NAMIBIA UNIVERSITY OF SCIENCE AND TECHNOLOGY

CENTRE FOR OPEN AND LIFELONG LEARNING

FEEDBACK TUTORIAL LETTER

FIRST SEMESTER 2018

ASSIGNMENT 1

ENGLISH FOR ACADEMIC PURPOSES

EAP 511S

Dear Students, below follows feedback on every question you had to answer for

assignment 1. We hope that it will assist you.

QUESTION 1 QUESTION 1: READING COMPREHENSION [20]

1.1 Name two anti-death penalty advocates of the 1700’s. (2) Cesare Beccaria, Voltaire, Jeremy Bentham, Samuel Romilly (Any two) 1.2 What are the two advantages of incapacitating criminals? (2) 1. It permanently removes the worst criminals from society 2. Dead criminals cannot commit further crimes

1.3 Who, according to the author, should be receiving the financial resources of the state? (3) The old (1), the young (1) and the sick (1) 1.4 Explain why a death sentence is more expensive than life in prison in the US. (2) The endless appeals (1) and delays in carrying out death sentences make them expensive (1) 1.5 How does the time spent on the American death row differ from that of Britain? (2) Time spent on the American death row is over 11 years (1) whilst in Britain it is less than 8 weeks (1)

1.6 Explain in your own words what the author means with the following statement: (2) “It is apparently acceptable to be “sentenced to death” by one’s family doctor without having committed any crime at all” It means when your doctor informs you that you are going to die because you have a terminal illness. (Accept other by using your discretion)

1.7 State whether the following statements are True (T) or False (F) according to the

article.

1.7.1 Britain enacted the death sentence in 1965. False (1)

1.7.2 The rates of murder in Britain have increased since the death penalty was

removed. True (1)

1.7.3 Some 6,600 people are currently serving sentences of "life in prison" for murder.

False (1)

1.7.4 During the 5 years that capital punishment was suspended in Britain there was a

125% rise in murderers that would have attracted a death sentence. True (1)

1.7.5 Easier divorce has not really reduced the number of domestic murders. False (1)

1.7.6 Homicide, murder and manslaughter are synonyms. True (1)

1.8 Identify and write down a word that means the same as “vengeance” in the section that discusses arguments for the death penalty. (1) Retribution

QUESTION 2: LANGUAGE USAGE [12]

(NOTE: Before you answer this section it is important that you study unit 1 of the

supplementary material to the study guide.)

A. Write the words in brackets in the appropriate form (use a prefix or a suffix)

B. Explain the meaning of the prefix or suffix you have used or the type of word it

forms

e.g. Gilbert is (literate) because he cannot read or write.

A. Gilbert is illiterate because he cannot read or write.

B: Meaning: il means or denotes NOT

2.1 My father is a politician (politics). (2) Meaning: denotes a person

2.2 Saving the young lady from the fire was very heroic (hero) of him. (2) Meaning: forms an adjective

2.3 Steve was misunderstood (understood) because his explanation was not clear. (2) Meaning: means not or incorrect 2.4 If MEDITATE means to ‘think deeply about’, then PREMEDITATE means to ‘think deeply about beforehand’. (1) a. True

b. False 2.4.1 Write your own sentence using the word ‘premeditate’ (1) Sentence: (Lecturer’s discretion) Many of you did not understand the word and merely copied a sentence from the internet. 2.5 ‘Auto’ as a prefix means: (circle the correct answer) (1) a. car b. earth c. self 2.5.1 Write a sentence using a word that has the prefix ‘auto’ (1) Lecturer’s discretion 2.6 Identify and write down an adverb and an adjective in the following sentence: (2) Adverb - permanently Adjective - worst NOTE: Correct use of language is vital in EAP. Thus we encourage you to study this unit and practice as much as possible. Many of you struggled with prefixes and suffixes which should not be the case at this level. Be that as it may – practice makes perfect.

QUESTION 3: EDITING [8]

The following words were spelled or used incorrectly.

Grate - great

Lifes – lives

Effect – affect

lifes – lives

careful - carefully

there – their

is - are

does - do

QUESTION 4: SUMMARISING [10]

Summarize, in ONE paragraph and in your OWN words, the arguments against the death

penalty. (Grid is on next page). You were penalized for writing in paragraphs and

including examples in your summary.

The following were the points you had to mention in your OWN words:

1. The most important one is the virtual certainty that genuinely innocent people will

be executed and that there is no possible way of compensating them for this miscarriage

of justice

2. A second reason, that is often overlooked, is the hell the innocent family and friends

of criminals must also go through in the time leading up to and during the execution

3. There must always be the concern that the state can administer the death penalty

justly, most countries have a very poor record on this.

4. It must be remembered that criminals are real people too who have life and with it

the capacity to feel pain, fear and the loss of their loved ones, and all the other emotions

that the rest of us are capable of feeling

5. Every form of execution causes the prisoner suffering, some methods perhaps cause

less than others, but be in no doubt that being executed is a terrifying ordeal for the

criminal.

6. There may be a brutalising effect upon society by carrying out executions

7. it removes the individual's humanity and with it any chance of rehabilitation and their

giving something back to society.

Note: The points above are taken directly from the text. They were the topic sentences

of the different paragraphs. These had to be written in one paragraph and in your own

words in order to show that you have grasped the content of the original text.

SUMMARY GRID (5 marks for content; 5 marks for language)

CONTENT - 5 LANGUAGE - 5

A Full grasp of content. Accurate overview; well-structured paragraphs arranged in logical order. 5

6-7

5 Excellent, very fluent and contains above-average language use with few mechanical errors. Used own words predominately.

B Many main ideas present in clear meaningful manner. Good grasp of content. Good word limit. 4-5

4

4 Pleasingly fluent and expresses meaning accurately and has relatively few errors. And Summary written almost entirely in the candidate’s own words.

C Relevant but average. Fair amount of facts, but some omissions and embellishments Ideas are partly developed though structure is apparent.3 3

3 Errors occur more regularly, but do not deter from meaning. Or Reasonable attempt at using own words interspersed with quoted phrases from passage. Some lifting

D Some main ideas present, but grasp of content below average. Own opinion and interpretation intrudes. Too long. Might lack clarity in parts 2 2

2 Errors begin to impair meaning. Poor organization. Serious mechanical errors Or Some attempt at using own words, but largely uses phrases from text. Just listing points.

E Little or no understanding of content, one or two main ideas. Presentation poor leads to confusion. Large scale intrusion of own opinion. 1

1

1 Containing repeated errors of a serious Confused. Weak. Structural errors confuse meaning. Or Large chunks of text quoted without understanding the basic message of the text.

Information Report Writing Marking Grid (Content 40 + Mechanical Elements – 10) [Total: 50 Marks]

EXCELLENT GOOD AVERAGE POOR TITLE

Begins with the words ‘Report on …’ Identifies topic of the report, including aspect/s of topic contained

in report, Appears just above ‘INTRODUCTION’

2

1

0

0

Content [40 Marks] 40 – 32 31 – 24 23 – 20 0 – 19

INTRODUCTION Background provided; relevant terminology defined; purpose clearly explained and grabs reader’s attention; All relevant 5Ws & H questions answered;

organization of report clearly explained/stated

5

4

3

1-2

DISCUSSION Main points explicitly stated in topic sentence of each paragraph Main issues (capital punishment methods) clearly outlined; Supports information with detailed and logical evidence, e.g.

examples, explanations, illustrations, etc.; Demonstrates understanding of main issues (capital punishment

methods.). Presents information drawn from multiple academic sources of

knowledge, e.g. books and journals;

Interpretations are both reasonable and objective.

20 - 26

15 - 20

10 - 15

0 - 09

CONCLUSION Restatement of purpose/thesis; Very clearly recaps the 3 forms of capital punishment. Conclusions are thorough and justified by preceding information,

arranged in a clear, purposeful order

5

4

3

1-2

SIGNATURE & DATE

Report is signed at the bottom and date is written in full.

2

1

0

0

Mechanical Elements [10 Marks] EXCELLENT GOOD AVERAGE POOR

Presentation, style and language

Well-written and insightful (writing demonstrates a sophisticated clarity, conciseness, and correctness);

Extremely well-organized; has followed the required format Excellent paragraphing and logical sequencing of ideas; Mastery of complex sentences, appropriate language and precise

vocabulary; Hardly any errors of spelling, tenses, grammar and punctuation; Specific, consistent and content-focused subheadings, accurate

numbering; pictures, diagrams, charts, tables etc. fully and clearly captioned

APA Referencing Uses APA guidelines accurately and consistently to cite sources

(full list of references APA style; provides accurate in-text citations);

5

5

4

4

3

3

1-2

1-2

Question 5

Note: Many of you did not follow the instructions to write the report and thus forfeited

marks. Please study the grid above to see how you fared in writing the report. I cannot

reiterate enough the IMPORTANCE OF FOLLOWING INSTRUCTIONS.

Note: EAP aims to teach you how to cite sources and reference correctly. It was however

evident that many of you did not consult your guide on how to write sources correctly.

Many of the reports were also plagiarized which is a big no no. You will be penalized

heavily for plagiarism, so please read your study material and follow the instructions

given to you. If you do not understand a question, contact your marker-tutor for clarity

and do not suffer in silence.

Referencing and Research Writing in EAP

Your second assignment has elements of referencing but not of research writing.

Research writing as you might have noticed is a crucial part which is often examined.

Below is an example of a few things you need to take note of and study:

1. Narrow the topic ‘Tertiary education’.

Note: narrow the topic does not mean make it shorter, it means narrow/focus the scope

of your study. If you look at the initial topic: Tertiary education. The question arises,

tertiary education where? What about Tertiary education? Thus a possible narrowed

topic would be:

Example:

A discussion on the effects/benefits/accessibility of tertiary education to

marginalised groups in Namibia

2. Analyse the research topic above (it means you must break the topic down into

key words and phrases)

Example:

A discussion √on the effects/benefits/accessibility √of tertiary education √to

marginalised groups in Namibia√

3. Write a research question for the topic above (sometimes you could be asked to

write three. Then you need to make sure they are still focused on the research

topic)

Example:

What are the effects of tertiary education on marginalised groups in Namibia?

4. Create a research essay outline for the narrowed topic (remember an outline

NOT an essay)

Example:

An analysis of the effects of tertiary education on marginalised groups in

Namibia

Introduction

Definition of marginalised groups in Namibia (Background information)

Tertiary education holds numerous benefits for marginalised groups in the

country (Thesis statement)

Positive effects

Increased chances of employment

High paying jobs

Higher social status

Negative effects

Increased competition in the job market

Reluctance to work at lower paying jobs

Conclusion

Although tertiary education is associated with negative effects, the positive

effects outweigh the negative effects.

5. Write an introductory paragraph of a research essay on the narrowed topic.

The paragraph must include:

Background information

Research question e.g. (what are the effects of tertiary education on

marginalised groups in Namibia?)

Remember NOT to answer the question in your background information or

anywhere in this paragraph.

GENERAL COMMENTS

*Practice APA referencing and citing in text and look at the details of e.g. a book, a

journal article, a newspaper article etc. before you answer assignment 2.

*Remember at this level, we don’t expect you to be making grammatical errors,

so please study the relevant unit in the guide and practice.

*We hope this letter will be helpful to you but if you have any questions, feel free

to contact your marker tutors and we will gladly assist you.

*Good luck with the assignment 2!