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ENG1515 ASSIGNMENT 2 DETAILED ANSWERS ---DUE 04 JUNE 2024
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ENG1515 ASSIGNMENT 2 DETAILED ANSWERS ---DUE 04 JUNE 2024
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DUE: 04 JUNE 2024ENG1515
ASSIGNMENT 2
DETAILED ANSWERS
,1.1 Refer to paragraph 1.
(a) Identify the modal verb used in paragraph 1 and explain its
purpose in the context of the text.
The first paragraph uses the modal verb "can." In the context of the
text, it serves to convey promise and possibilities. It highlights the
notion that education can change people's life and give them the
opportunity to play important roles in society, regardless of their origins.
(b) There is always a relationship between tone and purpose.
Mention the tone used in paragraph 1 and provide a reason why
(purpose) the speaker had to use this tone. Support your
answer by citing an example from the text to substantiate your
response. Pay careful attention to the correct use of language.
The first paragraph has an upbeat and encouraging tone. The speaker
encourages and instills a sense of possibilities and optimism in the
readers by using this tone. The intention is to encourage people to
pursue their educational objectives by highlighting the transformational
power of education. "Education is the most powerful weapon which you
can use to change the world" is one example from the text that
demonstrates this point.
(c) Identify a proper noun used in paragraph 1 and support
your answer by explaining why you think this is a proper noun.
The first paragraph uses the proper name "Nelson Mandela."
This particular name of a well-known person—
the former South African president and a key player in the fight against
apartheid—makes it a proper noun.
A proper noun used in paragraph 1 is "Nelson Mandela." This is a proper
noun because it is the specific name of a well-known individual, referring
to the former President of South Africa and an iconic figure in the
struggle against apartheid.
1.2 Refer to paragraph 2.
The underlined word is "inequalities."
,Discuss the changes that occurred.
The root word "equal" changes into "inequalities" through a series of
morphological transformations:
• Prefix "in-" is added to "equal" to create "inequal," indicating the
opposite or lack of equality.
• The suffix "-ity" is added to "inequal" to form "inequality," a noun
indicating the state of being unequal.
• The plural suffix "-es" is added to "inequality" to form
"inequalities," which means multiple instances of inequality.
1.3 Refer to paragraph 3.
(a) State whether the word ‘content’ has been used as a verb or
a noun and underline the syllabic stress.
In the sentence provided, the word ‘content’ has been used as a noun.
The syllabic stress is on the first syllable: CONtent.
(b) Construct another sentence in which the word ‘content’
shows a different meaning. Underline the syllabic stress and
indicate whether the word has been used as a verb, noun or
adjective.
• Sentence: She tried to conTENT herself with what she had,
though she desired more.
• Syllabic stress: conTENT
• Indication: In this sentence, the word ‘content’ has been used as
a verb.
1.4 Refer to the whole text (TEXT A).
(a) Audience
,Identification: The primary audience for this text includes current and
prospective students of Nelson Mandela Metropolitan University, their
families, and potentially the broader academic and local community.
Reasoning:
1. Direct Address: The text uses direct address terms like "your"
and "you" when discussing the university's actions and values,
which suggests it is speaking directly to the students and
stakeholders of the institution. For example, in paragraph 3, it
states, "you had to quickly adapt in the face of the pandemic,"
indicating the primary audience is closely linked to the university.
2. Inspirational Message: The inclusion of Nelson Mandela's quote
about education serves to inspire and motivate students and staff,
aligning with the audience’s interests in personal and academic
development. The emphasis on education as a transformative tool
is particularly relevant to students who are at the beginning or in
the midst of their educational journeys.
3. Institutional Promotion: The text outlines the university's
mission and values, promoting its commitment to social justice and
equality, which is aimed at current and prospective students and
their families. This aligns with the interests of those considering
joining the university and those already part of its community who
take pride in its ethos.
(b) Setting
Identification: The setting of the text is both physical and conceptual,
rooted in the environment of Nelson Mandela Metropolitan University
and its surrounding context.
Reasoning:
1. Physical Location: The text explicitly mentions Nelson Mandela
Metropolitan University, placing the setting within the geographical
and institutional confines of this specific university. This is evident
from the repeated references to the university, its students, and
its activities. The physical setting is the actual campus and the
virtual setting includes the online learning environments adapted
during the pandemic.
, 2. Contextual Environment: The setting extends beyond the
physical to include the socio-political context of South Africa. The
reference to Nelson Mandela and his legacy situates the university
within the broader historical and cultural framework of South
Africa’s struggle for equality and social justice. This is reflected in
phrases like "True to the legacy of Nelson Mandela" and the
invocation of "ubuntu," an African philosophy of
interconnectedness and communal responsibility.
3. Educational Context: The setting also involves the educational
landscape, particularly in the face of challenges such as the
COVID-19 pandemic. The mention of adapting to "online and
mask-to-mask tuition" places the setting within a recent, real-
world scenario where educational institutions globally had to pivot
to remote learning. This contextual setting is crucial for
understanding the challenges and responses highlighted in the
text, which is a shared experience for many institutions during this
period.
4. Social and Economic Disparities: The text also addresses the
setting of socio-economic inequalities by highlighting the “gap in
content knowledge between those who are privileged to have
access to data, devices, and internet and those who do not.” This
underscores the diverse socio-economic backgrounds of the
students, contextualizing the university’s mission within a broader
effort to bridge these gaps and promote equal opportunities.
By identifying these language features, we understand the text's efforts
to address its audience effectively and situate its message within
relevant and impactful settings. This deepens our comprehension of the
university's goals and the challenges it faces.
1.5 Listening Strategy for Text A
Strategy: Active Listening
Reasoning: Active listening is an effective strategy for engaging with
Text A due to the complex and inspirational nature of the content.
Here’s why:
, 1. Comprehension of Key Messages: Active listening involves
fully concentrating, understanding, and responding to what is
being communicated. Text A contains essential messages about
the transformative power of education, the legacy of Nelson
Mandela, and the values upheld by the university. By actively
listening, listeners can grasp these key messages and their
significance.
2. Identifying Important Details: Text A provides specific
information about the university's adaptation to challenges, such
as the shift to online learning during the pandemic and the
emphasis on social justice and equality. Active listening helps in
identifying and remembering these critical details, which are
necessary for a comprehensive understanding of the text.
3. Engagement with Inspirational Content: The text aims to
inspire and motivate its audience by quoting Nelson Mandela and
discussing the concept of "ubuntu." Active listening fosters a
deeper emotional and intellectual engagement with these
inspirational elements, allowing listeners to be more impacted by
the message.
4. Critical Evaluation: Active listening encourages listeners to think
critically about the content. They can reflect on how the
university’s values and actions resonate with their own experiences
or aspirations. This critical evaluation is important for students and
stakeholders to connect personally with the university’s mission.
5. Response and Interaction: Active listening is not just about
receiving information but also about preparing to respond
thoughtfully. Listeners who practice active listening will be better
equipped to engage in discussions, ask relevant questions, and
provide feedback based on their understanding of the text.
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