HIGHER EDUCATION PROGRAMMES

MEMORANDUM

Academic Year 2018: January - June

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

Due Date: 22 March 2019

Total: 100 Marks

Instructions:
 This paper consists of four (4) questions.
 It is based on Units 1 - 4 of your Academic Literacy textbook.
 All questions are compulsory.

1 HALT130-1-Jan-Jun2019-FA1-SS-V.3-14112018
Question 1: 24 Marks
View the image below:

The above is a summary of the work covered in Unit 1 of your textbook. Discuss each
of the concepts represented in the image, and explain how it relates to Academic Lit-
eracy in 21st Century South Africa. Use your own examples for each concept in order
to enhance your discussion. (6 x 4 = 24 Marks)

Note to the Grader:

 Award a maximum of 3 marks for each of the concepts discussed - no marks for
naming the concept.
 An additional mark per concept for an included example - own example not taken
from the textbook
 The below is a guideline, factual information not included may be accepted.

Page 2 of 20 HALT130-1-Jan-Jun2019-FA1 Memo-SS-V.3-14112018

Unit 1 – pp. 4 – 5
Language (3 marks)
 Language is the vehicle through which info and messages are expressed. ✓
 Without language humans cannot learn and develop.✓

 Language is central to the human experience✓

 Language is about constructing and negotiating meaning across diverse con-
texts.✓
 Having sound language assists in academic contexts✓
 Helps to find information, it equips us to solve problems, it enables us to make
decisions and it allows us to evaluate critically.✓
MAXIMUM of 3 marks for the above

EXAMPLE (1 additional mark) ✓ - Model Example: If I need to understand why I have

no job satisfaction I can find information on a variety of theories which can help me to
evaluate my life and career choices.

Unit 1 – pp. 17 – 18
Information (3 marks)
 New technologies are constantly emerging✓

 This leads to a vast amount of information✓

 This can be accessed at any moment.✓

 Information literacy is a skill needed for the 21st century.✓

 Needed in the complex and globalised business world where competition is
growing.✓
 Those with the best information will be at the cutting edge of the marketplace.✓

 Information literacy is a needed skill across career fields.✓

MAXIMUM of 3 marks for the above

EXAMPLE (1 additional mark) ✓

Page 3 of 20 HALT130-1-Jan-Jun2019-FA1 Memo-SS-V.3-14112018

Unit 1 – p. 27
Digital (3 marks)
 Digital technology is constantly evolving✓
 South Africa has integrated into the digital age and therefore we have to partic-
ipate and compete in the global arena. ✓
 This poses both excitement and challenges✓
 Refers to the ability to find, evaluate, utilize, share and create content using
information technologies and the internet.✓
 Computers, laptops, smartphones, electronic notebooks, and tablets etc. all
form part of what we know as digital devices.
 Digital literacy allows us to produce and receive information in multiple technol-
ogy-based formats, across various digital devices and platforms.✓
MAXIMUM of 3 marks for the above

EXAMPLE (1 additional mark) ✓

Unit 1 – p. 22
Visual (3 marks)
 Every day we are bombarded with images.✓
 Constantly confronted with visual information.✓
 Visual literacy involves making sense of information that is presented in the
form of an image. ✓

 This includes signs and symbols that do not represent language directly.✓
 Provides a channel through which we can access a broad domain of knowledge
and understanding✓
 From this perspective, the concept of literacy does not only apply to the written
or spoken word, but also to graphic texts.✓
MAXIMUM of 3 marks for the above

EXAMPLE (1 additional mark) ✓

Page 4 of 20 HALT130-1-Jan-Jun2019-FA1 Memo-SS-V.3-14112018

Unit 1 – p. 32
Cultural (3 marks)
 Culture refers to the deep-rooted ideas, beliefs, traditions, social customs and
behaviours that characterise a particular group or community.✓

 South Africa has a rich cultural diversity.✓

 Culture of ubuntu present in SA, which encompasses the values of compassion
and empathy.✓

 Culture is sometimes not as easy.✓

 Understanding one another requires conscious effort and hard work by every-
one involved.✓
 Sometimes the challenges are many in terms of social and cultural engage-
ment.✓

 Many attempts have been made to achieve equality.✓

 These have not always been successful ✓

 Sensitive and volatile political environment.✓

 Use literacy to engage all through acknowledging cultural difference.✓
MAXIMUM of 3 marks for the above

EXAMPLE (1 additional mark) ✓

Unit 1 – p. 35
Mathematical
 Refers to the ability to use numbers in a practical and applied manner✓
 Can navigate the world around you, using the appropriate numerical skills✓

 Use calculations in everyday life✓

 SA history of socio-economic inequality and poor education quickly becomes
evident when considering the many people lack the adequate skills✓
 Math Literacy has now been made a core high school subject✓
 Not just an individualised need for skills, but contributions needed to our coun-
try’s economy✓
MAXIMUM of 3 marks for the above

Page 5 of 20 HALT130-1-Jan-Jun2019-FA1 Memo-SS-V.3-14112018

EXAMPLE (1 additional mark) ✓

The following Learning Outcome is assessed in this question:

Unit 1:
List the literacies required in the 21st century academic context, and elaborate on
these literacies from a global and South African perspective.

Page 6 of 20 HALT130-1-Jan-Jun2019-FA1 Memo-SS-V.3-14112018

Question 2: 27 Marks
Read the article below:
10 HABITS OF HIGHLY EFFECTIVE STUDENTS
by Becton Loveless

The key to becoming an effective student is learning how to study smarter, not
harder. This becomes more and more true as you advance in your education. An
hour or two of studying a day is usually sufficient to make it through high school with
satisfactory grades, but when college arrives, there aren't enough hours in the day
to get all your studying in if you don't know how to study smarter.

While some students are able to breeze through school with minimal effort, this is
the exception. The vast majority of successful students achieve their success by
developing and applying effective study habits. The following are the top 10 study
habits employed by highly successful students. So if you want to become a suc-
cessful student, don't get discouraged, don't give up, just work to develop each of
the study habits below and you'll see your grades go up, your knowledge increase,
and your ability to learn and assimilate information improve.

1. Don't attempt to cram all your studying into one session.

Ever find yourself up late at night expending more energy trying to keep your eyelids
open than you are studying? If so, it's time for a change. Successful students typi-
cally space their work out over shorter periods of time and rarely try to cram all of
their studying into just one or two sessions. If you want to become a successful
student then you need to learn to be consistent in your studies and to have regular,
yet shorter, study periods.

2. Plan when you're going to study.

Successful students schedule specific times throughout the week when they are
going to study -- and then they stick with their schedule. Students who study spo-
radically and whimsically typically do not perform as well as students who have a
set study schedule. Even if you're all caught up with your studies, creating a weekly
routine, where you set aside a period of time a few days a week, to review your

Page 7 of 20 HALT130-1-Jan-Jun2019-FA1 Memo-SS-V.3-14112018

 courses will ensure you develop habits that will enable you to succeed in your edu-
cation long term.

3. Study at the same time.

Not only is it important that you plan when you're going to study, it's important you
create a consistent, daily study routine. When you study at the same time each day
and each week, you're studying will become a regular part of your life. You'll be
mentally and emotionally more prepared for each study session and each study
session will become more productive. If you have to change your schedule from
time to time due to unexpected events, that's okay, but get back on your routine as
soon as the event has passed.

4. Each study session should have a specific goal.

Simply studying without direction is not effective. You need to know exactly what
you need to accomplish during each study session. Before you start studying, set a
study session goal that supports your overall academic goal (i.e. memorize 30 vo-
cabulary words in order to ace the vocabulary section on an upcoming Spanish test.)

5. Never procrastinate your planned study session.

It's very easy, and common, to put off your study session because of lack of interest
in the subject, because you have other things you need to get done, or just because
the assignment is hard. Successful students DO NOT procrastinate studying. If you
procrastinate your study session, your studying will become much less effective and
you may not get everything accomplished that you need to. Procrastination also
leads to rushing, and rushing is the number one cause of errors.

6. Start with the most difficult subject first.

As your most difficult assignment or subject will require the most effort and mental
energy, you should start with it first. Once you've completed the most difficult work,
it will be much easier to complete the rest of your work. Believe it or not, starting
with the most difficult subject will greatly improve the effectiveness of your study
sessions, and your academic performance.

Page 8 of 20 HALT130-1-Jan-Jun2019-FA1 Memo-SS-V.3-14112018

 7. Always review your notes before starting an assignment.
Obviously, before you can review your notes you must first have notes to review.
Always make sure to take good notes in class. Before you start each study session,
and before you start a particular assignment, review your notes thoroughly to make
sure you know how to complete the assignment correctly. Reviewing your notes
before each study session will help you remember important subject matter learned
during the day, and make sure your studying is targeted and effective.

8. Make sure you're not distracted while you're studying.

Everyone gets distracted by something. Maybe it's the TV. Or maybe it's your family.
Or maybe it's just too quiet. Some people actually study better with a little back-
ground noise. When you're distracted while studying you (1) lose your train of
thought and (2) are unable to focus -- both of which will lead to very ineffective stud-
ying. Before you start studying find a place where you won't be disturbed or dis-
tracted. For some people this is a quiet cubical in the recesses of the library. For
others is in a common area where there is a little background noise.

9. Use study groups effectively.

Ever heard the phrase "two heads are better than one?" Well this can be especially
true when it comes to studying. Working in groups enables you to (1) get help from
others when you're struggling to understand a concept, (2) complete assignments
more quickly, and (3) teach others, whereby helping both the other students and
yourself to internalize the subject matter. However, study groups can become very
ineffective if they're not structured and if group members come unprepared. Effec-
tive students use study groups effectively.

10. Review your notes, schoolwork and other class materials over the week-
end.
Successful students review what they've learned during the week over the weekend.
This way they're well prepared to continue learning new concepts that build upon
previous coursework and knowledge acquired the previous week.
We're confident that if you'll develop the habits outlined above that you'll see a major
improvement in your academic success.

Page 9 of 20 HALT130-1-Jan-Jun2019-FA1 Memo-SS-V.3-14112018

 Source:
Loveless, B. 2018. 10 Habits of Highly Effective Students.https://www.educationcorner.com/habits-
of-successful-students.html Date of Access: 23 October 2018.

2.1 In your studies of Units 1 – 4, you have learned about the various reasons for
reading. Having just read this article, which reason for reading do you think it
falls under? Provide reasons for your answer. (3 Marks)

Unit 2 – p. 45
Note to the Grader
 Students may identify any one (1) of the following for 1 mark
 Award 2 marks for relevant justification and discussion

 Reading for gist✓ Justify ✓✓

 Reading for general meaning✓ Justify ✓✓

 Reading for pleasure✓ Justify ✓✓

 Reading to critique✓ Justify ✓✓

 Reading to learn/study✓ Justify ✓✓

The following Learning Outcome is assessed in this question:

Unit 2:
Outline academic reading strategies to be actioned before reading a text, while read-
ing a text and after reading a text, and apply these strategies to actual texts.

2.2 Consider the importance of pre-reading. What prior knowledge was ‘activated’
prior to reading this article? Provide two (2) thoughts. (2 Marks)

Unit 2 – p. 48
Note to the Grader:
 Award 1 mark per adequate and relevant thought shared, for a maximum of 2
marks.

Page 10 of 20 HALT130-1-Jan-Jun2019-FA1 Memo-SS-V.3-14112018

Sample answers:
 To be a highly effective student takes commitment ✓

 It will take hard work and many hours ✓

The following Learning Outcome is assessed in this question:

Unit 2:
Outline academic reading strategies to be actioned before reading a text, while read-
ing a text and after reading a text, and apply these strategies to actual texts.

2.3 What form of skimming would you use for this article? Provide a reason for
your answer. (2 Marks)

Unit 2 – P. 51
Note to the Grader:
 Students may identify any one (1) of the following for 1 mark.
 Award 1 mark for relevant justification / discussion.

 Skimming to preview ✓ Justify ✓

 Skimming to survey ✓ Justify ✓

 Skimming to review ✓ Justify ✓

The following Learning Outcome is assessed in this question:

Unit 2:
Outline academic reading strategies to be actioned before reading a text, while read-
ing a text and after reading a text, and apply these strategies to actual texts.

2.4 Provide a summary of the above article using any one (1) of the following tech-
niques:
 Concept map
 Mind map
 Conceptual diagram
 Visual metaphor
(20 Marks)

Page 11 of 20 HALT130-1-Jan-Jun2019-FA1 Memo-SS-V.3-14112018

 Please Note: If you are unable to complete Question 2.4 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 docu-
ment. Please ask your HE Student Advisor for assistance with scanning
and submission, if required.
 Your work is neat, clear and legible, if handwritten.

Unit 2 – pp. 61 – 64
 Use the rubric below to grade

Category Excellent (4-5) Adequate (2-3) Not achieved (0-1)

Visual presentation
provided

All main headings

were included

Bulleted content
added
appropriately
(according to the
type of technique
chosen)

Application
simulates an actual
and usable
summary

Total (20)

Page 12 of 20 HALT130-1-Jan-Jun2019-FA1 Memo-SS-V.3-14112018

 The following Learning Outcome is assessed in this question:
Unit 2:
Outline academic reading strategies to be actioned before reading a text, while read-
ing a text and after reading a text, and apply these strategies to actual texts.

SAMPLE of a mind map:

Page 13 of 20 HALT130-1-Jan-Jun2019-FA1 Memo-SS-V.3-14112018

Question 3: 24 Marks
Read the excerpt below:

Academic Performance - Sleep Link:

Sleep is esential for memory and learning. Imagine your brain is a town, and instead
of nerve cells you have homes and busineses. And instead of the pathways between
nerve cells, you have roads connecting all of these structures. When your mind is
working out a solution to a problem, your brain is building many new connections
everywhere. Some of these new pathways will be helpful, but others will prove not
to be useful. They will lead to stop signs, one way roads, or a deadend. At night
while we sleep, the brain gets rid of those unneeded pathways, keeping only the
important new ones and puts resources into those main roads to make them
stronger. It is a process called “synaptic pruning”, much like you would prune a gar-
den to get rid of the old growth and make room for new, healthy vegetation.

This brain undergoes “remodelling” during sleep. The remodelling every night streng-
tens memory and the ability to problem-solve the following day. REM sleep is one
stage of sleep that is critical for memory consolidation and learning. The majority of
REM sleep is obtained during the last third of the night. Teenagers are often forced
to wake up for school during this critical time due to early school start times. When
they are allowed to sleep, their cognitive abilities improve.

Source:
Minnesota Sleep Society. 2017. https://www.mnsleep.net/school-start-time-toolkit/why-improve-sleep-for-teen-
age-students/evidence-confirms-link-between-teen-sleep-biology-and-improved-outcomes/academic-perfor-
mance/. Date of Access: 23 October 2018.

3.1 Identify the subject in the following sentence:

The brain undergoes “remodelling” during sleep. (1 Mark)

Unit 3 – p. 96
The brain✓

Page 14 of 20 HALT130-1-Jan-Jun2019-FA1 Memo-SS-V.3-14112018

3.2 Identify the verbs in the sentence below:
Teenagers are often forced to wake up for school during this critical time due
to early school start times. (2 Marks)

Unit 3 – p. 92
 forced ✓

 wake up ✓

3.3 Identify and correct the spelling mistakes that are present in the extract. (4
Marks)

Unit 3 – p. 109
 essential ✓
 businesses ✓

 dead end ✓
 strengthens ✓

3.4 What tense is illustrated in the sentence below?

When your mind is working out a solution to a problem, your brain is building
many new connections everywhere. (1 Marks)

Unit 3 – p. 94
 Present continuous tense ✓

3.5 List three (3) prepositions present in the extract above and indicate the type of
preposition. (6 Marks)

Unit 3 – p. 97
Note to the Grader:
 A maximum of three (3) prepositions + indication of type, for a maximum of 6 marks
 May accept other examples not included in the answer below, but which are accu-
rate

Page 15 of 20 HALT130-1-Jan-Jun2019-FA1 Memo-SS-V.3-14112018

  between ✓- place✓

 to ✓- direction✓
 at ✓- time✓

 into ✓- direction✓

3.6 Would you classify the article’s register or tone as being academic? Provide
three (3) reasons for your answer. (4 Marks)

Unit 3 – pp. 102 - 103

 Yes ✓
 No contractions are used. The writer writes out words in full for example “It
is” instead of it’s.✓

 No slang is used.✓
 Few adjectives are used.✓

3.7 Identify and provide a topic sentence taken from the extract above. (2 Marks)

Unit 3 – p. 132
Note to the Grader:
 Any one (1) of the following two sentences.
 Award 2 marks for the correct and complete sentence

 Sleep is essential for memory and learning.✓✓

OR
 The brain undergoes “remodelling” during sleep.✓✓

3.8 Explain the purpose of a topic sentence. (2 Marks)

Unit 3 – p. 118
Topic sentences are smaller claims that support the thesis statement✓, and
they work toward confirming your larger idea.✓

Page 16 of 20 HALT130-1-Jan-Jun2019-FA1 Memo-SS-V.3-14112018

3.9 What type of essay would you say this extract is from? Provide a reason for
your answer. (2 Marks)

Unit 3 – p. 136
Expository essay ✓- it explains something with the use of facts.✓

The following Learning Outcomes are assessed in this question:

Unit 3:
 Briefly highlight parts of speech;
 Apply proper grammar, sentence construction, punctuation and spelling
 Explain how to build academic vocabulary
 Differentiate between the various types of academic essays

Question 4: (25 Marks)

4.1 You have been asked to give a short presentation at your book clubs next meet-
ing. Explain the process involved in deciding on a topic for your presentation.
Give practical examples when discussing the process. (6 Marks)

Unit 4 – p. 149
Note to the Grader:
 Maximum of three (3) marks for three (3) questions, with an additional one (1) mark
for a relevant example of each.

When deciding on a topic, you would ask yourself the following questions:
 Do you have contacts that have experience with the topic?✓
 For example - I would like to discuss the History of the Bronte era,
do I have contacts that are versed in historic literature ✓
 Do you already have foresight with regard to approaching the topic
areas✓
 For example - I know that it needs to be a topic that the whole club
would enjoy and Bronte is on our list to work through ✓

Page 17 of 20 HALT130-1-Jan-Jun2019-FA1 Memo-SS-V.3-14112018

  Does the topic contain any hindering factors? That is, would you
need money to buy materials, in order to present on this topic? ✓
 For example - If I wanted to make use of a PowerPoint presentation,
I would need access to a computer, data-projector etc. I could borrow
it. ✓
 Do you have work experience on the chosen topic? ✓

 For example - I have read many of the Bronte sisters’ books. ✓

 Is there a possibility of overlapping with other presenters? ✓

 For example - No, as no-one has read their books, thus the reason
why they want to do so in the future. ✓

4.2 Provide a summary of what a panelist is. (3 Marks)

Unit 4 – p. 154
A panelist is someone who is diverse✓, eloquent✓ and well prepared.✓

4.3 Why would you consider using visual aids in your presentations? (3 Marks)

Unit 4 – p. 163
Visual aids:
 Enhance your presentation✓
 May increase the interest of the audience✓

 May provide clarity on complex content✓

 Helps the speaker feel more confident✓

4.4 Define the term “enunciation” and explain, in your own words, what you think
the role of enunciation in effective speech delivery is. (4 Marks)

Unit 4 – p. 165
Definition:
 The distinct uttering of consecutive words. ✓
OR

Page 18 of 20 HALT130-1-Jan-Jun2019-FA1 Memo-SS-V.3-14112018

  The term used to describe how we shape our words ✓

 Award an additional three (3) marks for stating what role enunciation plays (own
words only):

Makes the speech more credible / understandable ✓, makes the speaker

seem professional ✓, contributes to the validity of the content✓, projects confi-

dence✓

4.5 How would you use body language to your advantage when giving your presen-
tation? (5 Marks)

Unit 4 – p. 171
Note to the Grader:
 A maximum of five (5) marks

 Establish a direct line of sight with the audience - it shows confidence.✓

 Move a bit but do not walk around too much to give the audience a break
from merely listening.✓

 Have good posture✓

 Don’t cross your arms ✓

 Consider eye contact ✓

4.6 Compare and contrast persuasive versus informative speaking. (4 Marks)

Unit 4 – pp. 155 – 156

Note to the Grader:
 For informative speech – any two (2) of the following, for a maximum of 2 marks:

 Informative speech promotes understanding of an idea or conveys a body

of related facts.✓

Page 19 of 20 HALT130-1-Jan-Jun2019-FA1 Memo-SS-V.3-14112018

  Informative speech has the intention of informing an audience on a certain
topic.✓

 It is when you intend to introduce new ideas or facts to your audience✓

 For persuasive speech – 2 marks:

In contrast, persuasive speech involves developing and presenting an argu-
ment ✓ that supports the position on a topic.✓

The following Learning Outcomes are assessed in this question:

Unit 4:
 Identify various types of academic presentations
 Outline steps to follow in the creation of group and panel discussions
 discuss the characteristics of persuasive and informative speaking
 Briefly explain how to use cue cards and visual aids
 explain the role of pronunciation and enunciation in effective academic speech
delivery
 Discuss the importance of voice projection, rate, pitch, tone and non verbal
communication

Page 20 of 20 HALT130-1-Jan-Jun2019-FA1 Memo-SS-V.3-14112018