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UU114: ENGLISH FOR ACADEMIC

PURPOSES

Introduct ion a nd Assign!nts

S!!st!r 1" #$1%

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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, 2015Course 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

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Contents

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

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Ca &!nda r 'o r s!!s t! r 1 " #$1%

Beginning of semester 1Laucala, Emalus and Alafua

campus students - Final day

for withdrawal with

remission of tuition fees for

semester 1 courses is 27

February 2015

Week 1 1620 February

Week 2 2327 February

Week 3 26 March

Other USP Campuses

students: Final day for

official withdrawal with


semester 1 courses* 27

March 2015

Week 4 913 March

Week 5 1620 March

Week 6 2327 March

Week 7 30 March3 April

Mid-semester break 412 April

Final day for official

withdrawal without


semester 1 courses is 17April 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 15 19 June

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(our cou rs! coo rd ina to r

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:

problems faced due to late arrival; incomplete; or otherproblems associated with course material:

[email protected]

requests for extension for assignment submission; furtherclarifications on assignments:

[email protected]

confirmation of test dates, time and venue; change of examvenue; inability to sit exams and any other queries related to

exams:

[email protected]

Address: 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

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Cours! i n t roduc t i on

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 learningexperience 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. argument2. discussion3. cause and effect4. comparison and contrast5. research reports6. critical reviewing7. note taking and notebook keeping

The academic reading skills necessary for :1. predicting2. brain storming of prior knowledge3. inference making4. using selective attention5. using imagery6. summarising

Research;

Reading and using visual data;

Presenting research orally in seminars and tutorials.

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Course outcomes

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 theiraudience.

Suar) o ' cou rs! con t!n t

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

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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 1: Resource 5.1 (7:23)




Track 5: Resource 4.3 part 1

(1:47)

Track 5: Resource 6.3 (12:55)


(1:46)


(2:08)


(4:01)


(3:22)

Impatica Presentation CD:

To use the Impatica Presentation CD, insert the disc into a computer. Thepresentation 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 IMMEDIATELYif you are missing any of the

materials mentioned above.

4. Moodle

All students have access to the Moodle materials for UU114. To access

Moodle:

Y t h b b h I t t E l Fi f

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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 DFLand UU114 On-line.

Click on UU114 CFL since you will only have access to this link basedon 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 coursecontent 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, writedown 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 Co-Build dictionary.

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(our & !a rn ing su**o r t

Loca l tu tor ia ls

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.

Study groups

Most people find it easier to study in a group or with a friend, at least for part ofthe 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.

Library serv ices

Making good use of the library and its resources is vital for you to be a successfulstudent. Learn about library support and services and the importance of

information literacy at your Campus or Centre library.

Student Learn ing Suppor t (SLS)

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: [email protected]

Faculty of Science, Technology and Environment: [email protected]

Faculty of Business and Economics: [email protected]

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Your REACT sess ion

!part from local tutorials" USP uses a system known as R#!$% 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& 'ou may get

presentations and notes in addition to your scheduled session& %hese are

commonly known as satellite tutorials& 'ou are encouraged to attend the

scheduled sessions in the weeks shown in your study schedule&

(ere are some suggestions for getting the most out of these R#!$% 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 on-campus). 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 colleaguescan 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 themicrophone 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 tutorialsession 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

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Ho+ to & og in to Mood &!

f your course has a *oodle component" the instructions below will help youaccess the system&

'ou will need a computer connected to the nternet& %he computer must have a

,eb browser such as -irefox or .oogle $hrome& Such a computer should be

available at your USP $ampus /if you don+t already have one at home or work0&

'ou will also be given a username and password by your local USP $ampus&

Step 1 Accessing !oodle 1pen your browser) -irefox or .oogle $hrome&

%ype in the following at the address bar) http)22elearn&usp&ac&f32

Press #nter&

!lternatively" you can go to the USP website) http)22www&usp&ac&f32 anduse the 4uick 5inks drop down menu to the left of the page and select

*oodle&

Step " #sername and pass$ord

'ou will come to a 5ogin screen&%ype your student number in the

Username box&

%ype your student email /webmail0password in the Password box&

$lick 5ogin&

Step % Accessing your course

'ou should now see a list of your courses& $lick the $ourse $ode and%itle of the course that you are enrolled in to enter& -or example)

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Stud) sc,!du &!

'lanning your $orTo 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 Unit Assignments, tutorials and testWeek 1

1620 February

The 15 steps:

Unit 1: Steps 17

Week 22327 February

The 15 steps: Unit 2:Steps 815

Satellite tutorial 1: 25t February, 2015

4-5 pmIntroduction to the course and to academic

writing

Week 3

26 March

Writing continued : Begin research

for assignments: Unit 3

Week 4913 March

Discussion Essays:Unit 4

Satellite tutorial 2: 11t March, 2015

4-5 pm

The next steps

Week 5

1620 March

Reading/Summary:

Unit 5Assignment 1 due: 20thMarch, 2015

Week 6

2327 March

Writing: Critical Review:

Unit 7

Satellite tutorial 3:25thMarch, 2015

4-5 pm

Summaries and reading

Week 7

30 March3 April

Mid-Semester Test

Outline/Revision:

Pages 47-53 of this I&A

412 April MID-SEMESTER BREAK

Week 8

1317 April

Presenting Oral Seminar:

Unit 8

MID-SEMESTER TEST

Check with your local USP Campus for time,

date and place of the test

Week 9

2024 April

Causal Analysis Essay:

Unit 6

Satellite tutorial 4: 22nd

April, 2015

4-5 pmOral seminar tips

Week 1027 April1 May

Compare and Contrast Essay:Unit 6

Assignment 2 due: 1stMay, 2015

Week 11

48 May

Writing Reports:

Unit 10

Satellite tutorial 5:6thMay, 2015

4-5 pm

Research essay and reports

Week 12

1115 May

Reading and Using Visual Texts :

Unit 9Assignment 3 due: 15thMay, 2015

Week 13REVIEW ALL WRITING

Satellite tutorial 6: 20thMay, 2015

4 5

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Ass!ss!n t o-! r- i!+

This section is IMPORTANT. Please read these pages slowly and carefully.

This course is assessed in TWO ways:

Continuous assessment (assignments and tests) 60%

Final examination 40%

Total value 100%

Cont inuous assessment

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: 15%

Assignment 2: 15%Assignment 3: 15%

Mid Semester Test: 15%

Total: 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.

!id semester tes tYou 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

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!ar ing

Students at Laucala will have their assignments marked in Suva. All other

students, except those from very small centres or campuses, will have theirassignments 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.

ina l e*aminat ionThe 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 theformat. 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.

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Grad ing S)s t!s

a) The following grading system will be used by all faculties in awarding finalgrades for academic performance in a course:

'ass +rades

Grades Percentage (%) Description

A+ 85+ Pass with Distinction

A 78 84 Pass with Distinction

B+ 71 77 Pass with Credit

B 64 70 Pass with Credit

C+ 57 63 Pass

C 50 56 Pass

Ot,er 'ass +rades

R Restricted Pass

Aeg Aegrotat Pass

Comp Compassionate

Pas Pass or Competent

S 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.

ail +rades

Grade Percentage (%) Description

D 40 - 49 Work below the standard required

for a pass

E 40 (Less than) Very weak performance or failure to

complete to the satisfaction of the

examiner such practical, field or

other work as may be prescribed

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b) Students shall be awarded an Aegrotat or Compassionate Pass if they satisfythe 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 conditionsprescribed in Regulation 7.

d) Students who have been granted an extension of time past the last day oflectures 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 aPhD 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 SupervisedResearch 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]

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Su.iss ion o ' ass ign!n ts

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

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.

Correc t labe l l ing o& ass ignments

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.

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 officewhere

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 Agriculturecourses.

For all other students, please confirm with your Campus staff about

your assignment submission.

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La t! ass ign!n ts

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 beforethe due date toexplain why you need extra time. DoNOT 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 Co-ordinator 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 less 10%

2 weeks late less 20%



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.

Tutor ia l ass is tance

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

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Edi t ing your $or

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 aloudbefore 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 hearwhen something doesnt make sense.

On the next pages you will find an example of a student essay with the comments

written by the tutor.

P&ag ia r i s

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 withoutacknowledging the source using acceptable reference citation methods.

%hus" 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 orappropriate acknowledgement of sources.

c) Paraphrasing of content and ideas without proper acknowledgement of thesource.

d) The use of images, diagrams, photographs and material from blogs andi l t k ith t k l d t

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i) Collusion

Collusion means working with someone else to deceive or mislead to gain an

unfair academic advantage& t includes;

a) Submission of a paper that has been written by an author other than theauthor 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 rulesand 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 anexamination;

b) Possessing, referring to or having access to any material, or to access theinternet 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 personinside or outside the examination venue;

d) $opying 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 studentenrolled; sitting atest or final examination in the place of another student;

f) Manipulation of scores in tests or examination or in any other form ofassessment; and

g) Enabling another student in any or a combination of any of the above.

[Extracted from 2013 Handbook & Calendar, pp. 457-458]

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Sa* &! s tud!n t !ssa)

Sample Topic: Discuss the pros and cons of relying on

traditional medicines to help cure our illnesses today.

Introduction

Context Pacific countriesdifferent aspects of traditional

knowledge and culture

Subject Traditional medicinesimportant part of Pacific culture.

Limited Subject Traditional medicines still in use today

Issue Using traditional medicinepros and cons

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.

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 treatmentputs people

at risk

Transition Paragraph HoweverThere are advantages

Economic, health-related and cultural

Side 2: The Advantages

Main Idea 1: Economic

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Supporting Idea 1: The knowledge of traditional medicines is an aspect of

culture, and the usage of such medicines will preserve and

develop that knowledge.

Details: Knowledge about plants passed on fromgeneration to generation

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 medicinekeep it alive

for the future

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

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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. Forexample, 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 governmentdivisions. 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 Organizationdonated 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.

I l i th di d t t i h th d t t

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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 anddecreases 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

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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 Online2012), the Ministry ofAgriculture 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& ! 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 healthysociety.

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 fertili7ers 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

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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/Cole-Thomas 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

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Ass ign!n t 1 : Essa) I

Due date) 20th

March,2015/#nd of ,eek 80

Weighting) 98: of your final grade

Length)

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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.

PresentationYour 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 /9

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28

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Ass ign!n t # : O ra & S! ina r

Due date: 1stMay, 2015(End of Week 10)

Weighting: 15% of your final grade

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 $H;

Submit both the tape/CDand the written notesfor marking.

Task 1

This oral presentation should reflect the topics given for Assignment 1 or

Assignment 3 eithera Report ORan Essay.

The presentation MUSTbe 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 writtenassignment.

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

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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 itwill 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 andanswer 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.

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##11$% &'(L)*+ -R ./.D&M)/ #R-*&*

*eminar &valuation orm !or Recorded resentations

*tudent name% 333333333333333333333333"

)D 'umber% *3333333333333333333333333

4opic% 3333333333333333333333333333

MARK COMMENT

1. Written version: A clear, well-structured abstract

provided.

Speaking notes appropriate, reflectthe structure of the presentation, and

show evidence of research.

Visual aid(s) relevant and original.

Bibliography list complete andaccurate.

1

2. Spoken version: Introduction brief and clear.

Ideas presented and developedlogically.

Cohesive devices appropriate and ingood supply.

Ideas relevant to the thesis.

Clear delivery, with little evidenceof reading.

Good summation provided.

1

1

2

4

3. Handling of questions: Confident and clear answers

provided to all questions.

Responses are relevant.

1

1

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##11$ &'(L)*+ -R ./.D&M)/ #R-*&*

*eminar &valuation orm !or Live resentations

'ame o! presenter% 3333333333333333333333)D 'umber% *333333333333333333333333

4opic% 333333333333333333333333333

Date% 333333333333333333333333333

Feature Total mark Mark given Comment

Written support for audience:

Abstract 3

Bibliography, referencing 2

TOTAL: 5

Content:

Clear introduction 2

Organisation of ideas 2

Clarity & relevance of ideas 4

Cohesion & coherence 2

Length 1

Clear summation 1

TOTAL: 12

Presentation and delivery:

Clear pronunciation and speed 4

Fluency 3

Clearly projected voice 2

Varied tone 3

Eye contact: not read 2

Body language: gesture, stance 3

TOTAL: 17

Visual aids:

Preparation, design and clarity 2

Inclusion in presentation 2

R l t t i 2

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Ass ign!n t / : R!*o r t + r i t i ng o r Essa) I I

Due date% 15th

May, 2015/#nd of ,eek 9?0

Weighting% 98: of your final grade

Length% 9

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Write an Abstract for your REPORT or your ESSAY AND include the

Plan.

Include the appropriate marking sheet from the TWO provided.

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 thatcommunity;

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 choicesof topic provided here.

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

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Write an ABSTRACT for your ESSAY and include the PLAN.

Include the appropriate marking sheet provided.

Choose ONE of the following topics, and write a research essay on it.

Prompt: Women in Community

1. Causal analysis essay

Why is there so much emphasis nowadays about gender equality and what arethe 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 andcarefully and that you write an accurate bibliography.

The role of women in community development can be important to thelivelihood 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-in-

community-development.htm

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40

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42

S & M id S t t

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Sa* &! M id 0S!!s t! r !s t

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 notfollow exactly the same structure, format or content as this one.

The University of the South PacificSchool of Language, Arts and Media

UU114: English for Academic Purposes

MID-SEMESTER TESTSemester 1, 2014

PRINT and F2F Mode-RegionTime allowed: 110 minutesReading time: 10 minutes

Marks: 30Number of questions to be answered: ALLNumber 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)

Question 2: (15 marks)

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( )

Re-read the article and write a sound critique of it in no more than 300 words.

Women Struggle for a Place in the PacificPosted 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.

2 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 portfoliofor justice and courtsadministration.

3 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 objectiveis to increase the professionalskills 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

i f i h bli di b b d h

in Papua New Guinea. Many reasons have been suggested for the persistent

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p y gg p

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 don+t 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 muchmore 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.

6 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 ofextended 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 arbitratea decision in the

absence of consensus.

7 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.

8 In contrast, there is now gender equality at all levels of education in Samoa

with females consistently outperformingmale students. Education to changecultural 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

h h i li f h ill h d

toward planned democratic polls in 2014 all nations where women have no

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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 !ugust" ?

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School of Language, Arts and Media

UU114: English for Academic Purposes

MID-SEMESTER TESTSemester 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

Q ti 2

Deduct 1 mark from the total for this section if more than 300 words are

d t it th iti

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used to write the critique.

Marking criteria for Question 2

Constructs an introduction that:

specifically identifies the document at the beginning of the reviewi.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 criticalanalysis.

1

2

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 ofvarious 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.

2

4

Constructs a conclusion that

restates an overall judgment together with an overview of thereasons for that decision;

contains recommendations about the value or usefulness of thearticle/book in relation to a specific purpose e.g., to your study, to

practitioners.

3

Introduction

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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 moresubstantial 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

Task 2: Bibliography writing (10 marks)

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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 IslandCultures: 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/

Pas t E2a ina t i on Pa*! r

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'ou are given the following past examination paper to help you to

prepare for your final examination& (owever" remember that theexamination paper that you will take this semester may not follow

exactly the same structure" format or content as this one&

4he #niversity o! the *outh aci!ic

Serving the Cook Islands, Fiji, Kiribati, Marshall Islands, Nauru, Niue, Samoa, Solomon Islands, Tokelau, Tonga, Tuvalu, and Vanuatu.

*chool o! Language, .rts and Media

##11$% &nglish !or .cademic urposes

)'.L &.M)'.4)-' *&M&*4&R 2, 2010

Time Allowed 3 hours plus 10 minutes reading

40 marks (40% of final grade)

)'*4R#/4)-'*% R&.D 4+&*& /.RLL6

9& %his exam asks you to write 1I# 1I5' essay of between < minutes preparing a %(1R1U.( plan&

F& Spend about ? hours on the essay&

=& Spend about ?< minutes on the !BS%R!$%&

D %his exam is worth >

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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.

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.

If you choose either of these questions, do NOTchoose one from the next page.

If you choose either of these questions, do NOT

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y q ,choose one from the previous page.

PROMPT TWO: Ecotourism


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.

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.

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