FACULTY: Management Sciences

DEPARTMENT: Human Resource

Management

DIMHR1

Study Guide
& Workbook
2020

MODULE: ACADEMIC LITERACY

MODULE CODE: ALWR101
CREDITS: 16

Date Revised: August 2020

Revised by: N Ramlutchman

Name of Lecturer : Humairaa Tar Mahomed

Campus location : ML Sultan
E-Mail : [email protected]

Lecture Venue : Microsoft Teams

Module Duration : 28 September – 24 December
Relevant Policies and rules: Refer to Department Handbook for specific rules
and policies.
CONTENTS PAGE

Description Page Number/s

1. Welcome 1
2. ThinkLearnZone 1
3. Introduction to the Module 1
4. Learning Outcomes and Assessment Criteria 2-3
5. Learning, Teaching and Assessment Strategies
(a) Delivery of the Module 4
(b) Graduate Attributes 4
(c) Assessment 4-5
(d) Activities to Promote Learning 5
(e) Library Orientation 5
6. Copyright and Plagiarism 5
7. Student Support 6
8. Work Integrated Learning (WIL), industry, community, and 6
occupation-related information
9. Quality Assurance and Enhancement 6
10. Scheme of Work 7-8
11. Plagiarism Policy 9-16
11.1 Example of Plagiarism Declaration 17
12. Units 18
Unit 1 19
Unit 2 19
Unit 3 20-22
Unit 4 23-24
Unit 5 25-26
Unit 6 27-28
Unit 7 29-30
Unit 8 31-32
13. Workbook and Rubrics 33
13.1 Introduction to Workbook 34
Units 1 & 2: Exercise 35
Unit 3: Assessment One Topic 36
Assessment One Cover Page 37
Assessment One Rubric 38
Unit 4: Exercise 39
Unit 5: Exercise 40-41
Unit 6: Exercise 42-43
Unit 7: Exercise 44-45
Assessment Two Topic 46
Assessment Two Cover Page 47
Assessment Two Rubric 48
Unit 8: Assessment Three Topic 49
Assessment Three Cover Page 50
Assessment Three Rubric 51
Blank Pages 52-55
1. Welcome

Welcome to the course on Academic Literacy. This study guide has been
designed to guide you through the teaching, learning and assessment
procedures and requirements for this module.

2. Using your online ThinkLearnZone (Moodle) classroom

All taught subjects/modules have their own online classroom on the

ThinkLearnZone. You can access your classroom at https://tlzprod.dut.ac.za/

FAQ

You could use this link to find the contact person that can assist you here:
https://elearning.dut.ac.za/contacts

You could also go directly to the FAQ where answers to commonly asked questions
are provided.

Support during LockDown

Please go to https://elearning.dut.ac.za/elearning-virtual-support/ where you will find

contact details and types of assistance during Covid-19 LockDown.

Faculty-Based Assistance

If you need to find someone from your Faculty to assist you please use:
https://elearning.dut.ac.za/e-learning-dut/

3. Introduction to the Module

This module intends to support first-year students with the on-going

development of their reading, critical-thinking, discussion and writing
competencies by using a holistic “scaffolding” model of teaching and learning.

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4. Learning Outcomes
Learning Outcomes Learning Criteria Assessment Methods
1. Reading Formative assessment Formative assessment
 Decoding and interpreting of the prescribed
text (a novel) and other texts for the following  Reading skills to be assessed and  Reading and
purposes: educational (academic research); discussion of texts
constructive feedback given.
in groups.
analysis in academic and business contexts;  Critical thinking and text interpretation skills  Oral presentations
and reading for pleasure. to be consolidated and feedback given at and reading aloud.
 Identifying of different types of texts, namely, conclusion of group work activities.  Written exercises
novels, business correspondence,  On-going formative assessment of writing
newspapers and other social media through skills to be integral to the teaching and Summative assessment
recognition of the types of language and learning process of the module.
vocabulary used.  Written tests
requiring both
 Identifying registers and jargon within a text. Summative assessment
short sentences
 Recognising (and commenting on) the use of and extended
code-switching, and the incorporation of  Assessing sentence construction and paragraph
indigenous languages, in South African punctuation in writing. responses.
literature and discourse.  Assessing paragraph construction using
 Recognising the primary ‘author’ of a text; NOTE: THIS MODULE
given information and instructions.
HAS NO EXAMINATION
that texts constitute intellectual property and  Assessing analysis of texts and critical
that use of an author’s work and ideas thinking.
without using universally acknowledged  Assessment of self-reflection on reading of
quotation, citation and referencing texts through written exercises.
procedures constitutes an unethical trespass
of plagiarism.
2. Critical Thinking and Oral Discussions
 Commenting critically on the prescribed text,
and drawing parallels from their own
experience, to participate in group
discussions in the following areas of social
discourse:
a) Adult responsibilities especially with
regard to the world of work
b) Gender relations
c) Personal ethical frameworks
d) Cultural literacies and
transculturation.

3. Writing
 Distinguishing between clauses, sentences
and paragraphs.
 Writing well-structured sentences and
paragraphs using paragraph writing
conventions.
Summarise texts of simple to intermediate
levels of difficulty.
 Demonstrate evidence of basic critical
thinking skills in their writing.
 Utilise simple editing procedures to edit their
work.

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5. Learning, Teaching and Assessment Strategies

a) Delivery of the Module

The module will comprise of 4 periods per week. It will serve students well to attend
all lectures and tutorials.

b) Graduate Attributes
Graduate attributes developed and/or assessed in this module include:
 Academic skills (as well as basic academic research)
 Critical inquiry and written competence in English which strictly adheres to a
consistent referencing system
 An understanding of the constituents of plagiarism and the ethical necessity
of writing with ‘one’s own voice’
 Understanding and appreciation of diversity and the multiple processes of
transculturation based on ethical reasoning

c) Assessment

The method of assessment for this module is continuous assessment. Continuous

assessment, which is largely formative, is an assessment approach that involves the
assessment of all the outcomes of a module by means of a variety of methods, with
timely and frequent feedback to the student throughout the module. Continuous
assessment collectively informs a final mark for the student for that module without a
formal summative university examination (DUT Assessment Policy, 2014:6).

For this module, students will need to submit three writing pieces based on the units
studied in the module.

Moderation of assessments will be done by other lecturers with knowledge of the

learning materials.

Feedback will be given to students on their performance using comments on

assessment scripts, class discussions on assessments, directed tutorials, and
marking rubrics.

Assessment: A three-phase assessment of students’ work by submission of a written

pieces.
1. First submission at the end of unit 3 – Individual Submission
2. Second submission based on units 5-7 – Group Written Submission
3. Final submission at the end of unit 8 – Group Written Submission

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 ASSESSMENT PLAN
Assessment no Assessment Type Assessment DUE DATES
weighting (%)
Assessment 1 Writing a Paragraph 35% (will be Week: 12 – 16
moderated) October 2020
Assessment 2 Group Written 25% Week: 02-06
Assignment November 2020
Assessment 3 Group Written 40% (will be Week: 23-27
Assignment moderated) November 2020
Total 100% [final
mark]

d) Activities to Promote Learning

The nature of this module is such that active student participation and engagement is
critical to student success. Activities that will assist in in promoting this include:
creating an open and fair environment for student participation, encouraging student
engagement by directed class discussions, mock debates, short in-class writing
exercises and tutorials.

e) Library Orientation

All first year students in the Diploma (Management Sciences) will attend Information
Literacy Training, which includes a library orientation at the start of the semester.

6. Copyright and plagiarism

The DUT, Faculty and Department emphasises the need for academic integrity in all
student learning and assessment activities. Various formal and informal workshops
and training sessions are conducted during the duration of the programme to inform
and train students on the plagiarism policies, procedures and guidelines as well as
the relevant tools and techniques for referencing the materials and sources used in
the completion of assessment tasks. In particular the DUT plagiarism declaration must
be completed and submitted with assignments, portfolios and other formative
assessments.

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7. Student support
The Department of Student Counselling and Health offers the following 4
services to promote and support student mental and physical health:
Surname First Name Phone Department Email Site
Number
Parker Jessica Dawn 031 373 Student [email protected] Steve Biko
3010 Counselling &
Health
Mthethwa Ayanda 031 373 Student [email protected] Steve Biko
2163 Counselling &
Health
031 373 Isolempilo Clinic Steve Biko
2223

074 636 Student Steve Biko

2987 Counselling &
HEALTH CLINIC
SB
EMERGENCIES
ONLY
Mnculwane Mthokozisi 031 373 HIV & Aids [email protected] Ritson
Richard 2440 Centre

Dlamini Zola Regina 031 373 Library MLS B M [email protected] M L Sultan

5680 Patel Memorial

Gwala Ntombifuthi 033 845 Student Health [email protected] Riverside

8811

Dube Samukelisiwe 033 845 Student [email protected] Riverside

Pearl 8833 Counselling

At Risk students will be identified via the ITS system and will be monitored
accordingly (additional assessments, consultations etc.).

8. Work Integrated Learning (WIL), industry, community, and occupation-

related information
Work preparedness concepts, simulations and project work are integrated in
the programme at all levels.

9. Quality assurance and enhancement

During the course of the semester, surveys will be conducted to evaluate the
module and the lecturer’s performance (SEQ and LEQ). Feedback is
intended to enhance the course content and lecture delivery.

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 10. Scheme of Work

Week Dates Scheme of Work

1 28 September– Students will be introduced to the concept of academic literacies and the link
02 October between reading texts and literacy. Also academic research and the writing
of assignments will be discussed. The problems associated with referencing
and plagiarism will be addressed. Students will be oriented with regards to
the purpose and assessment of the course.
Purpose: The participation in this Academic Literacy module will provide
students an academic platform from which to develop their academic
attributes in three broad areas
1. Reading and writing
2. Analysing
3. Critical thinking

Unit 1
“Understanding Academic Argument” – Chapter 4

&

Unit 2
“Writing Paragraphs”
Exercise: Write a paragraph on the selected topic given by your lecturer (can
be discipline specific)

Workbook exercise: Units 1 and 2 [Write a paragraph]

2 05-09 October Unit 3
UNIVERSITIES ARE LEARNING TO CHANGE – TOGETHER
Analysis of text.
Discussion and critical reflection.

Workbook exercise: 3 [Reflective paragraph on the text]

3 12-16 October Unit 4

HOMOSEXUALITY IN AFRICAN SOCIETY
Analysis of text.
Discussion and critical reflection.

[Assessment 1: Write a paragraph based on Unit 3 due]

Workbook exercise: 4 [Reflective paragraph on the text]
4 19-23 October Unit 5
STUDENT MENTAL HEALTH
Analysis of text.
Discussion and critical reflection.

Workbook exercise: 5 [Reflective piece on the text]

5 26-30 October Unit 6
#BLACKLIVESMATTER
Analysis of text.

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 Discussion and critical reflection.

Workbook exercise: 6 [Reflective piece on the text]

6 02 November– Unit 7
06 November CULTURE IS A LIVING, FRAGILE CONSTRUCT
Analysis of text.
Discussion and critical reflection.

Write a Reflective Piece

Workbook exercise: 7 [Reflective piece on the text]
[Assessment 2: Group Written Assignment based on either Units 5, 6 or
7 due]
7 09-13 Unit 8
November GENDER-BASED VIOLENCE
Analysis of text.
Discussion and critical reflection.

Workbook exercise: 8 [Reflective piece on the text]

8 16 – 20 STUDENTS TO WORK ON ASSESSMENT 3
November
9 23 – 27
November [Assessment 3: Group Written Assignment: Opinion piece on Gender-
Based Violence due]
10 30 November – Queries/Re-assessments
11 December

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11. Plagiarism Policy

PLAGIARISM POLICY AND PROCEDURES FOR STAFF AND STUDENTS

AT THE DURBAN UNIVERSITY OF TECHNOLOGY

Document name: Plagiarism Policy and Procedures for Staff

and Students
Co-ordinating Exec Manager / Executive Deans, Registrar
Document owner:

Operational manager/s All academic staff

Contact & tel. no. for support: Library, 3735546

Approved by: Senate

Date approved: 05 November 2008

Date of Implementation 01 January 2009

Title of manager responsible for Director: Library

policy review :

Title of manager responsible for Director: CQPA

monitoring implementation of
this policy
Related policies:

Policy on Academic Integrity (to be

drafted) Policy on Institutional Code of

Ethics General and departmental rules

Student code of conduct

Policy on Assessment
Postgraduate Student Handbook (draft)

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1. Preamble

The University is a community striving to discover, construct and communicate

knowledge for the benefit of society. To this end, academic integrity is a
commitment to the fundamental values of honesty, trust, fairness, respect and
responsibility. Sharing, collaborating and innovating from existing knowledge must
be encouraged, but knowledge workers must give credit to others whose work they
have used, showing how they have built on it. Without this care by the academic
community, the work of knowledge construction is meaningless.

2. Purpose of the Policy

The purpose of this document is to detail the University’s policy and procedures
relating to plagiarism insofar as students and staff are concerned, in pursuit of
the University’s commitment to promoting and protecting the academic integrity
of its teaching, learning, research and external engagement endeavours.

3. Scope

The Policy deals with developing an understanding of plagiarism, as well as the

elements of protection, detection and non-compliance. All students and faculty staff
are responsible for the adherence to this Policy. In addition all faculty staff must
ensure that the Policy is consistently implemented.

4. Applicability

This Policy applies to all staff and students of the University.

5. Definition

Plagiarism is the submission, by any person or group of persons, without

acknowledgement, of written, visual, or oral material or an idea, originally produced
by someone else, purporting to be one’s own or a group’s own work (Durban
University of Technology Rule Book for Students).

This could include:

Inaccurate or no acknowledgement of another’s ideas and/or written, visual or

oral material;

Paragraphs, sentences, a single sentence or significant parts of a sentence from

any text including the Internet, which are copied directly and not enclosed in
quotation marks or appropriately footnoted or referenced (taken in part from Griffith
University School of Environmental Planning: Course Guide 2000);

Paraphrasing of sentences, paragraphs or themes, i.e. taking a quotation and

rewriting or summarising it in your own words without appropriate references;

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 Presenting or reproducing someone’s artefact, art work, designs or experimental
results as your own, without appropriate references;

Collusion, e.g. another person or group of persons assisting in the production of

a work to be submitted for assessment without the requirement, consent or
knowledge of the assessor;

Submitting one’s previously assessed or published work for assessment or

publication elsewhere, without appropriate acknowledgement (Curtin University of
Technology);

In the case of collaborative projects, falsely representing the individual

contributions of collaborating persons where individual contributions are to be
identified (Curtin University of Technology).

6. Contact for support

Registrar and Executive Deans or as delegated to Deputy Deans.

7. Policy authority & custodianship

Senate

8. Related policies

Policy on Academic Integrity (to be drafted) Policy on Institutional Code of Ethics

General and departmental rules
Student code of conduct

Policy on Assessment

Postgraduate Student Handbook (draft)

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Introduction

Plagiarism is a complex issue so it is important to have a standard University wide

policy which informs a consistent and comprehensive approach to plagiarism,
appropriate to each discipline. The complexity of the issue lies in:

 the differences between academic disciplines, ranging from text to creative

input/output, the prevalence of intentional and unintentional plagiarism,
 the need to provide developmental guidelines to ensure that staff and
students understand the purpose of appropriate referencing and are able to
apply their particular discipline’s academic conventions in their own work,

 the need to ensure that staff do not plagiarise others’ work in handouts,
learner guides, etc. that are disseminated to students.

Staff should be role models to students in developing the behaviour expected of

them.

Responsibility for developmental process

Responsibility for the development of an understanding of plagiarism lies with the

University (for academics) and with academics (for students).

1. Development of staff

The University is responsible for the development of a consistent and

comprehensive institution-wide understanding of plagiarism;

The University will support teaching, learning and assessment strategies which
minimise the opportunities of students plagiarising.

2. Development of students

Each Faculty (or if so delegated, academic department) is responsible for the

induction of first time registering DUT students into the relevant discipline, through a
mandatory workshop on plagiarism that is conducted at the start of each
academic year or semester. The workshops will include:

 The issues of plagiarism, and the need to acknowledge the ideas of

others, according to the relevant discipline’s conventions;

 Imparting information on what conventions to use, and how to cite and

reference when using material from books, journals, the Internet or other
people’s ideas.

Academic staff and supervisors/promoters will model and instil correct

academic practice. Their responsibilities include:

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  Alerting students (e.g. through Learner Guides) to the Policy, general rules
and procedures relating to non-compliance;

 Providing students with structured feedback within the context of such work;

 Teaching students good academic practice and assessing their ability to use
and acknowledge other people’s work;

 Instilling in students the understanding that plagiarism is a fraudulent act;

 Ensuring that assessment criteria for any work submitted (including group
work/collaborative work) clearly indicate the requirement for correct
attribution, referencing and citing.

Student compliance

Students must sign a declaration of acknowledgement indicating that they are

submitting their own work which is appropriately referenced. This must be attached
to all work submitted for assessment (see Annexure 1 for an example).

The consequences of non-compliance are detailed in the Procedures for Students

below.

Staff compliance

Staff will ensure that all their written work (including learner guides, lecture notes
and handouts) and all research publications and conference presentations comply
with this policy.

The consequences of non-compliance are detailed in the Procedures for Staff

below.

PROCEDURES FOR STUDENTS

Infringements

1. Student infringements up to and including B Tech

1. 1 Inaccurate acknowledgment (from carelessness or neglect, rather than

intention to deceive)

Examples:

Incomplete or inconsistent references

paraphrasing of sentences, paragraphs or themes, i.e. taking a quotation and

rewriting or summarising it in your own words without appropriate references
omitting quotation marks but indicating source or vice versa

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First infringement:

The academic staff member will deal with this directly by:

providing structured feedback to help the student develop a clearer

understanding of his/her plagiarism errors;

deducting, at his/her discretion, between 1 – 50% from the total marks

for the assessment; informing the Faculty Officer for recording this
infringement on the student’s internal record in case of further infringements.
This is retained until the student graduates.

Subsequent infringements:

The academic staff member will deal with this directly by:

 providing further structured feedback to help the student develop

a clearer understanding of his/her repeated plagiarism errors;

 deducting, at his/her discretion, between 1 – 100% from the total

marks of the assessment;

 informing the Faculty Officer for recording this infringement on the student’s
internal record in case of further infringements. This is retained until the
student graduates.

Right to appeal

Any student wishing to appeal against decisions can do so in terms of Rule G1(9).

1.2 No referencing or acknowledgement of source

Examples:

 handing in someone else’s work with or without their permission;

 word-for-word copying;

 repetition, with alteration of selected words or phrases of someone else’s

work;

 paraphrasing of sentences, paragraphs or themes, i.e. taking a quotation and

rewriting or summarising it in your own words without appropriate
references resubmitting identical work which has already been submitted by
same student previously;

 presenting data developed or collected by someone else as one’s own work;

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  colluding with another person or group of persons in the production of a work
to be submitted for assessment without the requirement, consent or
knowledge of the assessor.

First infringement:

The academic staff member will deal with this directly by:

 providing structured feedback to help the student develop a clearer

understanding of their plagiarism errors;
 deducting, at his/her discretion, between 1 – 100% from the total marks for
the assessment;
 handing the student a warning letter (cf Annexure2) that the next offence will
be referred to the Student Disciplinary Tribunal;
 informing the Faculty Officer for recording this infringement on the student’s
internal record in case of further infringements. This is retained until the
student graduates.

Right to appeal

Any student wishing to appeal against decisions can do so in terms of Rule G1(9).

Subsequent infringements:

The academic staff member will refer the matter directly to the Registrar for
disciplinary action in accordance with the University’s Student Code of Conduct.

2. Student infringements at Masters’ and Doctoral level

All postgraduate students who commit an alleged plagiarism offence will be referred
directly to the Registrar for disciplinary action in accordance with the
University’s Student Code of Conduct.

3. The responsibilities for procedural implementation

3.1 Academic staff member

 Recognizes possible plagiarism and gathers necessary evidence;

 Accesses student record to determine if the student has a record of any

previous plagiarism penalty;

 Informs the Faculty Officer of all infringements in category 1.1 and first
infringement in 1.2, as they are dealt with.

3.2 Faculty Officer

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Keeps records of all plagiarism matters administered in the Faculty in terms of this
Policy, including removal of any plagiarism related offences from the students’
records once they graduate.

PROCEDURES FOR STAFF

If, in the performance of his/her duties, a staff member produces work (e.g. learner
guides, notes, research papers etc.) which is allegedly plagiarised, this must be
brought to the attention of the relevant line manager. The line manager will convene
a panel with a minimum of two other persons as decided by the line manager, to
investigate the evidence. Their findings will determine whether disciplinary action
should be taken against the staff member as per the conditions of service. In a case
where the allegations are against the Executive Dean, the matter must be brought to
the attention of the DVC: Academic who will convene the said panel.

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11.1 Example of Plagiarism Declaration to be signed by student on
submitting work for assessment

DECLARATION

1. I know and understand that plagiarism is using another person’s work and
pretending it is one’s own, which is wrong.

2. This essay/report/project is my own work.

3. I have appropriately referenced the work of other people I have used.

4. I have not allowed, and will not allow, anyone to copy my work with the intention
of passing it off as his or her own work.

Signature

Name (in capital letters)

Student Number

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12. UNITS

Page 18 of 55
UNIT 1

UNDERSTANDING ACADEMIC ARGUMENT

Refer to:
Underhill, J. 2016. Understanding Academic Argument. In: Beekman, L; Dube, C;
Potgieter H and Underhill, J. eds. Academic Literacy. 2nd edition. Lansdowne: Juta,
44-54.

UNIT 2

WRITING PARAGRAPHS: LINKING WORDS

Refer to:
Underhill, J. 2016. Writing Paragraphs. In: Beekman, L; Dube, C; Potgieter H and
Underhill, J. eds. Academic Literacy. 2nd edition. Lansdowne: Juta, 74-86.

Page 19 of 55
UNIT 3

UNIVERSITIES ARE LEARNING TO CHANGE – TOGETHER

A recent webinar involving senior leaders of higher education from South Africa,
France, Switzerland and Germany revealed that institutions across the world faced
some similar challenges in the shift to online learning during COVID-19-induced
lockdowns.

The webinar, entitled “Cross-Continental Dialogues on Higher Education: How

are universities coping with the COVID-19 crisis”, was organised jointly by the
embassies – in Pretoria – of Finland, France, the Federal Republic of Germany,
Ireland, Sweden and Switzerland, as well as the South African Department of Higher
Education and Training and the Department of Science and Innovation.

The aim was to share experiences between South African and European universities
regarding emergency remote learning that universities were forced to implement.

Unequal environment
“We haven’t done anything fundamentally different to … other parts of the world. Many
countries have gone into emergency remote learning. Where I think South Africa is
really interesting is that we’ve done it in an environment that's deeply unequal,” said
Professor Adam Habib, vice-chancellor and principal at the University of the
Witwatersrand in Johannesburg, South Africa.

He said while many people, including student representatives, had demanded that
the university should not go into emergency remote learning because poor and
marginalised people would be disadvantaged, their response was that … “social
justice doesn’t mean reverting to the lowest common denominator”.

“We recognised that about 15% of our students did not have devices, and many more
did not have connectivity. We procured 5,000 devices for loaning and distributed them
in partnership with the South African postal services.”

They also negotiated with telecom companies to donate data to enable connectivity
for the students. Habib said he believes universities in South Africa are moving
towards blended learning in future.

Support for vulnerable people, communities

Dr Thandi Mgwebi, deputy vice-chancellor for research, innovation and
internationalisation at Nelson Mandela University in South Africa, said her university
had taken a number of initiatives as a result of the pandemic, including developing a
convergence fund to assist vulnerable people in communities in the Eastern Cape.
The university was also assisting the government response to the pandemic and had
established a number of COVID-19 task teams to deal with different issues, including
mental health of staff and students.

She added the university had developed different “pathways” for learning, allowing
students to choose what is appropriate for them and their access to learning using
online tools.

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She said without significant support, the university may no longer be able to host
international students due to challenges of mobility and the establishment of consortia
and strategic partnerships was now critical.

Communities are much more connected today at numerous levels as a result of the
pandemic. “We’ve seen remarkable collaboration amongst partners, within the
universities and across many boundaries.”

Differences in capacity
Dr Linda Meyer, director of operations and sector support at Universities South Africa,
which represents all South African public universities, said in dealing with the remote
challenges, three categories of universities had emerged – those that were largely
functional and prepared for multi-modal interventions; those that were semi-
functional; and those that had very limited functionality.

The South African higher education ecosystem mirrored the vast inequalities of South
African society, she added.

“COVID-19 has led to accelerated remote interventions and adaptive learning

pedagogies and delivering modalities, but we’ve also seen systemic inequalities and
entrenchments in supporting the universities that are our members.”

One of biggest challenges had been conceptualising the extended academic year for
2020 and the compressed academic year envisaged for 2021.

At historically disadvantaged universities, the demands of the pandemic had

highlighted infrastructure challenges, limited financial resourcing and the limited
exposure academic staff have had to multimodal teaching and learning.

Social inequality in Europe

Professor Jean-Marc Ogier, president of the University of La Rochelle in France, said
after French universities were confined from 16 March, they were given three days to
prepare.

He said his university also faced problems of social inequality as many of their
students were not able to access digital devices. Among other initiatives, the
university asked local companies to assist in lending laptops to students. The
university took the initiative of phoning every registered student to find out how they
were doing from an academic, health and social point of view.

Professor Verena Blechinger-Talcott, vice-president, UNA Europe and Freie

Universität Berlin, in Germany, said Germany’s teaching terms were scheduled to
start in mid-April when the pandemic hit Germany in mid-March.

Blechinger-Talcott said her university was not exempt from issues of social inequality
among students.

“But, in the longer term, we think the crisis has actually provided us with an opportunity
to collaborate across borders, cultures, language and disciplines …
“The future of the university will be a networked university,” she said.

Adapted from: https://www.universityworldnews.com/post.php?story=20200630130920422

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DISCUSSION POINTS
(1) What do the terms “blended learning”, “remote learning” and “multimodal
teaching and learning” mean to you?
(2) What are some of the challenges you face as a student during the Covid-19
pandemic? Think about this in terms of how you may have had to adapt for
example your learning style, learning environment and so on.
(3) How do you think your university has prepared you for
remote/blended/multimodal learning? What would have done differently in
order to prepare university students for teaching, learning and assessment
during the Covid-19 pandemic?

VOCABULARY
webinar
blended learning
remote learning
multimodal teaching and learning
networked university

Page 22 of 55
UNIT 4:

HOMOSEXUALITY IN AFRICAN SOCIETY

In 2004 two young black male actors made pop culture history when they shared a
kiss on the wildly popular soapie Yizo Yizo. And in 2006 another media milestone was
recorded when two white male characters exchanged vows on Isidingo, another
soapie staple. It is unimaginable that either episode could have originated in Namibia
or Zimbabwe; or anywhere else in Africa, for that matter.

But for all the differences between South Africa and the rest of the continent, important
similarities and shared beliefs link it to its neighbours. The gay kiss on Yizo Yizo
brought extreme hostility down upon one of the actors. And a journalist, aiming to
display his nonchalance about what he saw, unintentionally corroborated a
stereotype instead. He wrote that growing up in a coloured community prepared him
for such behaviour. He was not shocked, he explained, because he’d been taught
that, “white people tend to do crazy things”. Now by extension, non-whites do, too.
And while the breakthrough episode of Isidingo came on the heels of the legalisation
of gay unions in South Africa, the show’s writers and producers were deliberately
discreet in how they handled the matter. They were careful to keep the event out of a
church, a secular person officiated at the ceremony, and the men exchanged only a
very brief on-screen kiss.

One critical factor does distinguish South Africa on this matter, however: the equality
clause in its much-lauded, highly progressive constitution made it the first country in
the world to prohibit discrimination based upon sexual orientation. That should have
smoothed the progress of legalising gay marriage. Nevertheless, the struggle was
protracted and at times generated offensive remarks. Homophobia and hate crimes
remain prevalent. And people holding traditional views of varying kinds continue to
resist the spirit of the law.

At the annual Reed Dance, in 2005, an event where thousands of maidens dance
before their sovereign; Zulu King Goodwill Zwelethini declared, “The Zulu nation
would not be this big, with millions of people, if there was the problem of gay people
that we have today. This new behaviour is quickly becoming a threat in our nation
because it encourages people not to have proper families that have children.” In
response, the manager of the Durban Lesbian and Gay Community and Health
Centre noted, “You can go to places like Ulundi [the capital of traditional Zululand]
and talk about human rights, but there the Constitution is a government document –
the king’s rule is considered supreme.”

And at a 2006 Heritage Day celebration, Jacob Zuma declared, “When I was growing
up, ungqingili (a gay man) would not have stood in front of me. I would knock him
out.” Many of Zuma’s staunchest supporters distanced themselves from this insult,
however. One person struck back by citing a struggle song, and reflected on its
changed meaning: ‘Se nzeni na?’ [‘What have we blacks done?’], I’m struck by a bitter

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reality. The tables have turned [blacks are now oppressing gays; what have gays
done to deserve this?].”

DISCUSSION POINTS

(1) The text suggests that the South African constitution should protect the human
rights of homosexuals more effectively than in other African countries where
human rights are not embedded in a constitution. However it appears that
leaders in South Africa such as King Zwelithini and President Jacob Zuma are
not respecting the constitution. Is this true? What is your opinion regarding this
issue?
(2) Should television programmes be allowed to show gay couples kissing if it
offends certain members of the community?

VOCABULARY
nonchalance
stereotype
sexual orientation
homophobia

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UNIT 5

STUDENT MENTAL HEALTH

Students often face many mental health problems and don't always get the support
they need. And with the disruptions and uncertainties caused by the COVID-19
pandemic, chances are their mental disorders could get worse.

To assess the mental health and support needs of South Africa's undergraduate
students, a national survey, initiated by Universities South Africa, was launched on
April 9, 2020. Funded by the South African Medical Research Council, the project has
been endorsed by vice-chancellors and deans of students at a number of universities.

“The nationally co-ordinated student survey is a response to the growing awareness

locally and internationally of the need for campus-based programmes to promote the
psychosocial health of students and close the treatment gap," says Prof Jason
Bantjes from the Department of Psychology at Stellenbosch University (SU), and
principal investigator of the national student survey.

“The national student survey is important, particularly at the time of the COVID-19
pandemic when many students will be feeling stressed about the disruption of their
studies and anxious about the social and economic implications of the current
international health crises."

Bantjes says invitations to participate in the survey have already been sent via email
to students at the University of Johannesburg, Stellenbosch University, Rhodes
University and Mangosuthu University of Technology. Students at Wits University
were enrolled this week and other universities will be added over the next two weeks,
with the hopes of reaching all undergraduate students studying at publicly funded
universities in the country.

According to Bantjes, the anonymous online survey is about more than just
establishing current levels of distress. It has been designed to assess student support
needs, their history of psycho-social problems, and mental health risk and protective
factors.

“The survey also measures exposure to trauma, food insecurity and gender-based
violence on university campuses. Crucially, the survey will provide information about
students' resilience, access to treatment, as well as their preferences for and attitudes
towards psychosocial services and interventions. The data collected will help mount
appropriate public mental health strategies to promote student wellness and to plan
and test campus-based interventions."

Highlighting the need for such a survey, Bantjes points to studies which have shown
that as many as 31% of students reported a common mental disorder in the past 12
months. He adds that the most frequent problems faced by students are depression,
anxiety and attention difficulties.

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“Data from a recent South African study shows that in the past 12 months, 20,8% of
first-year students had clinically significant problems with anxiety, and 13,6% had
problems with depression. These mental health problems have a range of adverse
effects including impaired social functioning, academic failure and suicide."

“Data recently collected from first-year students at two large South African universities
showed that 30,6% had thoughts of suicide in the past 12 months, while 16,6% had
made a suicide plan, and 2,4% attempted suicide."

According to Bantjes, these rates are markedly higher than those typically found in
the country's general population. He says there are no accurate data about the
number of students in South Africa who complete suicide, but anecdotal evidence
suggests that suicide deaths among students are also a cause for serious concern.
“While rates of psychological distress are high among students, treatment rates are
low. Between 20% and 30% of students with mental health problems receive
treatment."

Bantjes says these low rates of treatment are partly due to a lack of access to
services, but undergraduate students are also often strongly disinclined to seek formal
treatment from a mental health professional, preferring instead to access
psychosocial support from friends, family or via self-help.

Bantjies says research of this kind is needed to ensure that prevention strategies are
correctly tailored and sharply focused to reach students most at risk. “This is
particularly important given that mental health resources in South Africa are scarce
and universities in the country face considerable resource constraints."

Adapted from: http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=7281

DISCUSSION POINTS
(1) What do you understand by mental health?
(2) In the excerpt above, Prof Bantjies states: ““The nationally coordinated student
survey is a response to the growing awareness locally and internationally of
the need for campus-based programmes to promote the psychosocial health
of students and close the treatment gap”. Do you think your university has
campus-based programmes that promote the psychosocial health of students?
What do you think your institution should be doing in terms of addressing the
psychosocial health of students?
(3) Do you think there are any stigmas attached to mental health? Discuss.

VOCABULARY
mental health
psychosocial health
interventions
depression
anxiety

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UNIT 6

#BLACKLIVESMATTER

What is the value of black life in South Africa? The question may seem unnecessary
to many, ridiculous to others. Isn’t it obvious that all human life, irrespective of gender,
nationality, race or whatever category, is of immeasurable and inherent value. But our
history and our present world appears abundant with people, structures and systems
that treat human life with callous indifference.

With the death in the United States of George Floyd at the hands of a police official,
black Americans and the world at large were horrifically reminded of black people’s
status as disposable and insignificant in the eyes of the US criminal justice system,
and in the eyes of American society at large. As #BlackLivesMatter protests roared
across the US, South Africans echoed the righteous indignation of their brothers and
sisters in the diaspora. We tweeted, posted, blogged and vlogged in solidarity with
them.

The ANC released a statement pointing out that “American society places a perilously
low value on black lives”, condemning the violent discrimination that black Americans
endure. Reading this statement and observing the enthusiasm for Black Lives Matter
in South Africa, I could not help but notice a contradiction, one might even call it
hypocrisy: a rhetoric and performative activism that advocated for the liberation of
black lives on another continent and a political order that degrades black lives at
home, creating a society whose moral consciousness has become acclimated to
the devaluing of black people.

The same South Africans who fanned the fires of xenophobia in 2019, fostering a
social climate that encouraged the persecution of African migrants, are some of the
same people now preaching about the terrors black Americans endure at the hands
of police.

There exists a network hierarchies which require that some black lives retain more
value than others.

I don’t think this disregard for black life is indiscriminate or coincidental: there exists
a hierarchy where some black lives have more value than others. We are surrounded
by, our minds immersed in and lives subjected to structures of power that dictate what
kind of black lives we should care about.

This conclusion is based not solely on what people say but the actions we see them
undertake. Paying attention to this, we can begin to recognise which black people
don’t matter. The lives of African foreigners, black people who many see as hostile
strangers, are of minimal worth to black South Africans. Xenophobic violence is a
routine event in this country. Soon after #BlackLivesMatter trended, South African
Twitter saw the hashtags #NigeriansMustGo and #NigeriaMustFall trending.

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The scarcity of jobs, the tyranny of crime and the debilitation of socioeconomic
stability sparks fear and anxiety. Not having a thorough understanding of the systemic
causes of unemployment or crime, citizens jump to unfairly blame African migrants,
whose presence is seen as parasitic, draining on scarce resources and disturbing our
tenuous social stability. Every few years this hostility spews over into destructive
violence against black people from elsewhere in Africa.

If we sincerely cared for migrants and refugees, their routine persecution would not
be tolerated.

Adapted from: https://mg.co.za/opinion/2020-06-18-some-black-lives-matter-others-dont/

DISCUSSION POINTS
(1) Using the text as a starting point, discuss your understanding/s of the
#BlackLivesMatter movement.
(2) Discuss what the writer means by: “Reading this statement and observing
the enthusiasm for Black Lives Matter in South Africa, I could not help but
notice a contradiction, one might even call it hypocrisy”. What is the
contradiction the writer refers to? Do you agree or disagree with the writer’s
position. Discuss.
(3) Do you agree with the writer’s statement: “There exists a network
hierarchies which require that some black lives retain more value than
others”? Discuss.

VOCABULARY
diaspora
hypocrisy
rhetoric
moral consciousness
xenophobia

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UNIT 7

CULTURE IS A LIVING, FRAGILE CONSTRUCT

Anyone who has had a guest stay in their house for an extended period of time knows
how easy it is for the visitor to disrupt certain long-held cultural traditions through
sheer ignorance. Living in the United States for more than three years afforded me
many an opportunity to be such a guest and to observe first-hand the fragility of
cultural balance.

I lived in a shared house in Washington, DC, with two Kenyans, one

Argentinian/Israeli and three Americans. Suffice to say, we all had a chaotic
influence on each other.

The Africans couldn’t understand the need to label sugar, milk, bread and butter with
individual name tags. The idea that our non-African flatmates had four of everything
separately compartmentalised boggled our minds. They would each rather have their
milk turn sour than have to share it. Ants would routinely get into long-opened sugar
containers, bread turned mouldy, leftover pizza became inedible, and so on. All this
was done to avoid any instance in which someone would want to use something that
had belonged to a flatmate.

The Africans in the house had a completely contrasting cultural philosophy. We

shared absolutely everything. Soap, sugar, milk, toilet paper was for all to use. There
was an intuitive sense of who had used the most or the last supply of which product,
so that they would feel a responsibility to top it up. Our “system” was far from perfect.
We very often ran out of things at precisely the wrong time. For things like milk and
sugar, on the one hand, it is possible to make do when faced with sudden shortages;
toilet paper, on the other hand, not so much! The point is that the three of us had an
intuitive cultural approach to sharing that worked for us; the other four had a different
approach. Neither approach was good or bad; it just was.

All hell would break loose when we had parties. Our African parties were always
packed to the rafters with eclectic students from all over Washington, had fantastic
music and were generally short on beer and food. We always clubbed together to put
in more funds to keep the party going, but that didn’t stop our guests from helping
themselves to our flatmates’ carefully labelled beer, milk, chips and other
refreshments. This would lead to an “all hands on deck” house meeting, in which we
would be berated for the behaviour of our guests. We would apologise profusely and
explain that our guests acted independently of us.

After about the fifth time, despite warnings not to disturb their supplies, things started
to change. Our flatmates adopted a strategy of “if you can’t beat them, join them”.
Their whole system broke down and they began to live like us. No one had a meeting
about it; our culture just sort of won the day.

By the time we all left the house permanently, we were wearing each other’s clothes
and sharing beer, water and anything else that was there.

Who would have known that these four gentlemen’s well-honed culture would be so
fragile when faced with a completely different way of doing things? This is not to say
we did everything the same. The Argentinian could still be found, tears flowing,
wearing nothing but his underpants, re-watching the same Diego Maradona video

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every time he got drunk. The Kenyans insisted on listening to ndombolo music at full
blast in the shower every morning. Our American friends never encountered a beer
keg they didn’t want to chug down.

The point is that as human beings we are highly susceptible to cultural influences.
Small changes in one’s life can lead to permanently altered ways of living. I
understand culture to be the ways of thinking, ways of acting and material objects that
together shape a people’s way of life. Culture consists of, among other things,
symbols, beliefs, values, languages, norms, artefacts and social institutions.

Culture manifests itself in material (symbols, artefacts and clothing) or nonmaterial

(beliefs, norms and social institutions) ways. Both aspects are important and serve to
reinforce each other. Tampering with any of these individual aspects can have a major
effect on the growth and sustainability of a particular culture. In this sense, all cultures
have a great deal of fragility.

Adapted from: https://mg.co.za/article/2019-04-12-00-culture-is-a-living-fragile-construct

DISCUSSION POINTS

(1) Using the text as a starting point, discuss your understanding of ‘culture’. What
aspects make up one’s culture?
(2) What do you think the author means by “fragility of cultural balance”? How can
culture be fragile?
(3) Discuss and then write a short opinion piece on whether you agree with the
author when he states “as human beings we are highly susceptible to cultural
influences”. Refer to your own intercultural interactions/experiences in your
discussions.

VOCABULARY
fragility
chaotic influence
cultural philosophy

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UNIT 8

GENDER-BASED VIOLENCE

António Guterres, a Portuguese politician and diplomat who is now serving as the
ninth secretary-general of the United Nations, described violence against women as
a “global pandemic” and “a mark of shame on all our societies”.

Gender-based violence is a form of discrimination and a violation of the fundamental

human rights of women. This phenomenon is deeply rooted in gender inequality and
continues to be one of the most notable human rights violations across the globe.
According to the World Health Organisation, the numbers in this senseless war on
women is staggering: worldwide, 35% of women have experienced either physical
and/or sexual violence by an intimate partner or sexual violence by a non-partner.
Globally, as many as 38% of murders of women are committed by an intimate partner.
More than 240-million women and girls between the ages of 15 and 49 suffer physical
or sexual violence at the hands of an intimate partner each year.

These numbers are set to significantly increase, mostly because of the global
lockdown measures that were put in place by governments to contain the spread of
Covid-19. Home isolation orders presented abusers with increased opportunities to
cause harm and even kill women who have been rendered more vulnerable with
limited options for escape from their toxic environments.

This war on women is largely based on hierarchical and unequal structural power
relations rooted in culture-related gender norms. It also reveals domination in the
symbolic and cultural order and often manifests itself in direct violence. This pandemic
of violence captures the oppressive pattern of coercive control which deprives
women of their fundamental human rights.

Prior to the coronavirus phenomenon in South Africa, statistics of gender violence

were among the highest in the world. Government reports show a devastating reality;
a South African woman is murdered every three hours on average, with many
assaulted and raped before their demise. As many as 51% of women have
experienced violence at the hands of someone they trusted, including family
members. Protests and various demonstrations followed thereafter demanding the
government to declare gender-based violence and femicide a national crisis.

The gruesome murder of Tshegofatso Pule, a twenty-eight-year-old woman who was

eight months pregnant and who was stabbed and hung in a tree like a dog, illustrated
the harsh reality of the daily violence women face. While we welcome the efforts by
police in arresting the alleged perpetrator, we are shattered by this senseless killing
and the loss of yet another life. The brutality killings that continue to manifest also
entail a significant cost for the well-being of our communities and the future of our
youth.

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Numerous studies have shown that children growing up in violent and abusive
environments are more likely to become victims or instigators of violence in the future.
We cannot afford to wait any longer. This pandemic knows no social or economic
boundaries and affects women and girls of all socioeconomic backgrounds: this issue
needs to be addressed and action is required now.

Femicide needs to end. Government ought to accept crimes against women as a

national crisis in order for there to be decisive action taken against this evil pandemic
we are still confronted with. Legal systems and public policy frameworks have to be
amended accordingly and we need to ensure that the laws in South Africa are not
misapplied and government actors, including police and the national prosecuting
authority, are held responsible for the correct application of laws.

Furthermore, comprehensive training must be given to the first respondents (the

police) and the judiciary on how to address violence against women and girls. Regular
awareness and educational campaigns must be implemented on a large scale to
make violence against women socially unacceptable and involve men and boys in
combatting this crime against women. Most importantly, we have to intentionally
strengthen women’s ability to earn money equivalent to their male counterparts, and
provide support for disadvantaged women by developing their skills.

Adapted from: https://mg.co.za/opinion/2020-06-28-gender-based-violence-the-mark-of-shame-on-all-societies/

DISCUSSION POINTS

(1) Using the text as a starting point, discuss your understanding/s of gender-
based violence.
(2) The text states: “These numbers are set to significantly increase, mostly
because of the global lockdown measures that were put in place by
governments to contain the spread of Covid-19”. Do you agree with this
statement? Discuss.
(3) What do you think the writer refers to in the sentence: “This war on women is
largely based on hierarchical and unequal structural power relations rooted in
culture-related gender norms”? What do you understand by culture-related
gender norms?
(4) What interventions would you suggest to the South African government in
terms of addressing gender-based violence? Discuss.

VOCABULARY
gender inequality
hierarchical
coercive
gender norms
femicide

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13. WORKBOOK AND RUBRICS

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13.1 Introduction to Workbook

The purpose of this workbook is to demonstrate your academic development over

the course of the semester. This workbook can be seen as a purposeful collection of
a student’s work that exhibits the student’s efforts, challenges, successes and
progress throughout the semester through the proposed activities.

It is hoped that the workbook will assist students and lecturers in the:
 evaluation of learning progress and achievement
 promotion of mutual communication
 early identification of problem areas
 tracking of ‘at-risk’ students
 development of appropriate initiatives to ensure student success

Students are to ensure that they complete all exercises throughout the course of the
semester.

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UNITS 1 and 2: WRITING PARAGRAPHS: LINKING WORDS

Refer to:
Underhill, J. 2016. Writing Paragraphs. In: Beekman, L; Dube, C; Potgieter H and
Underhill, J. eds. Academic Literacy. 2nd edition. Lansdowne: Juta, 74-86.

2.1 Complete the table below and provide examples of the requested
linking words.

Express Express Express Express Express

Similarity Difference Addition Sequence Cause and
Effect

2.2 Write a paragraph (8-10 lines) on the topic ‘My First Year University
Experience’. Use appropriate linking words.

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UNIT 3: UNIVERSITIES ARE LEARNING TO CHANGE – TOGETHER

**NB: This unit will be submitted for assessment.

Assignment Topic:
Write a paragraph (150-200 words) about some of the challenges you face as a
student during the Covid-19 pandemic.

Instructions:
1. Ensure that you adhere to the following academic writing style:
 Arial/Times New Roman Font
 12 pt. font
 1.5 line spacing
 2.5cm margin spacing

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 ACADEMIC LITERACY 2020

QUALIFICATION

_________________________________________________________

ASSESSMENT ONE: UNIVERSITIES ARE LEARNING TO CHANGE –

TOGETHER
INDIVIDUAL ASSIGNMENT: WRITTEN SUBMISSION
DUE DATE: 12-16 October 2020

Plagiarism declaration

1. I hereby declare that I have taken note of the contents of the Academic Literacy
study guide with particular reference to plagiarism;
2. I further acknowledge that plagiarism has been explained to me in considerable
detail and at great length in class and;
3. I now fully understand the implications of a transgression. I further agree not to
engage in plagiarism.
4. I have not allowed, and will not allow, anyone to copy my work with the intention of
passing it off as their own work.

--------------------------------------
Signature

SURNAME

_________________________________________________________
NAME

_________________________________________________________

STUDENT NO.
_________________________________________________________
NB: No late submissions will be accepted

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 ASSESSMENT RUBRIC: ASSESSMENT ONE

UNIVERSITIES ARE LEARNING TO CHANGE – TOGETHER

DUE DATE: 12-16 October 2020
Outcome:
At the end of this assignment student will be able to:
Write a paragraph (150-200 words) about some of the challenges you face as a student during the Covid-
19 pandemic.
Description of Assessment Mark Allocation Student Mark
1. Focus [10]
 The main idea (topic sentence) is clearly presented 10
and supported throughout the writing.
2. Content/Depth of Reflection: [20]
Student will be able to construct a paragraph that:
 demonstrates consistent development of the main 10
idea;
 is well-argued showing depth of reflection;
 contains supporting details relating to the main
idea
3. Writing skills and Organisation [10]:
Student will be able to write accurately using:
 Appropriate language that is precise and engaging, 10
with a notable sense of voice, awareness of
audience and purpose, and varied sentence
structure.
Organisation:
 A well organised paragraph with a clear topic,
body, conclusion and logical flow.
TOTAL 30 /30 = %
Lecturer’s comments:

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UNIT 4: HOMOSEXUALITY IN AFRICAN SOCIETY

Write a paragraph summarising the reading.

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UNIT 5: STUDENT MENTAL HEALTH

Write a short opinion piece (1 page) in which you discuss your own views regarding
what you think your university should be doing in terms of addressing the
psychosocial health of students.
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UNIT 6: #BLACKLIVESMATTER

Write a short commentary (11/2 - 2 pages) on your understanding of the

#BlackLivesMatter movement and its relevance/importance to the South African
context.

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UNIT 7: CULTURE IS A LIVING, FRAGILE CONSTRUCT

Draft a reflective opinion piece (11/2 - 2 pages) on whether you agree with the author
when he states “as human beings we are highly susceptible to cultural influences”.
Refer to your own intercultural interactions/experiences in your discussions.
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___________________________________________________________________

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 ASSESSMENT TWO
GROUP WRITTEN ASSIGNMENT

Assignment Topic:
Working in a group (maximum 5, minimum 3) develop a written critical reflection (2-3
pages) based on either:
Unit 5:
Unit 6:
Or
Unit 7:
Each group is to choose only ONE of the above listed units on which to base
their critical reflection. Use the discussion points in the Units to guide the
focus of your reflection.

Instructions:
1. Ensure that your group adheres to the following academic writing style:
 Arial/Times New Roman Font
 12 pt. font
 1.5 line spacing
 2.5cm margin spacing

2. Each group is to nominate a GROUP LEADER. The group leader is to

compile a short report detailing the dynamics of working in the group. The
report should be signed by each group member and include contact details of
each group member.

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 ACADEMIC LITERACY 2020

QUALIFICATION

_________________________________________________________

ASSESSMENT TWO:
GROUP ASSIGNMENT: WRITTEN SUBMISSION
DUE DATE: 02-06 November 2020

Plagiarism declaration

1. We hereby declare that we have taken note of the contents of the Academic Literacy
study guide with particular reference to plagiarism;
2. We further acknowledge that plagiarism has been explained to us in considerable
detail and at great length in class and;
3. We now fully understand the implications of a transgression. We further agree not to
engage in plagiarism.
4. We have not allowed, and will not allow, anyone to copy our work with the intention
of passing it off as their own work.

NO. SURNAME NAME/S STUDENT NO. SIGNATURE

1
2
3
4
5

NB: No late submissions will be accepted

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 ASSESSMENT RUBRIC: ASSESSMENT TWO

GROUP WRITTEN ASSESSMENT

DUE DATE: 02-06 November 2020

Outcome:
At the end of this assignment students will be able to:
Work in a group and develop a written critical reflection (2-3 pages) based on either:
Unit 5:
Unit 6:
Or
Unit 7:
Each group is to choose only ONE of the above listed units on which to base their critical reflection.
Description of Assessment Mark Allocation Student Mark
1. Focus [10]
 Students will be able to write a purpose that is clear 10
and well developed. The main idea is clearly presented
and supported throughout the writing.
2. Content/Depth of Reflection: [20]
Students will be able to develop a reflective piece of
writing that is well-presented and argued and which 20
demonstrates a clear understanding of the writing prompt
and the subject matter.
3. Writing skills [10]:
 Students will be able to acknowledge sources by using
the Harvard method when: 10
 Referencing in the text of the assignment.
 Constructing a reference list
Students will be able to write accurately using:
 Appropriate language that is precise and engaging,
with a notable sense of voice, awareness of audience
and purpose, and varied sentence structure.
TOTAL 40 /40 = %
Lecturer’s comments:

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UNIT 8: GENDER-BASED VIOLENCE

**NB: This unit will be submitted for assessment.

ASSESSMENT THREE
GROUP WRITTEN ASSIGNMENT

Assignment Topic:
Working in a group (maximum 5, minimum 3) write a short opinion piece (2 pages) in
which you discuss the relationship between culture-related gender norms and gender-
based violence.

Instructions:
1. Ensure that your group adheres to the following academic writing style:
 Arial/Times New Roman Font
 12 pt. font
 1.5 line spacing
 2.5cm margin spacing

2. Each group is to nominate a GROUP LEADER. The group leader is to

compile a short report detailing the dynamics of working in the group. The
report should be signed by each group member and include contact details of
each group member.

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 ACADEMIC LITERACY 2020

QUALIFICATION
_________________________________________________________

ASSESSMENT THREE:
GROUP ASSIGNMENT: WRITTEN SUBMISSION
DUE DATE: 23-27 November 2020

Plagiarism declaration

1. We hereby declare that we have taken note of the contents of the Academic Literacy
study guide with particular reference to plagiarism;
2. We further acknowledge that plagiarism has been explained to us in considerable
detail and at great length in class and;
3. We now fully understand the implications of a transgression. We further agree not to
engage in plagiarism.
4. We have not allowed, and will not allow, anyone to copy our work with the intention
of passing it off as their own work.

NO. SURNAME NAME/S STUDENT NO. SIGNATURE

1
2
3
4
5

NB: No late submissions will be accepted

Page 50 of 55
 ASSESSMENT RUBRIC: ASSESSMENT THREE

GENDER-BASED VIOLENCE

DUE DATE: 23-27 November 2020

Outcome:
At the end of this assignment student will be able to:
Write a short opinion piece (11/2 pages) in which you discuss the relationship between culture-related
gender norms and gender-based violence.

Description of Assessment Mark Allocation Student Mark

1. Focus [10]
 Student will be able to: 10
 Write a purpose that is clear and well
developed. The main idea is clearly presented
and supported throughout the writing.
2. Content/Depth of Reflection: [20]
Student will be able to develop a reflective piece of writing
that is well-presented and argued and which demonstrates 20
a clear understanding of the writing prompt and the
subject matter.
3. Writing skills [10]:
 Student will be able to acknowledge sources by using
the Harvard method when: 10
 Referencing in the text of the assignment.
 Constructing a reference list
Student will be able to write accurately using:
 Appropriate language that is precise and engaging,
with a notable sense of voice, awareness of audience
and purpose, and varied sentence structure.
TOTAL 40 /40 = %
Lecturer’s comments:

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