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ENC1501 Assignment 05 Instructions

This document provides instructions for Assignment 05 for the ENC1501 module. It consists of 3 sections with multiple choice, short answer, and long answer questions that require students to summarize, differentiate concepts, design a multimodal lesson, and justify encouraging reading passion. The addendums define plagiarism and academic honesty for the College of Education. Students are advised to carefully review all course units to successfully complete the assignment.

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Sarah Mfisa
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0% found this document useful (0 votes)
67 views5 pages

ENC1501 Assignment 05 Instructions

This document provides instructions for Assignment 05 for the ENC1501 module. It consists of 3 sections with multiple choice, short answer, and long answer questions that require students to summarize, differentiate concepts, design a multimodal lesson, and justify encouraging reading passion. The addendums define plagiarism and academic honesty for the College of Education. Students are advised to carefully review all course units to successfully complete the assignment.

Uploaded by

Sarah Mfisa
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

ENC1501/103/0/2022

Tutorial Letter 103/0/2022

ENGLISH TEACHING FOR


COMMUNICATION

ENC1501

Year module

DEPARTMENT OF EARLY CHILDHOOD EDUCATION

This tutorial letter contains important information


about Assessments.

BARCODE

Open Rubric
ASSIGNMENT 05:
WRITTEN ASSIGNMENT
100 MARKS

INSTRUCTIONS:

This assignment is optional. You will only be permitted to do this assignment if you have not
submitted one of the other assignments, either 02, 03, or 04. Contact your lecturer regarding this.
Assignment 05 consists of a number of questions. Answer all the questions. Number your answers
correctly and take note of the mark allocation for each question. We strongly recommend that you type
out your assignment. Submit your assignment to Unisa in the same manner as you would submit your
other assignments (i.e., via myUnisa). To answer Assignment 05, you must study all the units.
Remember to write all your particulars on the front cover. Also include the UNIQUE NUMBER for this
assignment.

Section A (20)

Question 1

1. Match the statements in column A with the term in column B

Column A Column B
1.1 Does not always reflect A. Incidental
emotions; it uses correct
grammar; is very polite and B. Summary making
objective. C. Explicit
1.2 Is a little different as it includes D. Context
more details but focuses on
E. Formal language
certain aspects of the original
passage. F. Creativity
1.3 Refers to the specific G. Objective
circumstances (political, social,
and economic) in which an action H. Note-making
takes place.

1.4 Is a component of the learning


process, which is not always
considered, but is very important.

1.5 Unplanned; having no intention


of it happening.
(5)
Question 2

2
ENC1501/102/0/2022
2.1 Read the article, Multimodality and Literacy in School Classrooms, written by Carey
Jewitt (2009), and discuss the following key themes that draw on multiple and multimodal
literacies:

a) Pedagogy (5)
b) Design (5)
c) The new literacy worlds of students (5)

Section B (40)

Question 3

3.1 Briefly differentiate between formal and informal language. Provide relevant examples for
each. (15)

3.2 Mrs Gumede wants to teach an interesting text/story to her grade R learners. She doesn’t
know which one to choose and she is confused. Her HOD advises her to use different aspects of
texts in order to get the best story for her learners.

Advise Mrs Gumede on how best she can analyse five aspects of a text that needs to be
considered before choosing the relevant story. (25)

Section C (40)

Question 4

4.1 You want to develop reading comprehension with your learners. Design a lesson that you
can teach in grade 3 using multi modes. It should involve the use of different senses (like
hearing, speaking, seeing, and touching). It should integrate all language skills (learners
should listen, speak, read and write).

Use at least three of the following resources in your lesson:

• Tape-recorder, radio, or cell phone (choose one)


• Television (optional)
• Pictures (graphics)
• Written texts
• Real objects
• Physical activity – dramatise /play (20)

4.2 Critically explain, in a paragraph of ten lines, how you would go about assessing the
above lesson. (10)

4.3 Justify how you would encourage learners to develop a passion for reading? (10)

3
ADDENDUM A: PLAGIARISM POLICY OF THE COLLEGE OF
EDUCATION

The college of education is committed to the Unisa ideal of research that is based on
integrity, quality and rigour. All work must meet the ideal of academic integrity. Academic can
be defined as the meaningful and concerted effort to ensure honesty, trust, fairness, respect and
responsibility in research. All research at CEDU, whether a first-year assignment or a doctoral
thesis, should be guided by this ideal.

The opposite of academic integrity is academic dishonesty. In line with Unisa policies, the
following activities are forms of academic dishonesty:

• Copying/cut-and-paste/patch-writing: This type of dishonesty involves just copying


someone else’s work either word-for-word or changing it slightly without indicating that it
is copied by, for example, putting it in inverted commas dishonesty.

• Absence of references: This involves using someone else’s ideas, thoughts insights
or data without acknowledging that they are not your own.

• Cheating/falsifying information: This is the manufacturing of data that does not


exist or leaving out contradictory evidence, also sometimes called cherry-picking.

• Padding: This refers to the practice of referring to sources that were not consulted,
but which makes the footnotes and/ or bibliography seem more impressive.

• Too many quotes: This form of dishonesty is one where more than 15% of work
consists of quotes.

• Incorrect referencing: Incorrect referencing shows a lack of rigour and of


disciplinary expertise.

• Helping someone cheat: This might range from the innocuous (allowing someone
to copy from you) to the more severe (providing someone with the means to cheat).
It is the reason why students are not allowed to hand in the same assignment, even if
they worked in a group.

2
ENC1501/102/0/2022

ADDENDUM B: ACADEMIC HONESTY DECLARATION

NB: ATTACH THE DECLARATION TO THE FRONT OF YOUR

ASSIGNMENT DECLARATION

1. I understand what academic dishonesty entails and am aware of Unisa’s policies in


this regard.

2. I declare that this assignment is my own, original work. Where I have used
someone else’s work.
I have indicated this by using the prescribed style of referencing. Every
contribution to, and quotation in, this assignment from the work or works of other
people has been referenced according to this style.

3. I have not allowed, and will not allow, anyone, to copy my work to pass it off as his
or her work.

4. I did not make use of another student’s work and submitted it as my own.

NAME:
………………………………………………………………………………………………………
SIGNATURE:
………………………………………………………………………………………………
STUDENT NUMBER:
……………………………………………………………………………………. DATE:
……………………………………………

Common questions

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Multimodality enhances literacy by integrating various forms of communication beyond traditional text, allowing for diverse expressions and interactions. In pedagogy, it supports differentiated instruction, accommodating different learning styles and fostering critical thinking through the use of images, sounds, and digital media alongside text .

Academic integrity is crucial in educational research as it upholds the standards of honesty, trust, and reliability, ensuring that research contributions are credible and respected. For future educators, it promotes ethical teaching practices and accountability, which are essential for fostering a learning environment grounded in respect and fairness .

Formal language is characterized by the use of standard grammar, no slang, and a respectful tone, whereas informal language may use colloquial expressions, contractions, and relaxed syntax. In education, understanding these differences helps students select appropriate language for different contexts, enhancing communication skills and cultural awareness .

Unique numbers ensure each student's work is identifiable and prevent mix-ups or losses, while proper submission methods facilitate organized record-keeping and timely feedback. These measures protect against academic dishonesty by maintaining clear records of individual work submissions and grading .

The context, including political, social, and economic factors, impacts educational outcomes by influencing resources available, learners' backgrounds, and the relevance of educational materials and methods. This shapes the effectiveness and engagement levels of educational activities and programs .

Encouraging a passion for reading involves creating a positive and engaging reading environment, providing access to a variety of genres, incorporating reading into enjoyable activities such as storytelling and discussions, and modeling reading behavior by educators and parents .

Strategies include designing tasks that incorporate listening, speaking, reading, and writing through mixed media such as audio recordings, visual aids, and interactive activities. For example, combining storytelling with role-plays encourages listening and speaking, while reading and writing tasks integrate videos or images to build vocabulary and comprehension .

Assessment should consider the integration of multiple senses and how learners engage with different media (audio, visual, textual). It includes evaluating students' understanding through their ability to connect and articulate ideas from various modes, their proficiency in using each mode, and their collaboration during multimodal activities .

Academic dishonesty undermines educational standards, leading to a devaluation of qualifications and loss of trust in academic institutions. For students, it jeopardizes future opportunities by cultivating detrimental habits that impact their personal and professional integrity and can lead to penalties such as expulsion .

Mrs Gumede can use the following principles to guide her selection: relevance to the learners' experiences and cultural background, the complexity appropriate for their cognitive levels, potential for engaging learners through storytelling elements, educational value in terms of language development, and alignment with learning outcomes .

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