, the fact that more and more security experts are acknowledging that it exists is a good thing.
This could mark a critical turning point in cybersecurity management, which means in the future, we can
potentially expect password and security systems to take into account human psychology as well as the need
for something more robust and flexible than a password.
2.1. From the sentences below, identify whether the voice used in each of the sentences is active or passive.
(3)
(a) I was forced to change my password by the network operator.
(b) many devices are accessing the internet more than ever before.
(c) Experts have discussed password at length.
2.2. with reference to question 2.1. above, change each of the sentences 2.1.a, b, c into the opposite voice.
(3)
2.3. Rewrite the following sentence in reported speech.
The author said, “I am feeling frustrated because my password changed again last week.” (5)
2.4. In paragraph two (2) identify and write down one example of: (3)
(a) A gerund
(b) participle
(c) an infinitive
2.5. From the passage above change the verbs numbered (a) to (g) into the correct verb tense. (7)
2.6. change this sentence into the third conditional: if you suffer from password fatigue, you will compromise
the safety of your passwords. (1)
2.7. In which conditional type is this sentence: If you suffer from password fatigue, you will compromise the
safety of your passwords. (1)
2.8. Re-write the following sentence in the zero condition: if you suffer from password fatigue, you will
compromise the safety of your passwords. (1)
27
2.9. Demonstrate the formula for the formulation of the second conditional sentence. (1)
CRITICAL READING [50 Marks]
Read Articles 1 and 2 below and then answer the questions that follow.
Article 1
Overfishing destroying livelihoods, by Kingsley Ighobor
African waters are powerful magnets for illegal and unregulated foreign fishing operations. It was midnight
on 14 December 2016, when five fishermen in Tombo village near Freetown in Sierra Leone rewed up a small
outboard engine and powered their boat far out to sea. They threw in their net and soon bagged a good
quantity of fish. But as they hauled in their catch, a terrible storm blew in. When the waters finally calmed,
one of them, Alli, could not be found. He was tossed overboard and drowned, despite his colleagues' frantic
efforts to save his life.
"It was a sad day for us in this village," said Samuel Bangura, the local harbour master. Mr. Bangura, whose
job includes the search and rescue of fishermen missing at sea, had dispatched a search party to recover
Alli's body. Tragedies such as these are common in Africa's coastal nations but fishing itself is in deep trouble.
Fish populations are being lost due to overfishing, forcing boats like Alli's to sail far from home.
Overfishing occurs when more fish are caught than the population can replace through natural reproduction.
This is linked to illegal and unregulated fishing (IU) or fishing piracy. Some 37 species were classed as
threatened with extinction and 14 more were said to be "near threatened” from Angola in the south to
Mauritania in the north, according to the International Union for the Conservation of Nature (IUCNN). Mr.
Bangura lays blame on foreign trawlers scooping ashore almost every life form at the ocean floor. “We are
competing with big trawlers," he said. “They take all the fish, and they destroy our nets.”
The sturdy trawlers, owned mostly by Asian and European companies, are able to drag better and stronger
trawl nets over a large expanse of seabed. The trawlers withstand sea turbulence easily and are able to
mechanically haul netted fishes into pre-positioned storage rather than haul them by physical labour. In
Somalia and Tanzania, trawlers “deploy giant, non-selective nets, wiping out entire schools of tuna, including
the young ones, which they discard dead," reports the IUWatch organisation.
Some trawlers are licensed in Africa while others operate illegally. The licensed ones pay taxes, but the
dynamic nature of the fishing business complicates tax computation. Many governments lack the capacity to
monitor the operations of fishing fleets, thus undercutting efforts to fix fair tax rates, let alone collect
revenues. Mr. Bangura expressed outrage that illegal fishing vessels operate with impunity in Sierra Leonean
waters, a situation that puts African countries in a bind. Governments need revenues, no matter how eager,
28
to
invest in agriculture, social services and other sectors that can expand economic opportunities. Yet fishing
revenues are low compared to the tons of fish that are carted away.
“The revenue generated by these catches doesn't make it back into state coffers," observes Dyhia Belhabib,
research associate and fisheries scientist at the University of British Columbia, Canada. “Boats from China
and Europe caught fish valued at $8.3 billion over 10 years (from 2000-2010) from the West African region.
Only $0.5 billion went back into local economies." An additional $2 billion worth of fish is "either taken out
without prior consent from local governments or is never reported due to illegal and unregulated fishing,
“maintained Ms. Belhabib.
In July last year, a Spanish trawler was impounded in Spain for illegal fishing in Senegalese waters. The vessel
fled to the Exclusive Economic Zone waters of Mauritania after it was spotted by Senegalese security
authorities. In October 2016,Somali authorities observed a Panamanian-registered fishing vessel, seeking
port access in Mombasa. The vessel escaped to Kenya where it was arrested under the FISH-i protocol. The
FISH-i is a programme that aims to combat IU through information sharing and enforcement. In 2015, two of
six fishing vessels on Interpol's wanted list were arrested on the Cape Verdean coast as they poached tooth-
fish-a tasty relative of cod typically sold in North America.
The Madeiran sardine is overfished in west and central Africa, according to the International Union of
Conservation of Nature (IUCN).The IUCN reported in January that due to overfishing, “the endangered
Cassava croaker is estimated to have declined by 30% to 60% over the past 10 years. “The United Nations
Food and Agriculture Organization further estimates that 57% of fishes are exploited while 30% are over-
exploited or depleted. In 2013,the journal Fish and Fisheries reported that the octopus and grouper fish were
hard to find in Mauritanian waters, having been fished away by trawlers from Europe and Asia.
IUCN director-general Inger Andersen insists that the livelihoods of local coastal communities still could
depend on properly managed marine fish species. "Fish provides a major source of animal protein for the
coastal communities, which account for around 40% of this region's population," said Mr. Andersen, adding
that the current situation undermines Sustainable Development Goal 14,which refers to life below water.
Africa loses billions to illegal fishing. Somalia alone loses $300 million annually to pirate fishing.
A direct consequence of overfishing is that communities relying on fish as a source of protein have less to
eat. This leads to malnutrition, especially in children. Women who mostly process the fish earn less than they
did previously. In West Africa, times are rough for the nearly seven million people who depend on small-
scale fisheries.
To combat overfishing, Greenpeace recommends countries set up regional fisheries organisations, reduce
the number of registered trawlers operating in African waters, increase monitoring and control and ensure
that fish processing operations are managed by Africans. The World Banks has empowered countries with
Information, training and monitoring systems to slow, if not reverse, overfishing in Africa. Time will tell.
[Adapted from: Africa Renewal, May-July 2017]
29
Article 2
Steps Australia has taken to address illegal fishing.
Australia is party to a range of conventions that establish global, regional and sub-regional management
organisations that manage highly migratory, straddling, pelagic and demersal fish stocks. These instruments
include the Convention on the Conservation of Southern Bluefin Tuna, which establishes the Commission for
the Conservation of Southern Bluefin Tuna, the Agreement for the Establishment of the Indian Ocean Tuna
Commission, which establishes the Indian Ocean Tuna Commission, and the Convention for the Conservation
of Antarctic Marine Living Resources, which establishes the Commission for the Conservation of Antarctic
Marine Living Resources. Australia plays an active role in these organisations. Australia has also signed the
Convention on the Conservation and Management of Highly Migratory Fish Stocks in the Western and Central
Pacific.
Many of these organisations are now focusing on the problem of illegal and Unregulated (IU) fishing as a
major threat to the effective management and conservation of regional fish stocks. They are consequently
seeking to identify vessels engaged in IU fishing within respective areas of competence in order to effectively
combat and eliminate these operations. In December 2003 the ministerial-led task force on illegal and
Unregulated Fishing on the High Seas was established. Australia has been actively involved in helping the
task force achieve its aims of developing initiatives that identify the legal, economic, scientific and
enforcement factors that permit IU fishing.
The task force released its final report on 3 March 2006. The report identifies key measures that task force
members will begin to implement immediately to address IU fishing, whilst seeking to engage a wider group
of like-minded countries and organisations. Australia has contributed significant funds to implement these
key proposals and will remain a key player in helping to see the initiatives through to implementation and
adoption.
Australia continues to seek the strengthening of existing fisheries management and conservation
arrangements, to pursue the development and adoption of new measures (where appropriate) to combat
IU fishing and urge other countries not to support IU fishing operations, and to fully implement key
international instruments to ensure that their vessels do not act in contravention of their international
obligations. Illegal fishers-particularly those operating in the Southern Ocean--are well organised and
sophisticated, and the government is pursuing various avenues to have the maximum impact on the
beneficial owners of illegal fleets.
In July 2003, the Australian Government decided on a multi-facetted strategy to combat IU fishing in
Australia's Southern Ocean territories. The strategy aims to combat IU fishing through better coordination
and information use in government, enhanced on-the-water surveillance and enforcement and strong
pursuit of international action at bilateral and multilateral levels to strengthen existing international
instruments and arrangements and where appropriate, develop new ones to combat IU activities.
[Adapted from: www.agriculture.gov.au]
30
1.Choose the best option from the choices presented below. 2x10= [20 Marks]
1.1 Which of the following might not have prompted Kingsley Ighobor to write Article 1?
A Concern over diminishing fish species in the African waters.
B Exposing illegal and unregulated fishing in the African waters.
C Exposing the organisations opposed to illegal and unregulated fishing in the African waters.
D Outrage over illegal fishing activities in the African waters.
1.2 The intended audience for Article 2 is:

A. organisation overseeing illegal and Unregulated (IU) fishing.
B. the general public.
C. the Australian government.
D. the Australian ministerial-led task force on IU fishing.
1.3 In Article 2, the sentence "illegal fishers are well organised and sophisticated, and the government is
pursuing various avenues to have the maximum impact on the beneficial owners of illegal fleets" implies:
A The government's attitude on the owners of the illegal fleets.
B the author's opinion on the severity of the matter at hand.
C exposure of those accountable for IU fishing in the Australian waters.
D the author's attitude on the beneficial owners of the illegal fleets.
1.4 Which of the following does best exemplify the bandwagon effect?
A Asian and European trawlers drag better and stronger trawl nets over a large area of seabed.
B A Panamanian fishing vessel escaped to Kenya where it was arrested under the FISH-i protocol.
C In July last year a Spanish trawler followed the suit to fish illegally in Senegalese waters as boats from China
and Europe have caught fish valued at $8.3 billion over 10 years from African waters.
D Some trawlers are licensed to fish in African waters.
1.5 Which of the following does the author of Article 1 imply about foreign illegal fishing companies?
A They are accountable for the deaths of many African fishermen.
31
B. They catch tooth-fish illegally in the African waters and sell it in North America.
C. They make substantial contribution to the fishing revenues of the African countries.
D .They are accountable for the depletion of a number of fish species in the African waters.
1.6 The phrase “scooping ashore almost every life form at the ocean floor" in Article 1 refers to:
A. uncontrollable overfishing of marine fish species.
B. selecting rare fish that is at the bottom of the ocean.
C. balancing fish species in shallow water with fish species at the bottom of the ocean.
D. None of the above statements.
1.7 The statement “foreign fishing companies exploit fish species in the African waters due to dominance
over the Africans" is an example of:
A. a fallacy. [Lacks sound reasoning]
B. a fact.
C. circular reasoning.
D. All the above.
1.8 The primary purpose of the last paragraph in Article 2 is.

A to synthesise the root cause of the matter at hand and how to combat it.
B to provide a history of IU fishing in the Australia's Southern Ocean territories.
C to synthesise the mechanisms the Australian government has put in place to address the challenge of IU
fishing.
D to present the strategies the Australian government aims to implement to involve international
organisations in the fight against IU fishing.
1.9 In Article 1 the author supports his main claim with

A credible data and quotes from experts.
B real world examples.
32
C statistics only.
D both A and B.
1.10 What main claim does the author of Article 1 make in conclusion?
A The strategies provided by Greenpeace will discontinue overfishing in the African waters.
B Intervention from the World Bank will put a hold on illegal fishing activities in the African waters.
C It is only the elapse of time that will determine the destiny of illegal and unregulated fishing in the African
waters.
D The organisations combating illegal and unregulated fishing in the African waters are the solution to the
dilemma.
Question: Read the two articles again and answer the questions that follow. [10 Marks]
1.1 Compare and contrast the two articles in terms of:
i) Similarities in content [4]
ii) Differences in content [4]
iii) Purpose of both articles [2]
Part 1: Critical Reading (20)
Read the passage below and then answer the questions that follow.
It's Time to Redefine the Influencer

By Kalon Gutierrez
1. Social media influencers are a powerhouse community. According to Statista, 78% are under the age of
34, with 34% of those being under 24. Social media will continue to provide a massive platform for today's
youth to build their influencer foundations, and access is nearly universal, costing little more than a
smartphone, a Wi-Fi hook-up and creativity.
2. Due to positive economic growth, these emerging entrepreneurs are now mainstream entertainers and
ingrained in both B2C and even B2B corporate advertising strategies. Despite the rapid growth in influencer
popularity among consumers and brands alike, what was once seen as organic marketing is beginning to raise
a collective consumer eyebrow on authenticity: A recent international study found that just 4% of people
33
believe that information shared by influencers on social media is true, and the rate of successful "influencing"
has dropped too.
3. Nevertheless, the number of people that we identify as influencers continues to skyrocket — no doubt a by-
product of worldwide stay-at-home orders that accelerated and popularized the generation and consumption
of influencer content. Once used to refer to those with large social followings and consumer goods advertising
contracts, the term "influencer" has expanded to represent political leaders, business executives, social justice
advocates, dancers, poets, esports competitors and many others with a platform. "Authenticity" is a key part
of these entrepreneurs' brands, but the tendency to group them all under the umbrella term "influencer" is
causing the public to lose trust.
4. It is time, then, for us to re-examine our vernacular and rebrand the term "influencer" to a more
representative title: social media leader and entrepreneur. There are four ways society can make this cultural
shift happen:
5. The first way is to re-define the term ‘’influencer''. Begin phasing out the term in favour of stronger language
that recognizes the entrepreneurial leadership of these content creators and advocates. To influence is to
have an effect on the character, development or behaviour of someone or something. While you can influence
without actively intending to do so, the term is often understood as a synonym for "manipulate," likely
contributing to and even labelling the recent dip in trust.
6. These influencers can come to fame in ways that vary from hustle to happenstance. Regardless of how
they get there, once they reach that mainstream level, they become social media leaders and entrepreneurs,
and it's time we acknowledge them as such.
7. Develop more academic curricula on social media and digital business. It may be hard to believe, but there
was a time when the internet was seen as a dying fad. According to Statista, e-commerce retail today is
powering $469 billion in sales in the United States alone and is predicted to grow to $563 billion by 2025.
8. Yet there remains little in the way of structured education about social media in today's educational system.
Sure, there are plenty of marketing classes, entrepreneurship degrees and digital boot camps that talk about
the power of social media as a tool — but are they examining social media as a business itself, driven on the
individual and corporate level? Today's youth are using digital media as their main point of communication.
We need to better equip them to understand its economic access as well.
9. Democratize support services. As previously noted, the vast majority of those leveraging social media are
under the age of 34, and they span varying levels of income and education. According to Influencer Marketing
Hub, 69.4% of influencers chose to be influencers so that they could earn revenue, but budding social media
leaders and entrepreneurs don't have the same infrastructure in place to translate successful digital
businesses into broader ventures, should they wish to do so.
10. It's time we empower our emerging social media entrepreneurs by providing support services and
resources (legal and consulting) to help them form their social-led businesses and translate their platforms
34
into meaningful income that can be used as a springboard to upward economic mobility and careers. This
also includes social applications and tools to better support social media leaders and entrepreneurs by
providing structure for them to build, manage and sustain their businesses and brands (which is certainly
underway.)
11. Expand the scope from endorsement to partnership. In order for the above to work, brands need to meet
influencers halfway. It is time for companies across a range of industries to view influencers as more than a
means to an advertising end. Social media entrepreneurs have already proven they're more than the sum of
their followers by sharing truly valuable and engaging social, political and cultural content.
12. Rather than viewing the relationship with an influencer as simply another marketing channel and contract,
there is an opportunity for brands to engage with social media leaders and entrepreneurs as true partners, just
as they would a corporate affiliate or even a traditional celebrity spokesperson.
13. While the scale of the influencer market continues to grow, the level of trust in the term doesn't. It's time
for us to bring attention to the mislabelling of a huge — and growing — portion of our economy. We have the
opportunity to validate social channels as a respected, resourced and studied route to success. It's up to the
social media companies that provide the platforms, the brands that provide the endorsements and the
educational institutions that provide the knowledge to push the boundaries of their definitions and continue to
innovate and acknowledge the long-term social and financial benefits of doing so.
(Source: https://www.entrepreneur.com/science-technology/)
1. In paragraph 1, the author is creating an assumption that (2)

a) The concept influencer needs to be redefined.
b) Influencer work is only for the youth
c) Influencing job contributes tremendously to the world’s economy.
d) Being an influencer has become popular
2. In paragraph 1, the author gave statistics that, ‘… 78% are under the age of 34, with 34% of those
being under 24’ to illustrate (2)
a) that social media is a powerhouse community.
b) Social media provide a massive platform for the youth.
35
c) today's youth build their influencer foundations.

d) youth under the age of 34 like social media than those under the age of 24.
3. The author mentioned that, ‘… what was once seen as organic marketing is beginning to raise a
collective consumer eyebrow on authenticity’(paragraph 2) to (2)
a) illustrate the need for organic marketing.
b) explain that influence is no more viewed as authentic marketing.
c) to characterize the culture of organic marketing.
d) to explain why influencer marketing is raising a collective consumer eyebrow on authenticity.
4. The main reason why the author suggests the concept influencer to be rebranded is (2)
a) the influencer market continues to grow, but the level of trust in the term doesn't.
b) the number of people that are identified as influencers continues to skyrocket.
c) authenticity" is a key part of these entrepreneurs' brands.
d) to expand its scope to include other experts in different fields who have a stand.
5. In paragraph 3 the word ‘authenticity’ nearly means (2)

a) Entrepreneurs
b) Influencers
c) Expansion
d) originality
6. The main idea expressed in paragraph 6 is that (2)

a) Influencers work hard for recognition.
b) Influencers know how to hustle for fame.
c) Influencers are social media leaders and entrepreneurs.
d) Influencers' titles need to reflect their leadership and entrepreneurship role.
36
7. The author asked a question that, ‘…are they examining social media as a business itself, driven on
the individual and corporate level?’ (paragraph 8) to (2)
a) make the audience think about the power of social media as a tool for the business itself, driven
on the individual and corporate levels.
b) ask whether youth are using digital media as their main point of communication.
c) better equip them to understand its economic access.
d) None of the above.
8. Why is the author referring to influencers as social media entrepreneurs in paragraph 11? (2)
a) They trade on social media.
b) The invented social media.
c) Statistics show that influences the use of social media a lot.
d) They share truly valuable and engaging social, political and cultural content.
9. The author implies that businesses view their relationship with the influencers as, (2)
a) Long-lasting
b) complicated
c) marketing channel and contract
d) a corporate affiliate
10. What is the author’s main idea in paragraph 6? (2)

a) People do not true the concept of influencer.
b) The term influencer is mislabeling what influencers do for the economy.
c) Social media companies, brands and educational institutions must advocate for the term that is
inclusive of everything that influencer is about.
d) Social media companies that provide the platforms, the brands that provide the endorsements
and the educational institutions that provide the knowledge are responsible for a mismatched
definition.
Total Marks for Assignment 2: 100
[END OF TUTORIAL LETTER
37

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TUTORIAL LETTER ENGLISH IN PRACTICE

SEMESTER 1/2023 EPR511S

Good luck with this course and with your studies.

We hope this will be an enjoyable learning curve for you.

Course Name: ENGLISH IN PRACTICE

Course Code: EPR511S

Department: EDUCATION AND LANGUAGES

Course Duration: ONE SEMESTER

NQF Level and Credit: 5, 12

Pre-requisite: Language in Practice/ Principles of Language.

Recommended Material: A good dictionary.

Your marker-tutor for English in Practice (EPR511S) are:

The Moderator/Content-Editor for this course is: Mrs. Kanime

COLL ADMINISTRATIVE SUPPORT SERVICES

STATEMENT ABOUT ACADEMIC HONESTY AND INTEGRITY

Academic Dishonesty includes, but is not limited to:

I, ……………………………………………………………………………………………………………(full name and surname), hereby

Signature of the student:…………………………………………… Date: ……………………………………………

The instruction for these assignments are:

This assignment covers the following topics.

The learning outcomes for this specific assignment are:

• apply your knowledge of verb forms to use different tenses.

Instructions for the assignment

ASSIGNMENT 01 [100 marks]

SECTON A READING COMPREHENSION [25 Marks ]

3. What is the author concluding in paragraph 4? (2)

5. Which is the best antonym for exacerbate, as used in paragraph 4? (1)

6. What is the purpose of the passage? (2)

SECTION B: GRAMMAR [25 MARKS]

SECTION C: CRITICAL READING [15x2=30 Marks]

Passage 1 (70) after the voyages of discovery had

2. In Passage 1 (line 28), the word “disposed” means

5. The major purpose of Passage 1 is to:

11. The major purpose of Passage 2 is to

Question 2: [20 Marks]

END OF ASSIGNMENT ONE.

SECTION A: Reading Comprehension [25Marks]

(Adopted from https://theconversation.com/how-fame-abroad-changes-african-footballers-way-of-life-

(a) a distinguishing quality or characteristic,

Section B: Grammar [25 Marks]

CRITICAL READING [50 Marks]

Overfishing destroying livelihoods, by Kingsley Ighobor

[Adapted from: Africa Renewal, May-July 2017]

Steps Australia has taken to address illegal fishing.

[Adapted from: www.agriculture.gov.au]

1.2 The intended audience for Article 2 is:

1.8 The primary purpose of the last paragraph in Article 2 is.

1.9 In Article 1 the author supports his main claim with

Part 1: Critical Reading (20)

It's Time to Redefine the Influencer

1. In paragraph 1, the author is creating an assumption that (2)

c) today's youth build their influencer foundations.

5. In paragraph 3 the word ‘authenticity’ nearly means (2)

6. The main idea expressed in paragraph 6 is that (2)

10. What is the author’s main idea in paragraph 6? (2)

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