Uu114 (Ia) 12015

UU114:
ENGLISH FOR ACADEMIC

PURPOSES
Introduction and Assignments

Semester 1, 2015
School of Language, Arts and Media

Faculty of Arts, Law and Education
The University of the South Pacific
Produced by The University of the South Pacific, Suva, Fiji, 2015.
First produced as LL114 in 1995

This revision February 2015
Introduction & Assignments team for semester 1, 2015

Course coordinator
Dr Rajni Chand
Electronic publisher
Maxine Valentine
Cover design
Marketing, Development and Communications Office
This material has been prepared by The University of the South Pacific for use by students
enrolled in the course for which it was developed.
It may contain copyright material copied under the provisions of the Fiji Copyright Act 1999 or
under license from rightsholders or their agents. Copyright in material prepared by USP is owned
by USP.
This material cannot be sold or copied for further distribution without the Universitys
permission. Where provided in electronic format, it can only be printed by or for the use of the
student enrolled in the course.
UU114 (IA) 12015
ii
C o n t en t s
Calendar for semester 1, 2015 ...................................................................... iv
Your course coordinator ............................................................................... 1
Course introduction ...................................................................................... 2
Summary of course content .......................................................................... 3
Your learning materials ................................................................................ 4
Your learning support ................................................................................... 7
How to login to Moodle ............................................................................... 9
Study schedule.............................................................................................. 10
Assessment overview ................................................................................... 11
Grading Systems .......................................................................................... 13
Submission of assignments .......................................................................... 15
Late assignments .......................................................................................... 16
Plagiarism ..................................................................................................... 17
Sample student essay .................................................................................... 19
Assignment 1: Essay I .................................................................................. 25
Assignment 2: Oral Seminar ........................................................................ 29
Assignment 3: Report writing or Essay II .................................................... 35
Sample Mid-Semester Test .......................................................................... 43
Past Examination Paper ................................................................................ 51
iii
Calendar for semester 1, 2015

Beginning of semester 1
Laucala, Emalus and Alafua
campus students - Final day
for withdrawal with
remission of tuition fees for
semester 1 courses is 27
February 2015
Other USP Campuses
students: Final day for
official withdrawal with
semester 1 courses* 27
March 2015
Week 1
1620 February
Week 2
2327 February
Week 3
26 March
Week 4
913 March
Week 5
1620 March
Week 6
2327 March
Week 7
30 March3 April
412 April
Mid-semester break
Final day for official
withdrawal without
semester 1 courses is 17
April 2015
Week 8
1317 April
Week 9
2024 April
Week 10
27 April1 May
Week 11
48 May
Week 12
1115 May
Week 13
1822 May
Week 14
2529 May
Study break
Week 15
30 May7 June
Examinations
Week 16
812 June
Examinations
Week 17
1519 June
If you are considering withdrawal from your course, contact your lecturer, local
USP Campus or Centre first to see if they can help.
iv
Your course coordinator

Hello everyone!
My name is Dr. Rajni Chand and I am your UU114
coordinator. What this means is that should you face any
difficulty with the course, do not hesitate to contact me in
any of the following ways:
Phone:
(679) 3232412
Fax:
(679) 3231500
Email:
Address:
problems faced due to late arrival; incomplete; or other

problems associated with course material:
uu114coursematerials@usp.ac.fj
requests for extension for assignment submission; further

clarifications on assignments:
uu114assignments@usp.ac.fj
confirmation of test dates, time and venue; change of exam

venue; inability to sit exams and any other queries related to
exams:
uu114exams@usp.ac.fj
UU114 Course Coordinator,

School of Language, Arts and Media,
Faculty of Arts, Law and Education,
University of the South Pacific,
Private Mail Bag,
Suva,
Fiji Islands.
I joined University of the South Pacific in 1998, and have been involved with
LL114 ever since and with UU114 since the time the idea for a generic study
skills course at USP was initiated. I have taught as a secondary school teacher in
Fiji and in Australia. I have also taught at University of Otago with their English
for Academic Purposes course and TESOL programme.
I have a Masters in Applied Linguistics from Griffiths University, and a PhD in
Applied Linguistics from University of Otago.
I hope you will have a wonderful time with UU114, and may you remember this
course for many years to come!
Dr Rajni Chand
Course introduction
UU114 is an academic course and is for compulsory for all first year students at
USP.
The course deals with the skills of academic life with a strong focus on the
academic (reading, writing, speaking and listening) skills required for various
disciplines at tertiary level. It will expect you to think at a deeper level and to be
able to support your own opinions with appropriately judged evidence. It is a
practical course and will involve some listening so that you are given a learning
experience that resembles that of on-campus students. Nonetheless, you will have
to do a considerable amount of the work alone, so you should establish good
study habits of working regularly.
It teaches:
The academic writing text types of:

1. argument
2. discussion
3. cause and effect
4. comparison and contrast
5. research reports
6. critical reviewing
7. note taking and notebook keeping
The academic reading skills necessary for :

1. predicting
2. brain storming of prior knowledge
3. inference making
4. using selective attention
5. using imagery
6. summarising
Research;
Reading and using visual data;
Presenting research orally in seminars and tutorials.
Course aims
The course aims to assist students in:
Producing good quality academic writing in a range of text types;

Developing a range of reading skills across written and visual texts;
Developing speaking techniques that hold listeners attention and impart
information clearly;
Carrying out research activities effectively for their different disciplines.
C o u r s e o u t co m e s
By the end of the course, the students should be able to:
produce researched essays as demanded by their programmes at USP;

write critical review of academic material used for their discipline;
write structured formal reports in the style required for their discipline;
demonstrate good reading skills across written and visual texts;
demonstrate confidence in sharing knowledge verbally; and
carry out research effectively, and present information accurately to their
audience.
Summary of course content

Unit 1:
Writing: The First Seven Steps
Unit 2:
Writing: The Second Eight Steps
Unit 3:
Researching for Assignments
Unit 4:
Writing a Discussion Essay: Both Sides of an Issue
Unit 5:
Reading Part 1: Dealing with Text
Unit 6:
Writing Casual Analysis and Compare and Contrast Essays
Unit 7:
Reading Part 2: Recognising Main Points and Details; Taking

Notes and Writing Summaries
Unit 8:
Presenting an Oral Seminar
Unit 9:
Reading and Using Visual Texts: Dealing with Text
Unit 10:
Writing Research Projects: Dealing with Text
Your learning materials

You should have received your materials by now. You should have the following:
1. The Introduction and Assignments book (this book).
This tells you:
Lessons schedules;
Dates for assignments, the mid semester test and the satellite tutorials;
The topics for your assignments;
Instructions to do with assignments; and
Information on the format of the mid semester test and the final
examination.
2. The Course Book

This contains all the teaching for the course and the steps and exercises.
There are several exercises whose answers will be given to you. Nothing
prevents you from just reading the answers BUT remember that the aim is to
help you to learn a skill. If you simply look up the answers without trying
to do the activity, you have learned nothing. The Course Book also
contains all the longer readings, additional material and the essay examples to
help you.
3. CDs (x3)
We have chosen CDs rather than tapes because many students find it hard to
get hold of tape recorders. Two of the CDs are Audio CDs featuring material
from the Resource Book; the other is a narrated Impatica Presentation about
the 15 Steps of Essay writing.
Audio CDs:
To use the audio CDs, insert the disc in either a CD player or a computer and
select the track you want to listen to. The track listings are as follows:
Audio CD1
Audio CD2
Track 1: Resource 2.3 (11:31)
Track 5: Resource 4.3 part 1

(1:47)

(1:46)
(2:08)
(4:01)
(3:22)
Impatica Presentation CD:
To use the Impatica Presentation CD, insert the disc into a computer. The
presentation will begin automatically in your web browser. It is 54 minutes
long. This way you will have something to watch and listen to at the same
time; an experience somewhat similar to that of face to face students.
Contact your USP Campus or Centre IMMEDIATELY if you are missing any of the
materials mentioned above.
4. Moodle
All students have access to the Moodle materials for UU114. To access
Moodle:
You must have a web browser such as Internet Explorer, Firefox or

Netscape.
You need a valid USP username and password to login to Moodle.
Connect to the Internet.
Type : http://elearn.usp.ac.fj
Press Enter.
You will come to the Moodle login page for UU114 CFL Moodle.
Type your student ID number in the Username box.
Type your student email password in the Password box.

Click login.
You will come to a list of your Moodle courses.
Click on UU114.
You will find three separate links for UU114: UU114 F2F; UU114 DFL
and UU114 On-line.
Click on UU114 CFL since you will only have access to this link based
on your registration for the course.
You may access the quick links; resources and activities that appear on
the left hand side of the screen.
The right hand side of the screen provides you with UU114 course
content and activities.
Please note: UU114 DFL (Print) students cannot submit their assignments on
Moodle
5. Extras
a) You should have an exercise book in which you can take notes, write
down answers to exercises, keep your writing samples and try writing
tasks.
b) Dictionary: It would be helpful to have a good dictionary. A good
example is the Cambridge Advanced Learners Dictionary, or the CoBuild dictionary.
Your learning support

L o cal t u t o ri al s
To assist you with your studies, regular face-to-face sessions may be held with a
tutor. You should check with your Campus or Centre at the start of semester to
see if face-to-face tutorials will be held for your course.
S t u d y g ro u p s
Most people find it easier to study in a group or with a friend, at least for part of
the time. Working with others helps to motivate us. It provides a shared goal and
reduces feelings of isolation or boredom. Your local Campus or Centre will be
able to put you in touch with students doing this course and may help you get
organised.
L i b ra r y se r vi ce s
Making good use of the library and its resources is vital for you to be a successful
student. Learn about library support and services and the importance of
information literacy at your Campus or Centre library.
S t u d en t L e a rn i n g S u p p o rt ( S L S )
SLS supports you through e-mentoring which is giving you learning tips and
advice through email.
You can email us at the following addresses:
Faculty of Arts, Law and Education: falesls@usp.ac.fj
Faculty of Science, Technology and Environment: fstetutorsupport@usp.ac.fj
Faculty of Business and Economics: fbe_sls@usp.ac.fj
Y o u r R E A C T se s si o n
Apart from local tutorials, USP uses a system known as REACT which allows
you to hear and see your course coordinator or tutor as well as your fellow
students who are located in the various campuses in the USP region. You may get
presentations and notes in addition to your scheduled session. These are
commonly known as satellite tutorials. You are encouraged to attend the
scheduled sessions in the weeks shown in your study schedule.
Here are some suggestions for getting the most out of these REACT sessions:
1. Note that before your REACT tutorial session begins your tutorial group
will be advised as to who all the participants are (regional and oncampus). Try to note down names of your colleagues and which
Campuses or Centres they are listening from.
2. Speak slowly and pronounce your words clearly so that your colleagues
can understand what you are saying.
3. Be courteous and try to maintain a polite tone of voice.
4. When you want to address your tutorial group, press the "speak button",
and aim to maintain a 6-inch distance between your mouth and the
microphone whilst speaking. Please note that you may be using two
different types of microphones as shown below.
5. If you have questions or comments to communicate during your tutorial

session you can do so by speaking to a microphone or through the chat
tool in REACT.
6. Try not to "steal the show". Remember that each of you will have
important points to add to discussions.
Contact your local USP Campus or Centre for further information on using the
REACT facilities.
O n l i n e l ea rn i n g
Moodle is USPs learning management system and will be used to support
learning in some of your courses.
How to login to Moodle

If your course has a Moodle component, the instructions below will help you
access the system.
You will need a computer connected to the Internet. The computer must have a
Web browser such as Firefox or Google Chrome. Such a computer should be
available at your USP Campus (if you dont already have one at home or work).
You will also be given a username and password by your local USP Campus.
Step 1: Accessing Moodle
Open your browser: Firefox or Google Chrome.
Type in the following at the address bar: http://elearn.usp.ac.fj/
Press Enter.
Alternatively, you can go to the USP website: http://www.usp.ac.fj/ and

use the Quick Links drop down menu to the left of the page and select
Moodle.
Step 2: Username and password

You will come to a Login screen.
Type your student number in the
Username box.
Type your student email (webmail)

password in the Password box.
Click Login.
Step 3: Accessing your course

You should now see a list of your courses. Click the Course Code and
Title of the course that you are enrolled in to enter. For example:
L o st o r f o rg o t t en p as sw o rd
Contact your local ITS student Helpdesk or email: moodlehelp@usp.ac.fjj
Study schedule
P l an n i n g yo u r w or k
To help you keep up with the course, we suggest you allocate at least 2 hours a
day to study. Plan your time using this study schedule.
Week no. and date
Week 1
1620 February
Week 2
2327 February
Unit
Assignments, tutorials and test
The 15 steps:
Unit 1: Steps 17
Satellite tutorial 1: 25th February, 2015
4-5 pm
Introduction to the course and to academic
writing
The 15 steps: Unit 2:

Steps 815
Week 3
26 March
Writing continued : Begin research

for assignments: Unit 3
Week 4
913 March
Discussion Essays:
Unit 4
Week 5
1620 March
Reading/Summary:
Unit 5
Week 6
2327 March
Writing: Critical Review:

Unit 7
Week 7
30 March3 April
Mid-Semester Test
Outline/Revision:
Pages 47-53 of this I&A
Week 8
1317 April
Presenting Oral Seminar:

Unit 8
Week 9
2024 April
Causal Analysis Essay:

Unit 6
Week 12
1115 May
Week 13
1822 May
Week 14
2529 May
Week 15
30 May7 June
Weeks 16 & 17
819 June
Satellite tutorial 3: 25th March, 2015

4-5 pm
Summaries and reading
MID-SEMESTER BREAK
412 April
Week 10
27 April1 May
Week 11
48 May
Satellite tutorial 2: 11th March, 2015

4-5 pm
The next steps
Assignment 1 due: 20th March, 2015
Compare and Contrast Essay:

Unit 6
Writing Reports:
Unit 10
Reading and Using Visual Texts :
Unit 9
REVIEW ALL WRITING
MID-SEMESTER TEST
Check with your local USP Campus for time,
date and place of the test
Satellite tutorial 4: 22nd April, 2015
4-5 pm
Oral seminar tips
Assignment 2 due: 1st May, 2015
Satellite tutorial 5: 6th May, 2015
4-5 pm
Research essay and reports
Assignment 3 due: 15th May, 2015
Satellite tutorial 6: 20th May, 2015
4-5 pm
Final examination
REVISION:
GO OVER EXAM PRACTICE
PRE-EXAM STUDY BREAK
Any assignment received after 9
November 2014 will not be marked.
EXAMINATIONS
Check with your USP Campus or Centre for the exact time and date of your
examination.
* Fiji dates and times (GMT + 12hours)
10
Assessment overview
This section is IMPORTANT. Please read these pages slowly and carefully.
This course is assessed in TWO ways:
Continuous assessment (assignments and tests)
Final examination
Total value
60%
40%
100%
C o n t i n u o u s a s ses s m en t
Continuous assessment is the work you do on assignments and the mid-semester
test. There are three assignments, each worth 15% of your final mark. The test,
too, is worth 15%.
Assignment 1:
Assignment 2:
Assignment 3:
Mid Semester Test:
Total:
15%
15%
15%
15%
60%
In order to pass the coursework you must:
hand in all three assignments by the due date;

sit the mid-semester test; and
achieve a minimum mark of 24. This equals 40% of 60.
If you do not achieve a total of 24 or more, you will fail the coursework and
cannot pass the course. You must pass both sections of the course: the
coursework and the final examination.
M i d s em e st e r t es t
You will sit a mid-semester test as part of this course. It is normally held the
week after Mid-semester break, but you must check with your local USP
Campus or Centre to find out the exact date and time and place. This is your
responsibility. Only students with genuine reasons for missing the test (such as
illness or a family bereavement, for which evidence must be provided) will be
given an alternative way of making up the marks.
The mid-semester test focuses on writing a critical review of an article. Critical
reviewing also requires the skills of summarizing, referencing and bibliography
writing.
A sample of the test format is provided at the end of this booklet but note that
your test may differ in content and structure from this sample.
11
M a rki n g
Students at Laucala will have their assignments marked in Suva. All other
students, except those from very small centres or campuses, will have their
assignments marked at those campuses and centres. This is part of our attempt to
get your assignment work back to you as quickly as possible so that you can learn
from mistakes.
The mid-semester test and the final examination are all marked in Suva.
F i n al ex a m i n a t i o n
The other 40% of the overall course mark is achieved by sitting a final
examination. This is a three (3) hour paper at the end of the course, and focuses
on your planning and essay writing skills. You will not be examined on
referencing and bibliography skills.
The minimum mark required to pass the examination is 16 this is 40% of
40. Even if you have a high coursework mark, you cannot pass the course if
your examination mark is below 16 out of 40.
To pass the course, you must still have a combined continuous assessment and
final examination mark of 50 or more. So it is very important to complete ALL
assignments and the Mid Semester Test to gain as good a continuous mark as
possible, and you must get 16 or more in the examination.
A sample examination paper is included in this booklet to give you an idea of the
format. You might like to try a mock examination as a practice. Please note,
however, that the content and structure of your examination may be different.
12
Grading Systems
a) The following grading system will be used by all faculties in awarding final
grades for academic performance in a course:
Pass Grades
Grades
Percentage (%)
Description
A+
85+
Pass with Distinction
78 84
Pass with Distinction
B+
71 77
Pass with Credit
64 70
Pass with Credit
C+
57 63
Pass
50 56
Pass
Other Pass Grades

R
Restricted Pass
Aeg
Aegrotat Pass
Comp
Compassionate
Pas
Pass or Competent
Satisfactory
Note: Pas and S are used in circumstances where graded passes are inappropriate
such as in postgraduate thesis and Professional Diploma in Legal Practice.
Fail Grades
Grade
D
Percentage (%)
40 - 49
40 (Less than)
Description
Work below the standard required
for a pass
Very weak performance or failure to
complete to the satisfaction of the
examiner such practical, field or
other work as may be prescribed
Not completed
Null and Void: This is awarded for
plagiarism or dishonest practice
Unsatisfactory
Not Competent
NC
NV
U
Fail
Note: Fail and U correspond with Pass and S above respectively.

Provisional Results:
I
IP
Incomplete
In progress
13
b) Students shall be awarded an Aegrotat or Compassionate Pass if they satisfy

the conditions prescribed in Clauses 5.3 or 5.4 of these Regulations
respectively.
c) Students may be awarded a Restricted Pass if they satisfy the conditions
prescribed in Regulation 7.
d) Students who have been granted an extension of time past the last day of
lectures to complete work required for the final assessment of their course
shall be awarded the provisional grade of I (Incomplete) for an undergraduate
or postgraduate course assessed by coursework, or IP (In progress) for a
Supervised Research Project or thesis for a Masters degree or a thesis for a
PhD degree. At the end of the period of extension the School or Department
Assessment Meeting shall determine a final grade.
e) Students who have not submitted their masters or PhD thesis or Supervised
Research Project by the end of the maximum period of candidature prescribed
in the regulations shall be awarded the grade of NC (Not completed).
[Extracted from 2014 Handbook & Calendar, pp 451-452]
14
Submission of assignments
You should submit all assignments by the dates given on your study schedule.
Please submit them in the correct order and address the envelope to the Course
Coordinator. For each assignment, you should fill out a yellow assignment cover
form which you collect from Student Administrative Services (SAS). If you do
not have assignment covers, contact your USP Campus.
Please note: UU114 DFL (Print) students cannot submit their assignments on
Moodle
For Suva based students, all assignments are to be posted or dropped
off at the allocated boxes in your Faculty at Laucala Campus.
There is an assignment box outside FALE Administration office where
you can drop your assignments.
The only assignment(s) that are to be posted or dropped off at Student
Administrative Services at Laucala Campus are for the Agriculture
courses.
For all other students, please confirm with your Campus staff about
your assignment submission.
It is very important that you keep to the study schedule and complete the
assignments so that you get regular feedback on your progress through this
course.
C o r r ec t l ab el l i n g o f a s si g n m en t s
Please be very careful to correctly label your assignments and fill in your
assignment cover. On each assignment that you send in for marking, you should
write or type:
the full name you used to enrol in this course;
your student identification number;
the correct course code and title; and
the assignment number.
Correct labelling will help ensure that the marker receives your assignment on
time, and that you get the credit for the work that you do. If your marker receives
one of your assignments late because you did not label it correctly, you may lose
marks.
15
Late assignments
Please read this section carefully.
Like all other students at university, you are expected to complete work on time.
However, we recognise that everyone has moments of stress when an extension is
needed. We are normally generous in allowing extensions BUT you must pay
careful attention to the following:
Contact your Course Co-ordinator at least a week before the due date to
explain why you need extra time. Do NOT wait until after the due date.
You will normally be granted an extra week if you follow these instructions.
Attach to your assignment a note with the date you contacted the Coordinator and the new due date. If you have contacted the Co-ordinator by
email, print and attach the reply to your assignment.
Any assignments which are submitted late without a request and permission for
an extension will be penalized:
1 week late
2 weeks late
3 weeks late
4 weeks late
less 10%
less 20%
less 30%
less 40%
Any assignment more than 4 weeks late will NOT be marked, except in very
special circumstances. Greater consideration will be given to students in remote
areas with little access to their USP campus or tutorial help.
No work will be marked if it is received AFTER the final examination.
T u t o ri al as si st an c e
There are regular satellite tutorials. These are listed in your study schedule. You
can listen to these broadcasts at your local USP Campus or Centre. Check with
your local USP Campus or Centre to confirm local times. These broadcasts are
usually recorded, and you can listen to the recordings at your local USP Campus
or Centre.
As far as possible, UU114 tries to ensure that you have tutorials every week or
every fortnight. If your local campus provides these for you, you are
STRONGLY advised to take advantage of them. Suva-based students should
check the UU114 DFL Moodle for times and rooms of your local tutorial sessions
or contact the UU114 DFL Co-ordinator.
16
E d i t i n g yo u r w o r k
It is important that you read your work over before you hand it in for marking.
You will lose marks for:
Incomplete sentences;
Poor paragraphs;
Lack of organization;
Poor proof-reading for spelling and grammar.
You should read your assignments aloud before you hand them in. If you read
silently, you will read what you think you wrote. BUT if you read them aloud,
you will often hear when something doesnt make sense.
On the next pages you will find an example of a student essay with the comments
written by the tutor.
Plagiarism
Plagiarism is the copying of another persons creative work and using it as ones
own without explicitly giving credit to the original creator. Work copied
without acknowledgement from a book, from another students work, from the
internet or from any other source is plagiarism.
Plagiarism includes the following:
a) Copying of the published or unpublished words of another writer without
acknowledging the source using acceptable reference citation methods.
Thus, to; cut and paste from internet sources or lift sentences, ideas and
sections from a textual source qualifies as plagiarism.
b) Lifting or cutting and pasting extracts without quotation marks or
appropriate acknowledgement of sources.
c) Paraphrasing of content and ideas without proper acknowledgement of the
source.
d) The use of images, diagrams, photographs and material from blogs and
social networks, without acknowledgement.
e) Copying part or all, of another students assignment. In this instance,
student assignment refers to a piece of academic work submitted for
assessment purposes for any course, in past or current years at any
educational institutional including USP or any other university.
17
i) Collusion
Collusion means working with someone else to deceive or mislead to gain an
unfair academic advantage. It includes;
a) Submission of a paper that has been written by an author other than the
author credited for that piece of writing. This includes the use of paid
services of a student, or any other person that has been solicited for that
purpose.
b) Facilitating or enabling another student to plagiarise in any way.
ii) Cheating
Cheating involves acting in any way that directly contradicts the explicit rules
and guiding principles of that form of assessment. It applies in any form of
examination including short tests, quizzes and final examinations.
Cheating includes (inter alia):
a) Doing anything to gain an unfair or illicit academic advantage in an
examination;
b) Possessing, referring to or having access to any material, or to access the
internet crib notes or device containing information directly or indirectly
related to the subject matter under examination other than what is
explicitly approved for examination purposes;
c) Using a cell phone to communicate with any other student or person
inside or outside the examination venue;
d) Copying from another student in a test or examination; enabling another
student to cheat in a test or examination;
e) Soliciting a person to sit a test or final examination in place of the student
enrolled; sitting a test or final examination in the place of another student;
f) Manipulation of scores in tests or examination or in any other form of
assessment; and
g) Enabling another student in any or a combination of any of the above.
[Extracted from 2013 Handbook & Calendar, pp. 457-458]
18
Sample student essay

Sample Topic: Discuss the pros and cons of relying on
traditional medicines to help cure our illnesses today.
Introduction
Context
Pacific countries different aspects of traditional

knowledge and culture
Subject
Traditional medicines
important part of Pacific culture.
Limited Subject
Traditional medicines still in use today
Issue
Using traditional medicine
Thesis
This essay supports the view that the disadvantages of

using traditional medicines today to cure illnesses can be
classified as economic and health-related, while the
advantages are economic, health-related and cultural.
pros and cons
Supports for the thesis

Side 1: The Disadvantages
Main Idea 1:
Economic
Supporting Idea 1:
To begin with, many people today spend a great amount of

money in trying to find traditional cures for illnesses.
Details:
Paying for transportation to hunt for medicines
Main Idea 2:
Health-related risk
Supporting Idea 1:
Furthermore, there are many people who claim to be

traditional healers who may put their patients lives in
danger.
Details:
Use unhygienic means of treatment

at risk
Transition Paragraph
However
puts people
There are advantages
Economic, health-related and cultural

Side 2: The Advantages
Main Idea 1:
Economic
Supporting Idea 1:
Firstly, the cost of modern medicine in comparison to

traditional medicine is high.
Details:
Consultation fee, insurance, cost of prescribed

medicines
Main Idea 2:
Health-related
Supporting Idea 1:
Furthermore, herbal remedies do not have dangerous side

effects unlike some medicines.
Details:
herbal remedies from plants

no chemicals / drugs
Main Idea 3:
Cultural
19
Supporting Idea 1:
Details:
The knowledge of traditional medicines is an aspect of

culture, and the usage of such medicines will preserve and
develop that knowledge.
Knowledge about plants
generation to generation
passed on from
Conclusion
Restate thesis
There are disadvantages and advantages of using

traditional medicines.
Implication
The advantages are economic, health-related and cultural
Recommendation
Government create policies to promote/preserve

traditional medicines
Final thought
Continuous practise of traditional medicine

for the future
keep it alive
ABSTRACT
This essay will discuss the advantages and disadvantages of governments
providing free health care for their citizens. Firstly it will discuss the advantage in
terms of fee medical check-ups. Secondly it will discuss advantage related with
free surgical treatment and finally the advantages of free medicine. However it
will then move on to the other side of the issue. Equally, it will discuss the
disadvantages of government providing free medical service. The essay will
discuss about continuous funding required by free medical services. Furthermore,
operational expenditure and abuse of the free medicines leading to disadvantage
of free medical service by government. This essay will conclude that
disadvantages outweigh the advantages on governments providing free medical
service to their citizens.
Health care plays an important part in a growing economy of every country.
Health care is the most used service in the pacific island country by the citizens
and the government bares the sole responsibility of maintaining the health
service. Citizens reply heavily on the free health care service provided by their
government. Free health care services by government have huge impact on both,
the government and the public health. There are advantages and disadvantages of
governments providing free health care for their citizens.
Firstly, free medical check-up is an advantage to governments providing free
health service. Citizens will have doctors readily available to have their health
checked regularly without the worry to pay for the service (Gopal, 2011). For
example, Patients treated at the clinic were checked for blood pressure, sugar
level and weight in addition to free medical advice and consultations
(RATUCADRA, 2010).Free medical check-up can prevent citizens form getting
seriously sick and illness cured at early stage of diagnosis.
In addition, another advantage to governments providing free health service is the
free surgical treatment. Medical surgery cost a lot of money and not every citizen
can afford to have medical insurance or have enough personal funds to pay for
20
expensive surgery (Andrews, 1986). For example, an individual diagnosed with

serious tumour can get immediate medical surgery for free even when the
individual cannot afford it. Free surgical service by government would help
expand the life span of citizens with severe sickness.
Moreover, free health care by the government for their citizens can provide free
medicine for patients. Medicines are very expensive and in order to cure ones
sickness, the individual must continuously be able to afford the prescribed
medicine (Perlman, 1974). For example, an individual with low medical budget
can only afford half the required tablets for the treatment than purchase the full
dose thus missing out on full health recovery. Free medical treatment by
government ensures free medical check-up together with free medicine for each
citizen.
However, there is another side to governments providing free health care to their
citizens. There are disadvantages. Free health care by government incur daily
operational cost, reliance on overseas funding and abuse of free service.
Equally free health care by the government for their citizens require continuous
funding which is a disadvantage. Constant donation from overseas aid
organization is required to keep the free medical service for citizens. For
example, Fiji government received 14 million dollars as aid for health services
in year 2003 (Health Financing options for Fiji's Health System, 2003). The
government will not be able to sustain free health care services without aid
donors.
Additionally another disadvantage imposed on government in providing free
medical service to their citizens is the operational expenditure. Large amount of
expenses on the medical sector leaves fewer funds for other government
divisions. For example, for the year 2003, 67 million dollars was spent on salaries
and wages for established health staff (Health Financing options for Fiji's Health
System, 2003). The continued free medical service by government will increase
the expense and can lead to huge government loans.
To add on, free health care services by governments result in the abuse of the free
medicines provided. Government aid funds are again wasted to better rationalize
the medical supply to their citizens. For example, World Health Organization
donated 87 thousand dollars to Fiji Pharmaceutical and Biomedical Centre to
better manage the supply of medicine and to prevent the overuse of medicine
(The Fiji Times, 2010). Free medical service leads to poor managing in health
sector and results in abuse.
In conclusion the disadvantages outweigh the advantages on government
providing free health care for their citizens. Even though advantages of free
medical service argue free medical check-up, free surgical treatment and free
medicine, the disadvantages is more significant due to funding required,
operational expenditure and the abuse of free medicines. It is recommended that
government impose a user pay system requires citizens to pay a fraction of
medical fees incurred. Free health service by government to their citizens in the
pacific is no longer sustainable for the development of the nation as the service
continuously relies on funding.
21
Bibliography
Fiji Times Limited, Donation to stop medical abuse, 22 Jan 2010, viewed 3
April 2011,http://www.fijitimes.com/story.aspx?id=138038.
Gopal.A, Free medical check-up for community, 17 Feb 2011, Online Fiji
Times, viewed 3 April 2011, http://www.fijitimes.com/story.aspx?id=166239
Andrews, G. R, 1986, Aging in the Western Pacific, Manila, World Health
Organization.
Health Financing options for Fiji's Health System, 2003,Pacific Health Dialog.
Perlman, M, 1974,The Economics of Health and Medial Care, Edinburgh, R and
R Clark Ltd.
Ratucadra, C. Free medical check a hit, 25 April 2010, Online Fiji Sun
Newspaper, viewed 3 April 2011, http://www.fijisun.com.fj/main_page/
view.asp?id=38288
Abstract
This essay will discuss the major benefits of organic farming in the Pacific
community. Firstly, it will consider the environmental impact in relation to how
organic farming reduces pollution and improves soil fertility. It will then look at
the benefits of health stressing how organic farming is a better alternative and
decreases the chance of people contracting diseases. Lastly, it will bring to light
the positive economic outcome it provides through poverty eradication and
tourism to the region. The conclusion is that organic farming has a positive
impact not only for today but for the future also.
Farming is a way of life for the Pacific community, a vital component to the
everyday survival of its people particularly to the rural areas. One farming
method that is gradually being encouraged and revived in the region is organic
farming. As traditional farming methods have slowly dwindled in the Pacific due
to the commercialism of chemical fertilizer, going back to the basics can ensure
prosperity for the land and community. This is why it is essential to note the
benefits that are linked with organic farming. This essay will focus on the major
benefits of organic farming in the Pacific community that are in relation to the
environment, health and economy.
The first major benefit of organic farming in the Pacific community is its impact
on the environment. To begin with, organic farming reduces pollution. The
usage of natural fertilizers which are biodegradable ensures that harmful
chemicals, such as greenhouse gases, are not emitted into the atmosphere. An
example of a natural fertilizer is compost. This is created when the
microorganisms in the soil breaks down the organic matters such as leaves, food
waste, paper, and wood in the presence of oxygen (Miller 2005, p.154). making
it a much safer alternative to chemical fertilizers. Thus, organic farming
minimizes environmental contamination.
22
In addition, organic farming improves soil fertility in the Pacific region. Using
organic fertilizers like animal manure improves soil structure, adds organic
nitrogen, and stimulates beneficial soil and bacteria fungi (Miller 2005,
p.154). According to Chef Seeto Lance (Fiji Times Online 2012), the Ministry of
Agriculture advised farmers in Taveuni against the use of chemical fertilizers as it
destroys the volcanic rich nutrients in the soil. Protecting these vital nutrients
guarantees productive land not only for the present day but also for the future.
Thus, soil longevity is ensured when organic farming methods are adopted.
Healthy living is a second major benefit of organic farming techniques in the
Pacific. One of the benefits of organically grown foods is that it is a healthier
choice. A key point to note is that anything which is put into the environment,
will in turn affect the wellbeing of its habitants. For instance,
The essential feature is the return of residue of organic life, such as plant
remains, and animal and human excreta to the earth. This restores and builds
soil fertility. A naturally fertile soil means vigorous plants; better plant food
means healthy animals and humans. The cycle is thereby complete (Girling
1983, p. 259).
Therefore, natural farming practices can produce a physically fit and healthy
society.
Furthermore, organic farming reduces the risk of disease. Foods that are not
chemically grown are safe and nutritious. It will also allow the community to
become more productive in daily activities as the intake of organic foods is
converted into healthy energy. This will lead to decreasing threats such as heart
disease and diabetes (SPC Online 2009). Accordingly, organic farming can help
lessen the possibility of poor health.
Lastly, another major benefit of organic farming is the economic value it gives to
the Pacific. To start with, organic farming eradicates poverty. Due to organic
fertilizer being readily available this allows farmers to save time and money. An
example is in relation to the time it takes for villagers in the outer islands of Fiji
to wait for chemical fertilizers to be delivered; this can take weeks or months to
arrive as the boat schedule varies depending on availability of transport. In terms
of money, according to Joy Rikimaes report (IRETA SPAN 2007, p.3),
Vanuatu had been using chemicals in its subsistence and commercial farming
of vegetables and fruits adding that due to organic farming being a cheaper
option the government would encourage its farmers to take on this initiative.
This can lead to the livelihoods of farmers being boosted through income and
opportunities for exporting and importing organic products. This results in a
positive outcome on the financial status of Pacific island nations.
Additionally, the tourism sector has been enhanced through organic agriculture.
Some foreign countries are huge on promoting organic products, as consumers
demand for such produce is paramount. For Fiji, in order to attract tourists,
island resorts such as Likuliku Lagoon, Plantation, Malolo and Castaway Island
are supporting efforts to produce more organic farms (Seeto 2012). A good
example is Musket Cove Resort, where in 2002 it took a more active role by
having its own organic farm, whereby guests are able to enjoy quality and tasty
food (Seeto 2012). Consequently, organic farming provides the tourism industry
an opportunity to generate more wealth into the economy.
To conclude, it can be noted that the benefits of organic farming has a positive
impact on natural surroundings, the wellbeing of people and it also provides the
opportunity for economic growth in the Pacific. People might have limited
23
knowledge of how much value organic farming methods can offer. One way the
Governments of the respective island nations can go about educating the
community is through awareness programs. Organic farming not only protects
the land and its people today but for future generations also.
BIBLIOGRAPHY
Girling, D. A. (ed) 1983, New Age Encyclopedia, 7th ed. vol. 21, Bay Books Pty
Ltd, Sydney, p. 259.
Miller, G. T. Jnr. 2005, Sustaining the Earth, 7th ed. California, Brooks/ColeThomas Learning, Inc, p. 154.
Rikimae, J. A. 2007, Vanuatu checks out organic farming in the Solomons,
IRETA South Pacific Agriculture News (SPAN), vol. 24, no. 9, September,
p. 3.
Secretariat of the Pacific Community (SPC Online) 2009, Benefits of Organic
Agriculture, August, viewed 7 August, 2012,
www.spc.int/sppu/images/stories/policy%20brief8_web.pdf
Seeto, L. 2012, Hunt for organic food, Fiji Times Online, 1 April, viewed 27
August, 2012, http://www.fijitimes.com/story.aspx?id=197446
24
Assignment 1: Essay I
Due date:
20th March, 2015 (End of Week 5)
Weighting:
15% of your final grade
Length:
600800 words
1. You should have completed Units 1 4 from the Course Book before
attempting this assignment.
2. This assignment requires you to write one essay only - either an argument
or a discussion essay. If you choose to write a discussion essay, then it
should either be in the block method or in the point by point method.
3. Before you attempt this task, study the sample essays given in the Course
Book.
Read the prompts given below and then pick a topic from the selection given
after the prompt.
Assignment 1: Social Media
http://www.google.com/imgres?imgurl=&imgrefurl=http%3A%2F%2Fwww.sma
shingapps.com%2F2013%2F09%2F12%2F22-fresh-social-media-icons-psdpng.html&h=0&w=0&tbnid=nxGvGS1hlmiKAM&zoom=1&tbnh=187&tbnw=2
70&docid=yAhHL7gPRKxyhM&tbm=isch&ei=Ce7iU_wax_egBIHcgcAM&ved
=0CAUQsCUoAQ
25
Social media is a tool that has phenomenally changed the ways of

communication. It helps create communities and bring together people with
similar interests. Facebook, Twitter, uTube and blogs are some of the many
social networking sites that connect people. It cannot be denied that as a result
social media is having an impact on peoples lives. While these platforms of
social media have merit it must be acknowledged that there are just as many
drawbacks.
QUESTIONS:
Choose ONE.
EITHER:
1. Discuss the advantages and disadvantages of using social media.
OR:
2. Outline reasons why social media is so important in peoples lives
nowadays.
Presentation
Your essay should:
1. Be structuredit should contain an introduction, a middle and a conclusion;
2. Be written in a formal style;
3. Show evidence of researchwhere necessary, ideas and information should
be supported and clarified with information from other sources. These
sources should be referenced correctly throughout the essay;
4. Include an abstract of no more than one paragraph in length (100 words);
5. Include your plan;
6. You must consult at a minimum of 3 sources, and not all your sources should
be of the same type, that is, not all three sources should be from the Internet.
Select your information from a wide variety of sources, and reveal them in
your bibliography; and
7. Include the following marking sheet, attached at the end of the essay.
Marking notes for the essay
When evaluating, the marker will consider how effectively the writer adheres
to the selected topic, what thesis is developed in the writing, and what
evidence and/or selected details have been used to support or develop the
thesis.
The marker will also consider how effectively the writer demonstrates a
focussed and ordered discussion, including the use of transitions and logical
paragraphing, the establishment and maintenance of a controlling theme, and
a developed and concluded discussion of theme.
The writers choice of appropriate vocabulary, correctness of sentence

construction, grammar and mechanics, and the proportion of errors will also
be considered.
26
UU114: English For Academic Purposes
Facets
Embark and
clarify
Elements
Introduction
Analyse and
synthesise
Milestone - 3
Benchmark - 2
Below Benchmark - 1
Not assessable work - 0
Establishes the context to the

subject and presents the issue and
thesis as a developed unit

subject and presents the issue and a
relevant thesis
Introduction incomplete,
flawed or missing
A range of appropriate and

relevant references, generally
well-integrated into the text with a
mix of direct and indirect
quotations. Quotations support
thesis. Most citations correct;
bibliography good,
only minor errors
An attempt made to apply research

to the essay; the balance of direct
and indirect quotation is uneven,
and relevance is sometimes
questionable. Quotations
occasionally replace student input.
Citations show several errors;
bibliography satisfactory
Controlling theme reasonably

maintained; appropriately
analysed ideas and research
Controlling theme maintained;

applicable ideas and research
Conclusion
Thoughtful final perspective

with mature closing thought
Appropriate final perspective with

a logical closing thought
Relevant, modest final perspective;

satisfactory closing thought
Attempts to link the context to

the subject and presents the issue
and thesis statement but held
together ineffectually
Applications of research to essay
is uncertain; heavy reliance on
one source; relevance of material
is very questionable and/or
balance of direct and indirect
quotation is poor. Quotations
often replace student
input. Citations show many
errors; bibliography poor
Controlling theme weakly
maintained; poor or
undifferentiated ideas and
research
A final perspective with weak or
unsubtle closing thought
Plan
Clear identification and

separation of relevant ideas with
details
SEXI pattern effectively
developed
Clearly showing relevant ideas

with details
Limited grasp of or distinction of

ideas
Ideas do not reflect the issue.

Major elements missing
SEXI pattern clear
SEXI pattern mostly reflected;

some inconsistencies
One or two elements of SEXI

pattern missing
No attempt to write coherent

paragraphs
Effective sequential pattern that

enhances the effect of the
analysis
Analysis develops effectively;
appropriate language; apt
cohesion and transitions
Grammar wholly accurate
Appropriate sequential pattern

that enhances the effect of the
analysis
Analysis develops logically;
appropriate language; sound
Grammar mostly accurate
Relevant pattern that supports the

analysis
Poor organisation of ideas

weakens the analysis
Analysis inconsistent; some

relevant language; limited cohesion
and transitions
Errors minor but consistent
Attempt made to create a

reasonable pattern, but the effect
is not sustained
Analysis does not develop; lack
of suitable language; weak
Errors impede comprehensibility
Accurate writing
conventions
Vocabulary wide and accurate;

spelling and punctuation errorfree; neutrality of tone sustained
Vocabulary wide; occasional

errors in word choice; spelling
and punctuation mostly correct;
neutrality of tone sustained
Vocabulary adequate with several

errors in word choice; spelling and
punctuation errors noticeable;
neutrality of tone mostly sustained
Abstract
Abstract accurate in format,

clear and thorough
Abstract accurate in format and

clear; some elements may be
weak
Abstract unclear, some elements

missing
Quality of
analysis
Paragraphing
Logical
organisation
Development of
analysis
Grammar
Communicate
and apply
ID NO.:...............................................................

subject and presents the issue
and thesis as a clear and
effective unit
Wide range of wholly
appropriate and relevant
references, fully integrated into
the text with a sound mix of
direct and indirect
quotations. Quotations wholly
support thesis. Citations wholly
accurate; bibliography complete
and accurate
Controlling theme soundly
maintained; thoughtfully
evaluated ideas and research.
Find and
generate
Organise and
manage
Name:............................................................................
Academic Excellence - 4
Research
Evaluate and
reflect
Assignment One (Essay) Marking Criteria
Presentation*
(+1 mark)
Vocabulary simplistic or
pretentious with frequent word
choice errors; errors of spelling
impede comprehensibility;
neutrality of tone inconsistent
Abstract inaccurate in format
No evidence of research
Analysis weak; unsubstantiated
New material included in

concluding paragraph or no
conclusion offered
No plan provided
No attempt to develop an
analysis; not enough cohesion
evident.
Errors seriously compromise
comprehensibility
Errors of vocabulary, spelling
and punctuation compromise
comprehensibility; neutrality of
tone uncertain
No abstract
TOTAL (out of 45). Out of 15. Markers Initial.
*Assignment must be typed, font 12, double spaced; with correct marking schedule; abstract placed before essay. Late Penalty: 10% of total mark for each late week.
27
UU114 2012
Mark
28
Assignment 2: Oral Seminar

Due date:
1st May, 2015 (End of Week 10)
Weighting:
Length:
7 minutes of presentation + 3 minutes of questions.

Total of 10 minutes
This assignment requires that you:
Present a seminar;
Record your presentation and the question and answer time on Audiotape
or CD;
Submit both the tape/CD and the written notes for marking.
Task 1
This oral presentation should reflect the topics given for Assignment 1 or
Assignment 3 either a Report OR an Essay.
The presentation MUST be on any one of the topics given for Assignment 1 or
the topic you are choosing for Assignment 3. If you choose any of the topics for
Assignment 3, this seminar should help you to develop your ideas for that
assignment, and the questions that your audience asks may help to focus you on
new ideas. The presentation will act as practice for what will be your final written
assignment.
Please turn now to the tasks for Assignment 1 or Assignment 3. If you choose
Assignment 3 you have the choice of EITHER a report OR an essay. Choose
which one you want to complete now.
THIS WILL BE THE TOPIC FOR ASSIGNMENT 2: ORAL SEMINAR.
Task 2
Arrange a time, place and audience for your seminar presentation. Your seminar
presentation should be held during weeks 8 and 9 of the semester.
If it is convenient, contact your local USP Campus, Centre or local tutor and see
if you can arrange for your seminar presentation to take place at the Campus or
Centre, where you can use other UU114 students or other Distance and Flexible
Learning students as your audience.
If you cannot do this, arrange to have a small audience (510 people) from
amongst your fellow students or high school teachers or students in your local
area or, if you are working, your fellow workers.
Let your audience know that their role will be to listen to your seminar and ask
questions on issues that need to be elaborated on, explained or are controversial.
29
Remember that you have to tape the seminar presentation, so make

sure the place where you present the seminar has a cassette tape
recorder available, or take your own if you have one.
If you have a regular tutor, you may, if you wish, liaise with the tutor to see if it
will be possible to present your presentation live that is, in front of your tutorial
colleagues. If your tutor is happy with this idea, your work can be marked as you
present it, using the appropriate mark sheet.
Task 3
Tape the seminar presentation on a blank audio cassette or on a CD.
Your recording should be of the actual seminar presentation and question and
answer time after the presentation.
Task 4
Do not submit the full written text.
The written paper should:
Be your speaking notes ONLY
Include an abstract
Be clearly structured
Show evidence of research
Include a bibliography of all sources you consulted.
Include original visual aid (for example, a chart that you might have
prepared yourself or a handout that you prepared for your audience)
Attach the evaluation form to the work you send in.

Task 5
Study the relevant evaluation form thoroughly to find out how you will be
assessed. Ensure that all criteria are met.
Submit the first evaluation form if you are sending in a recorded presentation
(either on audiotape or CD).
Submit the second evaluation form if you are assessed live by your tutor.
30
UU114: ENGLISH FOR ACADEMIC PURPOSES

Seminar Evaluation Form (for Recorded Presentations)
Student name: .
ID Number: S
Topic:
MARK
1. Written version:
A clear, well-structured abstract

provided.
Speaking notes appropriate, reflect

the structure of the presentation, and
show evidence of research.
Visual aid(s) relevant and original.
Bibliography list complete and

accurate.
2. Spoken version:
Introduction brief and clear.
Ideas presented and developed

logically.
Cohesive devices appropriate and in

good supply.
Ideas relevant to the thesis.
Clear delivery, with little evidence

of reading.
Good summation provided.
3. Handling of questions:
Confident and clear answers

provided to all questions.
Responses are relevant.
Full answers provided.
Final comments
TOTAL MARK:
31
COMMENT
32
UU114 ENGLISH FOR ACADEMIC PURPOSES

Seminar Evaluation Form (for Live Presentations)
Name of presenter:
ID Number: S
Topic:
Date:
Feature
Written support for audience:
Total mark
Abstract
Bibliography, referencing
TOTAL:
Content:
Clear introduction
Organisation of ideas
Clarity & relevance of ideas
Cohesion & coherence
Length
Clear summation
TOTAL:
12
Presentation and delivery:

Clear pronunciation and speed
Fluency
Clearly projected voice
Varied tone
Eye contact: not read
Body language: gesture, stance
TOTAL:
17
Visual aids:
Preparation, design and clarity
Inclusion in presentation
Relevance to topic
TOTAL:
Handling questions:
Focussed & accurate listening
Confident & appropriate answers
Full answers
TOTAL:
FINAL TOTAL:
Final comment:
45
Final mark:
../15
33
Mark given
Comment
34
Assignment 3: Report writing or Essay II

Due date:
15th May, 2015 (End of Week 12)
Weighting:
Length:
10001200 words
Choose to write EITHER a report OR an essay.

Assignment Three
Choose from the appropriate options.
A. Report Writing: Role of Women in Community Development
http://www.bing.com/images/search?q=womens+role+in+community&FORM=HDRSC2
Task:
Survey the opinions of a group of people in a community you know on their
views of what they think should be the role of the women in community
development. Find out what they think attributes to the womens role in the
community development due to their work, commitment, skills and what
qualities make women superior human beings, (Ensure that you include a
balanced response from males and females.)
35
Terms of Reference:
a) to describe the role of women in community development in a
community of your choice;
b) to find out the activities that the women are involved in that
community;
c) to determine peoples opinion about what other roles should the
women be playing in community development;
d) to suggest ways in which to facilitate the role of the women in
community development in order to improve their involvement in
such activities.
OR:
B. ESSAY
If you have NOT chosen to do a Report, choose ONE of these essay topics.
Collect relevant information for whichever assignment you choose. Make sure
that you reference accurately and carefully and that you write an accurate
bibliography. You may choose to interview relevant people for any of the choices
of topic provided here.
Write an Abstract for your REPORT or your ESSAY AND include the
Plan.
Include the appropriate marking sheet from the TWO provided.
Task:
1. If you choose to write an essay for this assignment, you are required to
write a causal analysis or a compare & contrast essay.
2. Note the word length of this essay.
3. Read the research essay given in Unit 3 (Resource 3.1) Pay particular
attention to the incorporation of information from external sources.
4. You must consult at a minimum of 5 sources, and not all your sources
should be of the same type, that is, not all five sources should be from the
Internet. Select your information from a wide variety of sources, and
reveal them in your bibliography.
36
Choose ONE of the following topics, and write a research essay on it.
Prompt: Women in Community
The role of women in community development can be important to the
livelihood of a society. According to some researchers, women make many of
the choices that decide a familys participation in the community, including
social, religious, cultural, healthcare, and educational decisions. In parts of the
world where women's rights are still developing, the role of women in the
development of a community can be the key to reducing gender inequality,
providing for the needs of women and families, and ending centuries of
discrimination against women.
Adopted from: http://www.wisegeek.com/what-is-the-role-of-women-incommunity-development.htm
1. Causal analysis essay

Why is there so much emphasis nowadays about gender equality and what are
the effects of this on a society?
OR
2. Compare and contrast essay
Compare and contrast the role of women in your community nowadays with
those roles they played in the past.
Collect relevant information and make sure that you reference accurately and
carefully and that you write an accurate bibliography.
Write an ABSTRACT for your ESSAY and include the PLAN.
Include the appropriate marking sheet provided.
37
38
UU114: English For Academic Purposes
Facets
Embark and
clarify
Elements
Introduction
Milestone - 3
Benchmark - 2
Below Benchmark - 1

subject and presents the issue
and thesis as a clear and
effective unit
Wide range of wholly
appropriate and relevant
references, fully integrated into
the text with a sound mix of
direct and indirect
quotations. Quotations wholly
support thesis. Citations wholly
accurate; bibliography complete
and accurate
Controlling theme soundly
maintained; thoughtfully
evaluated ideas and research.

subject and presents the issue and
thesis as a developed unit

subject and presents the issue and a
relevant thesis
Introduction incomplete,
flawed or missing
A range of appropriate and

relevant references, generally
well-integrated into the text with a
mix of direct and indirect
quotations. Quotations support
thesis. Most citations correct;
bibliography good,
only minor errors
An attempt made to apply research

to the essay; the balance of direct
and indirect quotation is uneven,
and relevance is sometimes
questionable. Quotations
occasionally replace student input.
Citations show several errors;
bibliography satisfactory
Controlling theme reasonably

maintained; appropriately
analysed ideas and research
Controlling theme maintained;

applicable ideas and research
Conclusion
Thoughtful final perspective

with mature closing thought
Appropriate final perspective with

a logical closing thought
Relevant, modest final perspective;

satisfactory closing thought
Attempts to link the context to

the subject and presents the issue
and thesis statement but held
together ineffectually
Applications of research to essay
is uncertain; heavy reliance on
one source; relevance of material
is very questionable and/or
balance of direct and indirect
quotation is poor. Quotations
often replace student
input. Citations show many
errors; bibliography poor
Controlling theme weakly
maintained; poor or
undifferentiated ideas and
research
A final perspective with weak or
unsubtle closing thought
Plan
Clear identification and

separation of relevant ideas with
details
SEXI pattern effectively
developed
Clearly showing relevant ideas

with details
Limited grasp of or distinction of

ideas
Ideas do not reflect the issue.

Major elements missing
SEXI pattern clear
SEXI pattern mostly reflected;

some inconsistencies
One or two elements of SEXI

pattern missing
No attempt to write coherent

paragraphs
Effective sequential pattern that

enhances the effect of the
analysis
Analysis develops effectively;
appropriate language; apt
Appropriate sequential pattern

that enhances the effect of the
analysis
Analysis develops logically;
appropriate language; sound
Relevant pattern that supports the

analysis
Poor organisation of ideas

weakens the analysis
Analysis inconsistent; some

relevant language; limited cohesion
and transitions
Attempt made to create a

reasonable pattern, but the effect
is not sustained
Analysis does not develop; lack
of suitable language; weak
Errors impede comprehensibility
Accurate writing
conventions

Vocabulary wide; occasional

errors in word choice; spelling
and punctuation mostly correct;
neutrality of tone sustained
Vocabulary adequate with several

errors in word choice; spelling and
punctuation errors noticeable;
neutrality of tone mostly sustained
Abstract
Abstract accurate in format,

clear and thorough
Abstract accurate in format and

clear; some elements may be
weak
Abstract unclear, some elements

missing
Find and
generate
Organise
and manage
Analyse and
synthesise
Quality of
analysis
Paragraphing
Logical
organisation
Development of
analysis
Grammar
Communicat
e and apply
Name:.........................................................................ID NO.:...............................................................
Academic Excellence - 4
Research
Evaluate
and reflect
Assignment Three (Essay) Marking Criteria
Presentation*
(+1 mark)
pretentious with frequent word
choice errors; errors of spelling
impede comprehensibility;
neutrality of tone inconsistent
No evidence of research
Analysis weak;
unsubstantiated
New material included in

concluding paragraph or no
conclusion offered
No plan provided
No attempt to develop an
analysis; not enough cohesion
evident.
comprehensibility
comprehensibility; neutrality
of tone uncertain
No abstract
TOTAL (out of 45). Out of 15. Markers Initial.
Assignment must be typed; font 12; double spaced; with correct marking schedule; abstract placed before essay. Late Penalty: 10% of total mark for each late week.
39
UU114 2012
Mark
40
UU114 Assignment 3 Marking Criteria Research Report

Facets
Embark and
clarify
NAME:__________________________________
ID:___________________
Elements
Coverage of TORs
Academic Excellence- 4
Milestone - 3
Benchmark - 2
Below benchmark - 1
All terms of reference met;

detailed, sophisticated analysis
All terms of reference

met; sufficient details,
appropriate analysis
Most terms of reference met;

some details, analysis
inconsistent
Few terms of reference met;

analysis does not develop
No terms of reference met; no

analysis
Introduction
Clear and effective unit of the

purpose and background of the
study; fully, aptly contextualised;
succinct, durable hypothesis
Fair unit of the purpose and

background of the study;
attempts to contextualise
research; hypothesis present
Weak unit, several elements

missing; hypothesis present
Very weak, most elements

missing; no hypothesis
Find and
generate
Methodology
and data collection
Methodology effective; well

described; wide range of
appropriate data
Developed unit of the

purpose and background
of the study; generally
contextualised; durable
hypothesis
Methodology effective;
clearly described; range
of appropriate data
Methodology mostly effective;

generally described; some
appropriate data
Methodology ineffectual;
description unclear; little
appropriate data
No methodology / no data
collection evident
Evaluate and
reflect
Conclusions
Relevant; significance
mostly clear, supported
by data and analysis
Relevant but shallow; support

by data and analysis unclear
Relevance questionable; not

supported by data and
analysis
Irrelevant or no conclusions
drawn
Organise and
manage
Appropriate format
Well considered and highly

relevant; significance made clear,
well-supported by data and
analysis
Well planned, logical sequence;
appropriate tone. All major
sections included; sophisticated
sub-headings
Planned report, logical

sequence; appropriate
tone. Major sections
included; sound subheadings
Clear, organized,
appropriate sequence;
(visual) data correctly
integrated into text
Clear and detailed
discussion; sound
interpretation of data;
Inconsistencies in sequence
and tone. Some essential
sections missing; sub-headings
not always clear
Illogical sequence,
inappropriate tone. Most
sections missing; subheadings not always
appropriate
Little organization; (visual)
data not integrated into text
No sequence evident,
inappropriate tone. Report
sections sparse
Discussion thin;
misinterpretation of data
No discussion; no interpretation
of data
Vocabulary wide;
occasional errors in word
choice; spelling and
punctuation mostly
correct; neutrality of tone
sustained
Recommendations
relevant, developed and
sensible; clearly
described
Vocabulary adequate with

several errors in word choice;
spelling and punctuation errors
noticeable; neutrality of tone
mostly sustained
Errors impede
comprehensibility
pretentious with frequent
word choice errors; errors of
spelling impede
comprehensibility; neutrality
of tone inconsistent
Recommendations irrelevant;
weak and/or fanciful; weakly
described

comprehensibility
comprehensibility; neutrality of
tone uncertain
Abstract accurate in
format and clear; some
elements may be weak
Abstract unclear, some

elements missing
No abstract
Presentation of
results
Analyse and
synthesise
Discussion of results
Grammar
Communicate
and apply
Thorough, detailed, well

organized and sequenced; (visual)
data effectively integrated into
text
Full, sophisticated , clear and
detailed discussion; accurate
interpretation of data
Accurate writing
conventions

Recommendations
Recommendations highly
relevant; developed and mature;
fully described and logical
Abstract
Abstract accurate in format, clear

and thorough
Inconsistent; sequence poorly

organized; (visual) data weakly
integrated into text
Adequate, mostly clear
discussion; weak interpretation
of data
Recommendations marginally
relevant; insubstantial;
randomly described
No results
No recommendations
Presentation*
(+1 mark)
TOTAL (out of 45).. Markers Initial
Assignment must be typed; font 12; double spaced; with correct marking schedule; abstract placed before essay. Late Penalty: 10% of total mark for each late week. UU114 2012
41
Mark
42
Sample Mid-Semester Test

You are given the following past test paper to help you to prepare for your test.
However, remember that the test paper that you will take this semester may not
follow exactly the same structure, format or content as this one.
UU114: English for Academic Purposes
MID-SEMESTER TEST
Semester 1, 2014
PRINT and F2F Mode-Region
Time allowed: 110 minutes
Reading time: 10 minutes
Marks: 30
Number of questions to be answered: ALL
Number of pages: 4 (including this page)
Task 1: Vocabulary and Critique (20 marks)
Read the article entitled Women struggle for a place in the Pacific on the
following pages, and answer Questions 1 and 2 below.
Question 1: (5 marks)
Choose ANY five from the following selection of words/phrases from the text
and explain clearly what they mean in this context.
a.
stark imbalance
(paragraph 2)
b.
portfolio
(paragraph 2)
c.
objective
(paragraph 3)
d.
persistent disparity
(paragraph 4)
e.
substantial progress
(paragraph 5)
f.
entrenched
(paragraph 5)
g.
arbitrate
(paragraph 6)
h.
diverse communities
(paragraph 7)
i.
outperforming
(paragraph 8)
j.
imperative
(paragraph 9)
43
Question 2: (15 marks)

Re-read the article and write a sound critique of it in no more than 300 words.
Women Struggle for a Place in the Pacific

Posted by Inter Press Service News on
http://www.ipsnews.net/2013/02/women-struggle-for-a-place-in-the-pacific/,
viewed on 20th March 2014.
By Catherine Wilson
1
SYDNEY, Feb 28 2013 (IPS) Women face greater odds in achieving equal
political representation in the Pacific Islands than in any other region of the
world, holding just 3 percent of seats in national parliaments, compared to 20
percent in Sub-Saharan Africa and 18.5 percent in South East Asia.
Following the first Pacific Womens Parliamentary Partnerships Forum hosted

by the Australian government in Sydney this month, Fiame Naomi Mataafa,
the longest serving female parliamentarian in the Pacific region, spoke to IPS
about the challenges of gaining political office and some of the measures
being pursued to redress the stark imbalance. Fiame was first elected in
1985 to the parliament of Samoa, a Polynesian nation located north-east of
Fiji and first in the region to achieve Independence in 1962. She is a matai
or high chief, as was her father, Fiame Mataafa Faumuina Mulinuu II, the
first prime minister of Samoa. In addition to representing the Lotofaga
electorate in Atua district on the most populous island Upolu, she has served
as minister of education, minister for women, community and social
development and presently holds the portfolio for justice and courts
administration.
She was one of 40 female MPs from the Pacific Islands and Australia,
including Cook Islands opposition MP Selina Napa, and Delilah Gore and
Julie Soso Akeke from Papua New Guinea, who attended the first regional
consultation of the Pacific Womens Parliamentary Partnerships Programme.
Part of the Australian Pacific Women Shaping Pacific Development
initiative supported by AusAID, its objective is to increase the professional
skills and capacity of women politicians in the region. It is a good start in
terms of saying, yes, people are serious about this, Fiame told IPS. We got
some clarity around the kind of approaches that could be taken. There is a
website that could assist with developing the womens network to become an
information exchange, enabling direct contact between members and research
assistance on parliamentary issues and political approaches. You can never
get away from candidate training, she added. You always have to look,
especially if you want to increase the numbers, at beginning to identify
women leaders and the training opportunities that could be made available to
them.
The Millennium Development Goal 3 (MDG 3) on promoting the rights of

women, and the Pacific Platform for Action on Advancement of Women and
Gender Equality both promote the goal of governments attaining a proportion
of 30 percent women in decision-making roles. Samoa, which has two women
in parliament, rates at 4.1 percent, the 4 Marshall Islands 3 percent, Papua
New Guinea 2.7 percent and Vanuatu nil. There have, however, been some
recent incremental gains. In national elections held last year, three women
entered parliament in Palau, one was elected in the Solomon Islands and three
44
in Papua New Guinea. Many reasons have been suggested for the persistent
disparity, such as traditional patriarchal cultures, historical influence of male
dominated colonial administrations, corruption and lack of political party
reform, and lack of financial resources and campaigning skills.
5
The reality of the unequal playing field has long been recognized by the
regions leaders, so why the lack of substantial progress? I think it comes
down to the choices women make. Politics is perceived not always in a
positive way, Fiame responded. I think a lot of women feel it is not their
place; that they dont necessarily like the way things are done, which begs the
question: why dont you get in and change it? In the 2011 Samoan election
nine of 158 candidates were women. Economic development gives you more
choices, so in developing countries the traditional roles of gender are much
more entrenched, she added. In many Pacific states, the government is not
in a position to take care of and provide a safety net for all of its citizens. So
people often see that their safety lies with traditional cultural and social
networks.
At Independence, the Samoan people chose via a referendum to retain Faa

matai, the indigenous system of governance based on elected chiefs, or
matais, who bear responsibility for the affairs and customary lands of
extended families. We dont have automatic succession, Fiame pointed out.
When a titleholder passes away, the extended family come together to decide
who will succeed. It is very democratic, but it is also a very political process.
Nevertheless, the Lands and Titles Court will arbitrate a decision in the
absence of consensus.
The Legislative Assembly has 49 seats, of which 47 are reserved for male and
female matais and two for representatives of Samoas diverse communities.
In the Samoan context, women are allowed to hold titles, we do hold titles,
she emphasised. We do, though, have an issue in that some villages dont
allow women to hold titles, but that is a constitutional issue. Although 48
percent of the population is female, the 2011 census revealed 89 percent of
matais were male and 11 percent female.
In contrast, there is now gender equality at all levels of education in Samoa

with females consistently outperforming male students. Education to change
cultural and social attitudes and produce greater voter support for women
MPs are long term goals across the region. But temporary special measures,
such as quotas and reserved seats, could potentially make a difference, even
though women themselves have mixed opinions. If you talk to many women
who have gotten into parliament, most of them will say they dont support
temporary measures, Fiame said. But I can take a step back sufficiently to
say that we do require temporary special measures, because if something
doesnt happen, you have to have the will to make it happen.
Last year, a constitutional amendment bill was tabled in the Samoan

parliament to grant a 10 percent quota of women members, equating to five
reserved seats. It (the Bill) is in its second reading and hopefully it will come
through at our next sitting, she clarified, admitting that one of the crunch
issues could be the political interests of her male colleagues in view of
possible competition from women in their electorates. But she firmly believes
that the beginning of a serious dialogue about women in governance
throughout the nation is imperative to challenging mindsets. In the
meantime, people will be looking to national elections due to take place this
year in Nauru and the Federated States of Micronesia, and progress in Fiji
45
toward planned democratic polls in 2014 all nations where women have no
elected presence in the halls of power.
Task 2: Bibliography writing (10 marks)
The details of each item are not in the correct order. Re-arrange them correctly
and compile a bibliography in the Harvard style.
Write the bibliography only.
a. New Dilemmas for Cooks, written by Lisa Williams-Lahari, was the
cover story in the August, 2012 issue of Islands Business; this was viewed
on 17 September, 2013 on http://www.islandsbusiness.com/2012/8/coverstory/new-dilemmas-for-cooks/
b. Don Paterson & Sue Farrans book South Pacific Land Systems was
published in 2013 by USP Press in Suva. The 345-page book is available
in paperback edition.
c. On Saturday 15 March, 2014 an article titled MPs Assets on Auction
appeared on the front page of the Solomon Star. The article had no
specific author.
d. The 11-page journal article, The first term at university: implications for
EAP, written by Stephen Evans and Bruce Morrison, appears on pages
387-397 of ELT Journal. This is the fourth issue of volume 65 published
in October 2014.
e. In the book Why people choose Macintosh there is a chapter titled The
social impact of computers, which was written by Richard Rosenberg.
The book was edited by David. Cartmell and was published in 2010 by
Elsevier Academic Press in Boston. The chapter appears on pages 3-19.
This is the end of your test.
46

MID-SEMESTER TEST
Semester 1, 2014
Answer key
Answer Key
Task 1: Vocabulary and Critique (20 marks)
Question 1 (5 marks): Students are expected to have selected any five of the
following phrases, and explained what each means in the context they are used.
Students may write other answers but these must be similar in meaning to the
ones suggested below. The writing of complete sentences is not a requirement for
this task.
Award 1 mark for each phrase correctly explained. Partial marks can be awarded.
k. stark imbalance
- obvious differences, absolute disparity, huge

inequality
l. portfolio
- position, role,
m. objective
- purpose, goal, aim
n. persistent disparity
- difference for a long time
o. substantial progress
- considerable improvement, noticeable betterment
p. entrenched
- deeply rooted, fixed
q. arbitrate
- judge, make a decision, decide
r. diverse communities
- many cultures, various societies
s. outperforming
- doing better, beating them in studies
t. imperative
- important, crucial, compelling
Question 2
Wilson, C.2013, Woman Struggle for a place in the Pacific, Inter Press Service
News , 28 February, viewed 20 march 2014,
http://www.ipsnews.net/2013/02/women-struggle-for-a-place-in-the-pacific/
For this question, students are required to write a critique of the article. The
critique should be
written in paragraph form (no bullet points allowed);
within the word limit (i.e. maximum 300 words); and
written in the writers own words mostly (some phrases from the
reading may be used).
47
Deduct 1 mark from the total for this section if more than 300 words are
used to write the critique.
Marking criteria for Question 2
Constructs an introduction that:
specifically identifies the document at the beginning of the review

i.e. include the bibliographic reference details (author, date, title,
publisher);
states an overall summary of the article;
states the articles aim(s);
states an overall evaluation of the document based on critical

analysis.
Constructs a body that

- outlines the major points of the argument (a summary) in paragraph form;
- provides justification for the evaluation:
identifies and substantiates the strengths and/or weaknesses of

various aspects of the article;
clearly identifies and explains the criteria used in evaluation;
states how the document has contributed to an understanding of the

topic.
Constructs a conclusion that
restates an overall judgment together with an overview of the

reasons for that decision;
contains recommendations about the value or usefulness of the

article/book in relation to a specific purpose e.g., to your study, to
practitioners.
Cohesion and Coherence: A top answer will utilize good cohesive devices,
and will stand as a coherent piece.
1.5
Language and Style: Evaluative language must be used accurately.

Grammatical accuracy should be present.
1.5
Total for Question 2
15
48
Introduction
Aim: draws attention to the reasons for the lack of women participation in
politics in the Pacific
Evaluation: A useful article for Pacific decision makers but needs more
substantial evidence.
Paraphrase
-
Wilson claims Pacific women have least representation in parliament
Gives first- hand experience of the first woman elected in parliament in

Samoa
Explores the work of international agencies and treaties and the

opposition from traditional system
Illustrates how tradition and civil court see gender inequality
Education and quota system is helping but women question it themselves
Serious dialogue and will is needed now
Strengths
-
Womens participation in politics is an ongoing issue in the Pacific
Simple vocabulary (laymans language)
well researched with data to support
Uses the methodology of interview to get information
Relates to international treaties E.g. MDG3, PPAAWaGe
Uses quotes for support
Smooth flow of ideas from one paragraph to next
Weakness
-
uses the voice of a single politician from Samoa
Some figures and data used does not have source provided E.g.
Percentages in the first paragraph
Does not use any other women politicians views as support.
No other source (male traditional leader etc.) views considered
While other pacific regions are mentioned little details are used from there
Conclusion
-
A timely and relevant article for the Pacific leaders to think of
The credibility of the article is bit questionable as only one informant is

used throughout.
Needs to include the viewpoint of the wider Pacific community/leaders

from all level
49
Task 2: Bibliography writing (10 marks)

For this task, students are required to sieve through the given information to
compile a bibliography page. Each entry is worth 2 marks. If the entries are not
arranged in alphabetical order, then deduct 1 mark from the total.
For each entry, award 1 mark for correction information and order, and award
another 1 mark for appropriate punctuation (commas, full stops, abbreviations,
underlining, article titles in double quote marks and so on).
Diettrich, B., Moulin, J. F. and Webb, M. H. 2011, Music in Pacific Island

Cultures: Experiencing music, experiencing culture, Oxford University
Press, New York.
Ezrahi, Y. 2004, Science and political imagination in contemporary
democracies in S. Jasanoff (ed) States of knowledge: The co-production
of science and social order, Routledge, London, pp. 254-273.
Jordan, M. 2013, Jump in demand for visas shows economy improving, The
Australian, 3 April, p.21.
Locke, J. T. 2009, The climate change-induced migration in the Pacific region:
Sudden crisis and long- term development, The Geographical Journal,
vol.175, no.3, September, pp.171-180.
SciTechDaily, 2013, New data offers clues on the origins of life, 5 April,
viewed on 6 April, 2013,
http://scitechdaily.com/new-data-offers-clues-on-the -origins-of-life/
50
Past Examination Paper

You are given the following past examination paper to help you to
prepare for your final examination. However, remember that the
examination paper that you will take this semester may not follow
exactly the same structure, format or content as this one.
Serving the Cook Islands, Fiji, Kiribati, Marshall Islands, Nauru, Niue, Samoa, Solomon Islands, Tokelau, Tonga, Tuvalu, and Vanuatu.

FINAL EXAMINATION SEMESTER 2, 2010
Time Allowed 3 hours plus 10 minutes reading

40 marks (40% of final grade)
INSTRUCTIONS:
READ THESE CAREFULLY
1. This exam asks you to write ONE ONLY essay of between 600 and 800
words.
2. You are given TWO prompts and each prompt offers TWO questions.
3. Choose ONE question from ONE prompt. Do NOT write more than one
essay.
4. Write your answers in the answer booklet provided.
5. You must write your PLAN and an ABSTRACT.
6. Spend about 30 to 40 minutes preparing a THOROUGH plan.
7. Spend about 2 hours on the essay.
8. Spend about 20 minutes on the ABSTRACT.
9. This exam is worth 40% of your overall mark. The minimum exam mark is
16/40.
NOTE:
Hand in ONE essay, the plan and the abstract.
If you choose either of these questions, do NOT choose

one from the next page.
51
PROMPT ONE: Traditional music

Traditional music is often referred to as folk music - that means music written and
performed by people who have not yet been affected by modern technology. It is the music
that is handed down from one generation to another and can carry stories or reflect ways of
life that have disappeared in many parts of the world. Contemporary music, on the other
hand, tends to be music that is part of the modern world and is normally regarded as
anything written after the Second World War in the 1940s. It too includes many different
types of music from classical orchestral works to rock music and rocks more recent relatives.
While much of this can be played by amateurs, it is professional musicians who tend to have
made contemporary music such a worldwide phenomenon.
Sources: http://www.traditionalmusic.co.uk/
Accessed 27.9.10.
http://www.humanitiesweb.org/human.php?s=c&p=i&a=l&ID=10 Accessed 27.9.10.
QUESTIONS:
Choose ONE.
EITHER:
1. What are the arguments for and against teaching traditional music in schools?
OR:
2. Compare and contrast traditional music from your community with one type
of contemporary music.
If you choose either of these questions, do NOT

choose one from the next page.
52
If you choose either of these questions, do NOT

choose one from the previous page.
PROMPT TWO: Ecotourism
Ecotourism promotes responsible travel with minimum impact on the environment, and the
sustaining of communities and resources in the tour destinations. The conservation of the
environment and the adoption of a sensitive approach to cultures and lifestyles of host
communities are priorities. A thriving sector of the tourism industry, ecotourism has boosted
the economies of many developing countries with its attractions of activities such as rainforest
walks, wildlife viewing, marine life exploring, and village visits. Promoters of ecotourism
strongly believe that it offers something to both travellers and hosts a conscientious
adventure to the former and a fair economic return to the latter.
Sources: http://www.sustainabletravelinternational.org/ Accessed 27.9.10.
http://www.responsibletravel.org/resources/documents/reports/ Accessed 27.9.10.
QUESTIONS:
Choose ONE.
EITHER:
3. What are the reasons for the appeal of ecotourism, and what effects does it
have on communities in the Pacific?
OR:
4. Discuss the benefits of ecotourism for Pacific island communities and their
environment.
53
UU114: ENGLISH FOR ACADEMIC PURPOSES
FINAL EXAM MARKING CRITERIA
A. Task response
4. Question answered with skill and maturity.
3. Question answered appropriately..
2. Question not answered appropriately. Adheres to the structure
1. Question not answered at all.
G. Accurate conventions: paragraphing (SEXI)

4.
All paragraphs fully developed: good exemplification and good implication.
3.
Most paragraphs fully developed: mostly sound exemplification, general implications.
2.
More than half the paragraphs show weaknesses of development: Exemplification
thin, few implications.
1.
Several paragraphs at 1 or 2 sentence level. short lack explanation, exemplification or implication.
B. Plan
4. Thorough and detailed plan, providing excellent support.
3. Good plan: gives some support without many details.
2. Basic plan: main points only.
1. Plan attempted: Weak
H. Accurate conventions: sentence

4.
All sentences complete; varied complexity for effect.
3.
Most sentences complete; some variation of complexity.
2.
Several examples of incomplete sentences; sentences mainly simple or compound.
1.
Incomplete sentences intrusive; little variation of complexity.
C. Quality of argumentation
4. Sophisticated ideas, well-supported with thoughtfully evaluated evidence.
Draws well-justified conclusions.
3. Sound ideas supported with simple but adequate evidence. Draws acceptable conclusions.
2. Thin ideas, weakly supported by evidence. Conclusions not clearly justified.
1. Few ideas, little evidence provided. Few conclusions drawn.
I. Abstract
4.
Abstract wholly accurate in format, clear and thorough. Length within 100 words
3.
Abstract accurate in format and clear.
2.
Abstract mostly accurate in format, mostly clear. Length more than 100 words.
1.
Abstract does not reflect essay.
D. Development of argumentation
4. Argumentation develops effectively in well-constructed paragraphs with
confident transitions and cohesion.
3. Argumentation develops logically with mainly sound paragraphs and appropriate
transitions and cohesion.
2. Argumentation develops in paragraphs of varying quality: insufficient transitions and
cohesion.
1. Argumentation does not develop; paragraphs weak with few or poor transitions.
J. Grammar, Syntax, Mechanics (comprehensibility; appropriate tone and parts of speech, word
choice, tense, pronominal references etc)
4.
Above required academic standard.
3.
Acceptable academic standard.
2.
Below academic standard.
1.
Well below academic standard.
Marks deducted from total
Abstract not in correct place:
Under length: less than 600 words:
E. Introduction
4. Introduction clearly establishes context, focuses on subject and presents clear guiding
thesis statement. All elements present.
3. Introduction clearly establishes some context, focuses on subject and provides acceptable
thesis statement. Most elements present.
2. Introduction attempts to establish context, loosely presents subject and attempts
thesis statement. Some elements present.
1. Introduction fails to establish context or present subject. Most elements missing.
F. Conclusion
4. Conclusion gives intelligent summation of thesis, presents thoughtful implications &
final comment.
3. Conclusion gives basic summation of thesis, present some implications and appropriate
final comment.
2. Conclusion attempts summation of thesis, presents few appropriate implications & weak
final comment.
1. Conclusion does not summarise thesis but repeats arguments. Few implications & final
comment thin or missing.
Total Score: .. (40 marks)

54
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UU114:

ENGLISH FOR ACADEMIC

Introduction and Assignments

School of Language, Arts and Media

Produced by The University of the South Pacific, Suva, Fiji, 2015.

First produced as LL114 in 1995

Introduction & Assignments team for semester 1, 2015

UU114 (IA) 12015

Calendar for semester 1, 2015

Your course coordinator

problems faced due to late arrival; incomplete; or other

requests for extension for assignment submission; further

confirmation of test dates, time and venue; change of exam

UU114 Course Coordinator,

The academic writing text types of:

The academic reading skills necessary for :

Producing good quality academic writing in a range of text types;

produce researched essays as demanded by their programmes at USP;

Summary of course content

Writing: The First Seven Steps

Writing: The Second Eight Steps

Researching for Assignments

Writing a Discussion Essay: Both Sides of an Issue

Reading Part 1: Dealing with Text

Writing Casual Analysis and Compare and Contrast Essays

Reading Part 2: Recognising Main Points and Details; Taking

Presenting an Oral Seminar

Reading and Using Visual Texts: Dealing with Text

Writing Research Projects: Dealing with Text

Your learning materials

The topics for your assignments;

Instructions to do with assignments; and

2. The Course Book

Track 1: Resource 2.3 (11:31)

Track 1: Resource 5.1 (7:23)

Track 2: Resource 3.1 (7:11)

Track 2: Resource 5.2 (10:28)

Track 3: Resource 3.2 (8:29)

Track 3: Resource 5.3 (6:48)

Track 4: Resource 4.1 (6:06)

Track 4: Resource 5.4 (4:53)

Track 5: Resource 4.3 part 1

Track 5: Resource 6.3 (12:55)

Track 6: Resource 4.3 part 2

You must have a web browser such as Internet Explorer, Firefox or

Type your student email password in the Password box.

Your learning support

5. If you have questions or comments to communicate during your tutorial

How to login to Moodle

Alternatively, you can go to the USP website: http://www.usp.ac.fj/ and

Step 2: Username and password

Type your student email (webmail)

Step 3: Accessing your course

Assignments, tutorials and test

The 15 steps: Unit 2:

Writing continued : Begin research

Writing: Critical Review:

Presenting Oral Seminar:

Causal Analysis Essay:

Satellite tutorial 3: 25th March, 2015

Satellite tutorial 2: 11th March, 2015

Compare and Contrast Essay:

* Fiji dates and times (GMT + 12hours)