HIGHER EDUCATION PROGRAMMES

MEMORANDUM

Academic Year 2019: January - June

Formative Assessment 2: Academic Literacy (HALT130-1)
NQF Level, Credits: 5, 14
Weighting: 20%
Assessment Type: Essay Questions
Educator: C. Diergaardt
Examiner: C. Diergaardt

Due Date: 3 May 2019

Total: 100 Marks

Instructions:
 This paper consists of four (4) questions.
 It is based on Units 5-8 of your Academic Literacy textbook.
 All questions are compulsory.

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Question 1 (27 marks)
You have been instructed to write a research paper on the topic of academic
achievement. As a result, you formulated the following research question:

“How does physical activity affect academic achievement in college students?”

1.1 In your own words, explain the characteristics of a sound research question.
Motivate your answer, by referring to the research question above. (15
Marks)

Unit 5 – pp. 186 – 187

Note to the Grader:
 Award 1 mark per characteristic and 1 mark per relevant justification.
 Maximum of 15 marks should be awarded. Answers may vary. Use your own
discretion.

 It must be something people care about. ✓ The ultimate product must be of

worth to the intended audience. ✓ For example, when writing about the effect
of physical activity on academic achievement the research should primarily
focus on college students. ✓
 It must be possible to make an argument about it. ✓ The research question

should not be centered around one possible correct answer. ✓ For example,
the research question “How does physical activity affect academic achievement
in college students?” have multiple answers. There are probably several ways
in which physical activity affect academic achievement in college students. ✓

 It must add something new or solve a problem. ✓ Providing a summary of

others work is pointless, ✓ however if it solves a current problem it will

contribute to the field of knowledge. ✓ Providing new information regarding the

topic, is a way to ensure that some original ideas are included. ✓

 It must not be too broad or too narrow. ✓ If it is too broad it will be impossible
to answer the question, ✓ and if it is too narrow it will be too difficult to find the

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 answer. ✓ For example, a research question such as, “What causes academic
achievement in students” is too broad and may be impossible to fully
investigate. ✓

 It should be possible to answer in a specific time frame and location. ✓ It is

important to make sure that necessary information on the topic are available for
your assignment. ✓
 It should be possible to find the types of sources needed. ✓ Your research will
fail if you do not have the type of information required to answer the research
question, ✓ or if the answer to your question is unknown. ✓

The following Learning Outcome is assessed in this question:

Unit 5:
Detail the process of finding academic information, with reference to the criteria for
and location of reliable academic material.

1.2. While conducting your research, you came across a book that sparked your
interest. Identify the author, publisher and publication date on the copyright
page below. (3 Marks)

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Unit 5 – pp. 188 – 193
 Author: John Steinbeck ✓

 Publisher: Macmillan Company ✓

 Publication date: 1939 ✓

The following Learning Outcome is assessed in this question:

Unit 5:
Justify the acknowledgement of academic information.

1.3. You completed the proposal for the research project, but you need to compile
a reference list at the end for one of the books you have cited. Using the APA
referencing style compile the reference from the information below. (5 Marks)

Authors: Lawrence A. Machi and Brenda T. McEvoy

Title: The Literature Review: Six steps to success
Publisher: Corwin Press
Publisher’s city: Thousand Oaks, California
Publication year: 2012

Unit 5 – pp. 205 - 206

Note to the Grader:
 All punctuation (i.e. use of full stops and commas etc.) and font use (i.e. use of
iltalics) must be correct

 Machi, L. A., & McEvoy, B. T. ✓ (2012). ✓The literature review: Six steps to
success. ✓ Thousand Oaks, Calif.: ✓Corwin Press. ✓

The following Learning Outcome is assessed in this question:

Unit 5:
Explain how to use in-text references and bibliography enteries correctly, and apply
this information to acutal texts.

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1.4 Your educator cautioned you to be aware of plagiarising and copyright
infringement when writing your proposal. Explain the difference between
plagiarism and copyright infringement. (4 Marks)

Unit 5 – pp. 203 – 205

 Plagiarism is the act of taking credit for someone else’s ideas or work. ✓ Thus,

not acknowledging the original source. ✓

 Copyright infringement refers to any action that impedes with an author’s right
to his or her work. ✓ Therefore, if someone distributes, copies or displays an
author’s work without their permission, they are infringing on the copyright of
the work. ✓

The following Learning Outcome is assessed in this question:

Unit 5:
Differentiate between plagiarism and copyright infringement.

Question 2 (28 marks)

2.1 Let’s assume Time Magazine wants to publish a cover article titled:

“Barack Obama: The Man and His Politics”.

Identify an image from the options below that is best suited for this article and
name the camera shot used to capture the image. Motivate your answer. (5
marks)

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Image A

Source: https://www.telegraph.co.uk/news/worldnews/barackobama/3903065/Barack-Obama-plays-golf-in-
Hawaii.html

Image B

Source: https://www.politico.com/story/2016/01/simon-says-obama-guns-217375

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Image C

Source:https://www.gettyimages.co.uk/photos/michelle-
obama?sort=mostpopular&mediatype=photography&phrase=michelle%20obama

Unit 5 – p. 222
 Image B ✓
 A Close-up shot✓ is used to show figures from shoulders up, often just the face.

✓
 You are very often able to read the emotion of the character. ✓
 Helps the viewer to connect with the subject, and what the subject is
experiencing ✓

The following Learning Outcome is assessed in this question:

Unit 6:
Explain how photographs and films are analysed for academic puposes, and apply
this knowledge to actual photographs and film clips.

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2.2 Discuss three (3) tools that aid the learning process of students in the 21st
century. (12 marks)

Unit 6 – pp. 243 – 245

Note to Grader:
 Answers may vary. The following justifications serves as a guide. Use your own
discretion.
 Award 1 mark for correct tool identification and 3 marks for relevant justification –
total of 4 marks per tool

 Video clips. ✓ Finding video clips on YouTube will provide many different

materials that can aid in your field of study. ✓ However, one should always be
cautious regarding the authenticity and validity of the content. ✓ There is
numerous information available on YouTube. Therefore, take care to filter and
select videos by keeping academic integrity in mind. ✓

 Animated explainer videos. ✓ Animated explainer videos are more aligned to

the visual learner. ✓ It is an excellent way of combining content with graphics

and audio sound, thus making learning more available. ✓ Animated explainer
videos also convey messages in a storytelling manner. ✓ The language used
in animated explainer videos is not highly sophisticated. There are times when
one can watch the video without sound, and still make sense of what is being
conveyed. ✓
 Screencasts. ✓ Screencasts can successfully replace traditional learning
methods. ✓ Lectures can be transmitted to students by means of a screencast,
thus the teacher and the tutorial do not have to be physically present in the
lecture halls. ✓ Students can watch the video numerous times to gain a better
understanding of the topic, which in turn reduces their stress regarding time
pressure. ✓Furthermore, students can stop and do the required exercise,
before resuming the video. ✓ Screencasts are a helpful tool for distance

learning. ✓

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 The following Learning Outcome is assessed in this question:
Unit 6:
Describe the value of decoding video clips, animated explainer videos and
screencasts as part of the learning process.

2.3 Thandi, a fellow student, does not fully grasp the concept of infographics:

2.3.1 In your own words, explain to her your understanding of infographics (6

marks)

Unit 6 – p. 246
 Infographics is a representation in graphic format that is created to make data
understandable. ✓
 It is a tool used in many fields✓ as a means of communication. ✓
 Images and other pictorial symbols are used extensively to support key
messages. ✓
 The basic features of infographics are:

▪ They have a flow to them. ✓

▪ They present complicated material or information concisely and clearly. ✓

2.3.2 To further assist Thandi’s understanding of infographics, identify five (5)

different infographics. (5 marks)

Unit 6 - pp. 246 – 260

Note to Grader:
 Any 5 of the infographics mentioned below will suffice:

 Maps ✓

 Visualised articles ✓
 Timelines ✓
 Lists ✓

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 Processes ✓

 Photo-graphics ✓
 Comparisons ✓

 Data visualisation ✓
 Hierarchies ✓

The following Learning Outcome is assessed in this question:

Unit 6:
Define the concept of infographics, briefly discuss features and purposes of various
types of infographics, and decode a series of actual infographics

Question 3 (25 marks)

3.1. You have been instructed by your Educator to construct a mind map. However,
one of your fellow students, Ben, does not understand the concept of a mind
map.

In your own words, explain to Ben the concept of a mind map. (5 marks)

Unit 6 – pp. 263 - 264

Note to Grader:
 Marks may be awarded for responses that align to the examples provided.

 Mind mapping is generally used for brainstorming ideas ✓

 They are a valuable concept for problem solving and collaboration ✓

 Mind maps revolve around one main focus.
 Mind maps have no definitive format. ✓
 There are many options available when creating a mind map, for example
hierarchy diagrams, timeline type diagrams and radial diagrams. ✓

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 The following Learning Outcome is assessed in this question:
Unit 6:
Differentiate between concept maps and mind maps, with reference to structure and
decoding processes

3.2 Your Educator provided you with four (4) topics. Choose one of the following
topics below and construct a radial / spider mind map: (20 marks)
- Time Management
- Study habits
- Health
- Workplace hazards

Please Note: If you are unable to complete Question 3.2 by computer, you may
hand draw / write the response on your answer paper. Please ensure that:
 Your entire answer paper is scanned and submitted as a PDF
document. Please ask your HE Student Advisor for assistance with
scanning and submission, if required.
 Your work is neat, clear and legible, if hand drawn / handwritten.

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Unit 7 – pp. 293 – 296
 Use the rubric below to grade:

CATEGORY 4 3 2 1
Format Mind map follows the Mind map partially Mind map follows Mind map does not
branch or hook follows the branch or another format, such consistently follow
format. hook format. as bubbles, circles, any format or is
boxes, lines, etc. chaotic and difficult
to understand.

Colour The mind map uses The mind map uses The mind map is not The mind map is not
a different colour for different colours for completely coloured. coloured.
each branch. The some branches or
mind map is brightly the colours are drab.
coloured.

Content The mind map The mind map The mind map The mind map
includes the MAJOR misses some major misses most major presents no major
points of the points of the points of the points.
material. material. material.

Verbosity The mind map The mind map The mind map The mind map
presents only one presents multiple presents multiple presents multiple
word or name per words or names on words or names on words or names on
branch or hook. some branches. many branches. most or all branches.

Radiance The mind map The mind map The mind map The mind map
radiates from the radiates from a radiates from a radiates from a
centre of the page. central point. Some central point. Few central point. No
Ideas branch out ideas branch out of ideas branch out of ideas branch out of
from other ideas in a other ideas; some other ideas; most other ideas; all
logical and branches are a branches are a branches are a
organized manner. single line extending single line extending single line extending
from the centre. from the centre. from the centre. OR:
The mind map does
not radiate from a
central point.

The following Learning Outcome is assessed in this question:

Unit 7:
Produce a hand-drawn or electronic mind map, based on academic material
provided.

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Question 4 (20 marks)

4.1 You have been instructed to produce a proposal video. Your Educator
cautioned you against altering information regarding the framing of your
content. In your own words explain the concept of framing. (6 marks)

Unit 8 – p. 307
 Framing refers to what is captured in the frame of the video that is presented,
✓ as well as how it is presented. ✓
 Orientation of the screen should suit the content being filmed✓ and the context
of the shot should be clear. ✓

 Provide viewers with enough information with which to decode the scene. ✓
 For example, when filming someone riding a bike, you should use a landscape
shot, and you should capture the road and environment that they are riding in.
✓

The following Learning Outcome is assessed in this question:

Unit 8:
List the elements of multimedia that may be required as part of academic
assignments.

4.2 Tumi, a fellow student, has been reprimanded by your Educator for being
disrespectful towards another student online. Explain to Tumi the importance
of online etiquette, and what constitutes appropriate responses when
communicating online. (14 marks)

Unit 8 – p. 345
 Students answers may vary. Use your own discretion.

 Always follow certain practices when engaging on an academic level online. ✓

 Impartiality. ✓ It is important to avoid bias, even though it might be difficult if

the individual posting the content is a friend or colleague. ✓ Impartiality requires

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 one to look at the facts, ✓ without allowing your expectations or relationships to

get in the way of your reading. ✓

 Consideration. ✓ Emotions will always play a part in human interaction, ✓
therefore being considerate to the emotional investments of others can help
you to discuss issues in such a way that both parties are still interested in a
productive discussion. ✓ Bear in mind that the same people may have
emotional reactions and arguments contrary your opinion. ✓ Therefore, it is

important to manage this by keeping a level tone. ✓

 Constructive engagement. ✓ If somethings seem wrong or missing in an
argument that another person is making, you should follow up with another idea
that makes sense of the gap that you see. ✓ Furthermore, ask for constructive
engagement, ✓ in order to encourage people to do same. ✓

The following Learning Outcome is assessed in this question:

Unit 8:
Type appropriate responses to academic posts and post your own academic content
on social media.

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