FACULTY OF EDUCATION AND

HUMAN SCIENCES
DISTANCE MODE ASSIGNMENT
LETTER

Academic Year 2022

Semester 1
[English for Academic Purposes]
[LEA3519]

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CORE CALENDAR FOR DISTANCE AND ONLINE COURSES - 2022

MONTH DATES ACTIVITIES Schools
FEB 14-15 Creation of Moodle courses for Distance and Online mode
9 eLearning Training
14 Feb -20 Lectures for First Semester – Senior Students
May
28 Feb – 07 Lectures for First Semester – First Year Students
June
MARCH SEMESTER 1 COMMENCES
10 eLearning Training
22 - 25 Online Pedagogies course offering for Unam Academics
FIRST ASSESSMENT: SEMESTER 1 & YEAR MODULES
11-14 Semester 1 Break All Schools
14 eLearning Training
11-14 Compulsory Virtual Vacation School
APRIL 22 Due date: 1st Assessment of 1st Semester and Double Modules School of Humanities, Society &
23– 25 Grace Period for assessment submission/ completion Development
23 Due date: 1st Assessment of 1st Semester and Double Modules
24-26 Grace Period for assessment submission/ completion School of Education

10 Make-up assessment due date: Semester 1 Modules School of Humanities, Society &
Development
School of Education
SECOND ASSESSMENT: SEMESTER 1 MODULES
12 eLearning Training All Schools
13 Due date: 2nd Assessment of 1st Semester and Double Modules School of Humanities, Society &
14– 16 Grace Period for assessment submission/ completion Development
14 Due date: 2nd Assessment of 1st Semester and Double Modules
15-17 Grace Period for assessment submission/ completion School of Education

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MAKE UP /COMPENSATORY ASSESSMENT SECOND ASSESSMENT
Make-up assessment due date: Semester 1 Modules School of Humanities, Society &
23 Development
School of Education
27-30 Science and Home Economics Practical’s School of Science & School of
Education
31/May – 21 Regular Exams for Senior Students
JUNE /June
13 - 24 Regular Exams for First Year Students
15 eLearning Training All Schools
04 - 08 Mid-Year Recess
04 - 08 Winter Term
11- 15 Supplementary examinations
11 - 15 Online Pedagogies course offering for Unam academics

SEMESTER 2 COMMENCES
25 Lectures commence for 2nd Semester

SECOND ASSESSMENT: YEAR MODULES

JUNE 27 Due date: 2nd Assessment of Year Modules School of Humanities, Society &
28 – 30 Grace Period for assessment submission/ completion Development
28 Due date: 2nd Assessment of Year Modules
School of Education
29 – 01 July Grace Period for assessment submission/ completion

AUGUST MAKE-UP ASSESSMENT: 2ND ASSESSMENT -YEAR MODULES

3 Make-up assessment due date: Second Assessment Year School of Humanities, Society &
Modules Development
4 Make-up assessment due date: Second Assessment Year School of Education
Modules

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THIRD ASSESSMENT: YEAR MODULES

SEPTEMBER 14 eLearning Training All Schools
28 rd
Due date: 03 Assessment of Year Modules Only School of Humanities, Society &
29– 01 Grace Period for assessment submission/ completion Development
29 rd
Due date: 03 Assessment of Year Modules Only School of Education
30 – 02 Grace Period for assessment submission/ completion
MAKE-UP ASSESSMENT: 03rd ASSESSMENT – YEAR MODULES

OCTOBER 12 Make-up assessment due date: 03rd Assessment Year School of Humanities, Society &
Modules Development
13 Make-up assessment due date: 03rd Assessment Year School of Education
Modules
17-21 Science and Home Economics Practical’s School of Science and School of Education
13 eLearning Training
21 Lectures end for Second Semester
CA Marks Due
27 Oct – 18 End Year Examinations
Nov
NOVEMBER 28 Nov – 02 Supplementary examinations commence
Dec All Schools
DECEMBER 09 End of Second Semester
16 2021 Academic year ends

JANUARY 2022 09 -21 Summer Term

12 University Opens
24 Academic Staff resumes office duties

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2022 Distance Mode Assignments

[Module Name – Module Code]
Dear Student,

Welcome to the University of Namibia. We are confident that your studies and hard work will be rewarded with
success. We kindly advise that you obtain all the relevant information and booklets available for distance
students from your Moodle platform (including the 2022 Student Information Letter, Online Assignment
Submission Guide and other documents). These documents will provide guidance on how to approach
your studies and will guide you through your study materials as well as providing useful administrative
information in submitting assignments.

1. Study materials
Your study guide is essentially your “teacher/lecturer”. However, in addition, you are required to visit the library
to consult prescribed books and recommended readings that are indicated in the study guide as well as
browse the Internet in general. You are also responsible to purchase any prescribed textbooks required for
your respective courses/modules. Furthermore, you are strongly advised to follow the guidelines in the Online
Assignment Submission Guide available on Moodle.

2. Collaborative Learning
Unam avails all your modules through Moodle, enabling you to interact with your fellow students online through
forum discussions and chats. You can use the same platform to engage with your lecturers and tutors
regarding academic support. Please take advantage of Moodle to avoid isolation and strengthen your
interaction with colleagues, ask for help, and share/receive resources to aid your learning process. See below
how to access forum discussions on Moodle:

Figure 1: Forums in courses

3. Submission of assignments
It is very important to complete and submit a clean, clear and well-argued assignment for marking. Make sure
that you have understood the questions in order to answer them correctly. It is your responsibility to make
sure that every page of the completed assignment is correctly numbered before submitting your assignment.
As from 2017, ALL assignments are submitted through the Moodle Learning Management System. This
is an online platform where you will access all your modules and related information such as course outlines,
course notes and other learning materials that your lecturer/tutor may choose to share with you. Moodle is
accessible here: http://elearning.unam.edu.na. You should complete and submit all assignments on or before
the given due date in the assignment letter if you wish to obtain your CA marks and qualify for examinations.
Unam always updates its assignment covers on an annual and semester basis. Please ensure that you have
used the latest assignment cover. The latest assignment cover is availed on each course on Moodle.

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A user guide is available on how to submit your assignment in each module on the Distance Education
Common Space and you can access it on the Online Support system. Pay close attention to the following key
points listed at the beginning of the guide on:
3.1 How you would know when you have successfully submitted your assignment:
that is when the submission status shows “Submitted for grading”

Figure 2: Assignment submission status

MAKE SURE THE SYSTEM GIVES YOU A CONFIRMATION OF SUBMISSION by the submission
status shown as "Submitted for grading" when done. If that status is NOT displayed when done, IT
DOES NOT COUNT AS A SUBMISSION.

3.2 Errors to avoid when submitting your assignment (committing these errors may result in
you failing to submit your assignments and therefore potentially failing your course)

a. You are submitting on the correct Module/Course

b. You have selected and uploaded the correct Assignment document from your
computer
c. You are submitting the correct Assignment number for the respective activity (i.e.
Assignment 1, 2, etc.)

3.3 How to check the assessment feedback when your assignment has been graded.

4. Due Dates
All assignment due dates for 2022 are published on second page of this assignment letter. With the shift from
manual to online assignment submission since 2017, due dates are automated and non-negotiable. This
means that you would be required to submit your assignments ON or BEFORE the due date set on your
assignment (before 11h55 PM). After the date has passed (i.e. 12h00AM of the next day) the assignment
submission will be disabled, and you would no longer be able to submit your assignment. Please note
that assignment submissions will be open long before the due dates.

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Please note that your assignment due dates are on page 2 of this Tutorial Letter. Use this assignment due
dates to set up your calendar tool on your mobile phone or computer to set reminders for yourself and manage
your time. Another way to keep pace with due dates, is by regularly visiting your Timeline of each of your
courses on Moodle on the Course Overview. Also download the Moodle mobile app to access Moodle on your
mobile phone or tablet and have access to notifications about due dates at your fingertips from Google Play
Store for Android or Apple App Store for IOS.
5. Submission of Assignments
Due to challenges with Internet connectivity and speed, large files may take too long to upload, which is a big
risk if you wait until the last minute to submit your assignments. You are therefore strongly advised NOT to
wait until the final hours of the due dates to submit your assignments to avoid disappointments. You are also
advised to ensure that you are in an area with good Internet connectivity when submitting your assignments.
Timely submission of all assignments on or before the given due date is crucial for the timely grading and
processing of your CA marks and determining admission to exams.
Take note that assignments should never be submitted directly by email or hard copy to individual
tutors or any other staff members of the University of Namibia.
6. Academic Support
One every Moodle course there is an embedded Academic Support section with materials to assist you with
your writing process (see Figure 3 below). Go through the videos in order to enhance your writing process
and submit better quality assignments.

Figure 3: Academic Support tutorials

7. Grace Period

A grace period refers to three (3) additional days added after your assignment due date.
The purpose of this grace period is to provide each student with time to verify and or to
make amendments to assignments already submitted. These changes may include
correcting errors like submitting a file to a wrong module or on a wrong assignment;
submitting a wrong file; losing internet connectivity, etc. An example would be that a student
attempting to submit an assignment and they lose internet connection would still be able to
try again the day after at a different place or when the connection has been restored.

8. Plagiarism Control
It has been observed that some students copy information from the Internet and paste into their assignments
without acknowledging the sources of the information. This is called plagiarism. A copy of the Policy on

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Academic Integrity has been provided to you on every course on Moodle. Please note that plagiarism which
includes copying and pasting information from the Internet would not be tolerated, shall result in your
assignments declared null and void and graded as a “0”. All assignments submitted through Moodle would be
checked for plagiarism using plagiarism detection software. You are therefore strongly urged to acknowledge
EVERY source that you use for your assignment by using the appropriate citations and references following
the referencing style prescribed by your lecturers (APA Referencing guides are available freely online). Find
one here: http://www.uofa.edu/docs/apa-documentation.pdf

Any assignment found with high similarity scores or with evidence of clear attempts to cheat such as submitting
an assignment that is not your own would result in a zero (0) grade.

9. Vacation schools
Attending vacation school is COMPULSORY and the vacation school timetable will be made available through
the UNAM Moodle

10. My UNAM Portal and Moodle

We recommend that you regularly (at least twice a week) access your “My UNAM Portal”
(http://my.unam.edu.na) for your registration status and information, and Moodle
(https://elearning.unam.edu.na ) for your learning and assessment information.

Also visit the Distance Education Common Space on Moodle where you can find all necessary information
and user manuals related to your distance mode studies and also engage with other students studying on
distance mode. See additional information under Section 11 below.

11. Online Support (Ticketing) System

An online support system is provided where you can report some of the issues that you may experience
regarding your studies. This system is easily accessible from the Moodle LMS system.

Figure 4: Online ticketing system

You can also make use of the Online Support (Ticketing System) for queries to be responded to by the
responsible person within 48 hours. We recommend you use this system for Help Topics or issues listed on
the system rather than email or telephone calls.
12. Online information, Tutorials and Distance Education Common Space

Information and Tutorials are provided in each course on the Moodle Learning Management System which
you should first familiarise yourself once you first access your courses.

Indicated in Figure 4
above, the
Distance Student
Orientation
provides video
tutorials on various
activities
you Figure 5: Info-Tutorials on Moodle would

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perform such as submitting your assignments, converting your documents into pdf format, changing your
email address, how to check your results when assignments have been graded and so on.
Updates and information with regard to your studies and related events would be shared in the Distance
Education Common Space which you can access from any course as shown in screenshot below. All
students studying on distance mode are linked this the space where you can collaborate or discuss general
issues.

Figure 6: Distance Education Common Space

You will also find the Student Information Letter, your Vacation School Timetable and User Guides in the
Distance Education Common Space.
13. Staff Contact Information
If you study conscientiously, your efforts will be rewarded. Should you need any assistance or clarification on
the module contents, you can reach the relevant staff members at the contact details as given below:

Mr Rainey lrainey@afol.com.na
Tutor:
Ms Museta mav.museta@gmail.com
Student Support Coordinator Ms Janey Joseph jjoseph@unam.na
Faculty Officer: Ms Ilena Peter 061 206 3813 ipeter@unam.na
Examination Officer Ms Johanna Ausiku 061 206 3814 jausiku@unam.na
eLearning Administrator:
Ms Selma Limbo 061 206 3359 slimbo@unam.na

Course coordinator Mr Simson Shilongo shilongo@unam.na

NOTE: For additional information consult the Prospectus and UNAM General Information and Regulations
Prospectus.

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Assignment 1

ULEA 3519 Academic Essay: Semester 1, 2022

Instructions

Dear student, choose an essay question below, then formulate an appropriate essay
title and write an academic essay according to the specifications given below. Please
note, this is a research-by-reading essay. This means that your essay content must be
supported by your readings. Essays without sources will be considered as plagiarized and
therefore marks will be deducted. All content directly quoted, or paraphrased must be
accompanied by in-text citation. Rem

• This is an individual assignment.

• Submit via E-learning only. Make sure that you save your essay as PDF before uploading
it on E-learning.
• Do not merely copy from the internet because your essay will be checked by a
plagiarism checker. You need to paraphrase. Use Google scholar to search for
academic sources. Do not use websites as sources, but only articles from online
journals.

ACADEMIC ESSAY questions ULEA 3519

1. Is Facebook a distraction or an aid to University of Namibia’s students?

(This will be an argumentative essay. Ask your lecturer to explain this)

2. Would you encourage Namibians to take the COVID-19 vaccines? Motivate your “Yes”
or your “No”? (This will be an argumentative essay too)
3. Discuss four reasons why the Namibian government should promote self-reliance in
agriculture?

3. Explain why online learning is important for UNAM students.

4. Discuss four disadvantages of COVID-19 on 2021 University of Namibia students.

Specification of the essay and allocated marks: TOTAL Marks:50X2

1. Formulate your own title based on the question. Make sure you have a clear
comment/instructional word. (2 marks)

Length
Write a 6-paragraph essay of 5 -7 sentences in each paragraph. Not limited to number
of words.
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1. The introduction (one paragraph) (Marks 4)
i. Provide a definition of your topic if necessary
ii. Provide background information of your topic (a short history of your topic).
iii. Provide a thesis statement (Your main argument or purpose of the essay).
iv. State (don’t explain) the main points that are covered in the essay

2. 4 body paragraphs; each must consist of the following: (4X5=20)

marks)
i. Topic sentence
ii. In-text citation (Surname, year)
iii. Supporting sentences
iv. Concluding sentence

3. Conclusion (4 marks)
i. Restatement of the thesis statement
ii. Provide a summary of the main ideas
iii. Provide possible recommendations / implications or final thought of your topic.

Referencing
In- text citation (APA) (5 marks)
i. Reference list: APA (5 marks)
ii. Use (cite) at least 5 or more sources.
iii. The maximum number of sources is 8 (academic sources).
iv. Make sure that all sources cited within your text are in the reference list.

4. Grammar, spelling and language correctness (10 marks)

End of Assignment 1

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Assignment 2 - 40X 2.5 marks

Instructions: Read the entire article below, then write a summary of paragraphs 9 to 13
of the article titled " The Novel Coronavirus (COVID-2019) Outbreak: Amplification of
Public Health Consequences by Media Exposure." Your summary should be between
130 to 150 words. Submit your summary on e-learning. This is an individual assignment.
The marks will be allocated as follows

The introductory sentence (8 marks)

In-text citation (primary and secondary) (4 marks)
Own vocabulary and language (4 marks)
Structure (one paragraph, transition or cohesive devices) (4 marks)
Content: Paragraphs 9-13 (20 marks)

Title: The Novel Coronavirus (COVID-2019) Outbreak: Amplification of Public Health

Consequences by Media Exposure
Published: 2020 American Psychological Association

Authors: Dana Rose Garfin, Roxane Cohen Silver, and E. Alison Holman
Abstract

1. The 2019 novel coronavirus (COVID-2019) has led to a serious outbreak of often severe
respiratory disease, which originated in China and has quickly become a global pandemic,
with far-reaching consequences that are unprecedented in the modern era. As public health
officials seek to contain the virus and mitigate the deleterious effects on worldwide
population health, a related threat has emerged: global media exposure to the crisis. We
review research suggesting that repeated media exposure to community crisis can lead to
increased anxiety, heightened stress responses that can lead to downstream effects on
health, and misplaced health-protective and help-seeking behaviors that can overburden
health care facilities and tax available resources. We draw from work on previous public
health crises (i.e., Ebola and H1N1 outbreaks) and other collective trauma (e.g., terrorist
attacks) where media coverage of events had unintended consequences for those at
relatively low risk for direct exposure, leading to potentially severe public health
repercussions. We conclude with recommendations for individuals, researchers, and public
health officials with respect to receiving and providing effective communications during a
public health crisis.

2. In December 2019, scientists identified a novel coronavirus (COVID-2019) that was

associated with an outbreak of pneumonia in Wuhan, China, and that was suspected of
being zoonotic in origin. In a matter of weeks, over 100,000 of cases and thousands of
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deaths were confirmed globally, with numbers rapidly increasing daily. In less than a month,
COVID-2019 surpassed SARS-Cov in terms of total number of reported cases, even though
the SARS-Cov outbreak occurred over a 9-month period. On January 30, 2020, the World
Health Organization (WHO, 2020) designated the COVID-2019 outbreak a “public health
emergency of international concern.” Scientists rapidly started working to elucidate the
characteristics of the virus, including transmissibility, death rate, and origin (Perlman, 2020).
In tandem, public health officials started working to communicate critical information to the
public so that individuals could take necessary and appropriate precautions and
governments could plan and respond accordingly.

3. Paradoxically, while journalists and public health officials worked to communicate critical
information globally regarding risk assessments and recommendations, a related threat
emerged: psychological distress resulting from repeated media exposure to the outbreak.
This has implications not only for immediate suffering in a population already grappling with
unprecedented social and economic fallout, but also for downstream effects on physical
and mental health over time. Prospective, longitudinal studies have demonstrated that
heightened stress responses during and in the immediate aftermath of a threatening event
are associated with adverse physical and mental health outcomes over time (Garfin,
Thompson, & Holman, 2018). Moreover, these stress responses can increase help-seeking
behaviors that may be disproportionate or not recommended in response to the actual
threat, overburdening health care facilities and diverting critical resources. For example,
panic buying of essential consumer items like toilet paper, first aid kits, bottled water, and
hand sanitizer in response to COVID-19 has led to global shortages and price gouging of
important necessities.

4. During a health crisis, the public depends on the media to convey accurate and up-to-
date information in order to make informed decisions regarding health protective behavior.
During times of uncertainty and crisis, the public may increase their reliance on the media
(Ball-Rokeach & DeFleur, 1976), and it is imperative that trusted sources are available to
provide risk assessments and recommendations (Lachlan, Spence, Lin, Najarian, & Del
Greco, 2016). Decision science has revealed that people tend to form accurate perceptions
of risk when facts are known and communicated to the public effectively via the media
(Fischhoff, Wong-Parodi, Garfin, Holman, & Silver, 2018). In the absence of information,
whether because the information is unknown to officials, or because it is ineffectively
communicated, ambiguity can lead to heightened appraisals of threat. This occurred in the
context of the H1N1 crisis when increased uncertainty and feelings of uncontrollability
increased anxiety (Taha, Matheson, & Anisman, 2014). Similarly, data collected during a
school shooting found that during the crisis, when official updates were not provided, rumors
proliferated, along with psychological distress (Jones, Thompson, Dunkel Schetter, & Silver,
2017). When this ambiguity is combined with an invisible threat, such as a virus, fear and
worry may be exacerbated, and contribute to the spread of misinformation.

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5. These phenomena are particularly relevant to the COVID-2019 outbreak, as people tend
to perceive novel viral threats as higher in risk compared to more common threats such as
influenza (Hong & Collins, 2006). During an ongoing threat from a novel disease outbreak,
timely updates from trusted sources about the relative risk of contracting the novel disease
versus a more common one are critical. Without them, public fears may escalate, fuel
rumors, and provoke stress responses.

6. Emergency management agencies tend to underuse social media as a source of risk

communication. Strategic social media use (e.g., hashtags) may be an effective way for
agencies to communicate accurate information to the public during times of crisis (Lachlan
et al., 2016). Residents may be advised to connect with and follow local health agencies
and service providers for the most geographically relevant information. Researchers may
use publicly available “big data” (e.g., localized tweets) to gauge the risk communication
efforts of local agencies (see Lachlan et al., 2016, for an example).

7. In our interconnected society, public health threats can extend far beyond their point of
origin. However, ubiquitous media exposure during the global 24/7 news cycle can lead
viewers to inaccurately estimate the threat to their own communities. For example, the
incidence of Ebola in the United States was quite low during the 2014 outbreak, but a
nationally representative sample of U.S. residents (N 3,447) showed that heightened media
expo-sure to Ebola-related stories was associated with increased distress, worry, and
impaired functioning (Thompson, Garfin, Holman, & Silver, 2017).

8. These heightened distress responses to media exposure to collective crises may have
long-term repercussions for physical health. In an early study of American’s responses to
the September 11th terrorist attacks (9/11), increased hours of TV exposure in the days
after 9/11 were associated with increased posttraumatic stress and new-onset physical
health ailments 2 to 3 years later (Silver et al., 2013). High acute stress post-9/11 also
predicted reports of new onset physician-diagnosed cardiovascular disorders over the 3
years following the attacks, especially among people who were worried about future
terrorism (Holman et al., 2008). Such findings highlight the relationship between the stress
responses and physical health outcomes, even for people who live far away from stress-
provoking events or developments.

9. In the past decade, several studies have demonstrated that both the type and amount of
media exposure affect psychological and physical responses to a community-wide
traumatic event. Following the Boston Marathon bombings, for example, we found a strong
positive association between the amount of exposure to bombing-related media coverage
and acute stress symptoms. People who reported the highest media exposure reported
higher acute stress than did people who were directly exposed to the bombings (Holman,
Garfin, & Silver, 2014). These associations also appear to accumulate over time; as threats
continue to emerge, repeated high levels of media exposure to these kinds of events may
create a cycle of distress (Garfin, Holman, & Silver, 2015; Thompson, Jones, Holman, &
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Silver, 2019). People with the greatest concerns may seek out more media coverage of the
event, further increasing their stress response.

10. In addition to the amount of media exposure, the content of the exposure matters as
well. Exposure to graphic images that included blood was associated with heightened
posttraumatic stress and fear of the future 6 months after the Boston Marathon bombings,
both of which were positively associated with poor functioning (Holman, Garfin, Lubens, &
Silver, 2020). These findings remained statistically significant after accounting for the
overall amount of media exposure, highlighting the importance of considering both amount
and type of media exposure.

11. Beyond effects on physical health from the increased stress response, media-fueled
distress may overtax health care facilities as they deal with an influx of concerned patients.
This occurred during previous epidemics, where high levels of media exposure resulted in
a surge of emergency department visits, even in com-munities that were not experiencing
an increase in the incidence of the disease (McDonnell, Nelson, & Schunk, 2012). We are
seeing the repercussions of this with respect to the COVID-2019 out-break: Consumer
hoarding of facemasks has led to a global short-age of facemasks and respirators
(“Coronavirus: Demand for Face Masks,” 2020), which are critical to protecting those at
high risk – particularly health care professionals performing routine and specialized care.
This shortage imperils communities most at risk by impeding public health efforts to contain
the virus. Visits to emergency departments from those with relatively mild symptoms are
leading to further taxing of an already overburdened healthcare system.

12. Although it is critical for the media to convey information to the public to promote
appropriate health protective behaviors and effective institutional responses, it is imperative
that information be conveyed without sensationalism or disturbing images. The public, in
turn, should be advised to avoid speculative stories and limit repetitious exposure to media
stories that provide little new information, while staying abreast of critical updates. We
recommend that the public rely on authoritative sources such as the Centers for Disease
Control and Prevention or WHO for the most up-to-date information regarding transmission,
protecting one’s health, and community-level threats. Given that new media such as Apple
updates, Twitter, and Instagram may be less likely to expose individuals to graphic images
(Jones, Garfin, Holman, & Silver, 2016), they may be among the best ways to provide
ongoing information without sensationalism or distributing graphic imagery. However,
misinformation can also spread on social media and can heighten perceived risk and fear
about health-related topics (Ng, Yang, & Vishwanath, 2018; Wang, McKee, Torbica, &
Stuckler, 2019), which makes the responsible use of social media imperative. Both the
Centers for Disease Control and Prevention and WHO provide regular communications via
social media and website updates.

13. During a public health crisis, it is essential to convey urgent information to the populace
in real time, while simultaneously tempering untoward media exposure that can lead to
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traumatic stress responses and associated maladies. Health care providers, as trusted
community agents, also play an important role in communicating essential information to
patients and other community members. Practical advice that individuals can implement to
protect from contagious viruses (e.g., washing hands, using and immediately disposing of
tissues for coughs and sneezes, sanitizing surfaces, social distancing) may be particularly
beneficial, while simultaneously working to prevent other common contagions (e.g.,
influenza). Capitalizing on the high-risk perception of a novel virus could help to “market”
health protective behaviors that might increase protection from other pathogens like
influenza (Hong & Collins, 2006) and serve as a critical inflection point to communicate
often disregarded public health messages such as the importance of preparing an
emergency supply kit (Beatty, Shim-shack, & Volpe, 2019). Health care providers can
provide critical information and make concrete suggestions while seeking to tem-per
hysteria that may thwart overall public health efforts to effectively combat the COVID-2019
outbreak.

14. Finally, many questions regarding effective risk communication during a public health
crisis, particularly with respect to the use of social media, need further research. We hope
that health scientists begin to design and conduct such research during the current
COVID-2019 outbreak to provide information that public health officials can use now and
in the future.

End of Assignment 2

Course Test

INSTRUCTIONS TO CANDIDATES: Remember to write only the number of the

questions and the answers.

SECTION A
QUESTION 1: COMPREHENSION
Read the text below and answer the questions which follow.

International Students’ Experience of studying and working at a Northeastern

Public University in the US by Moses Kwadzo (2014) Journal of Internal students

Abstract
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This study explores international students’ experiences with studying and working at a
North Eastern public university. Through phenomenological research approach that
utilized face-to-face interview and photo-elicitation techniques, the personal experiences
of twenty international students were captured. The findings of this study indicated that
these students benefited from the responsibilities that resulted from their dual role as both
students and employees in many ways. However, they also suffered from emotional and
physical stress which resulted in tiredness, lack of sleep, role conflict, homesickness and
frustration. Interestingly, these students effectively employed different coping mechanisms
including finding social support, and participating in leisure and nonleisure activities to off-
set the negative effects of studying and working concurrently.

1. There has been increased involvement of college students in part-time jobs in recent
years to supplement their families’ income (Derous & Ryan, 2008; Ashwill, 2003;
National Center for Education Statistics, 2002). The Institut de recherche Robert-
Sauvé en santé et en Sécurité du Travail (2009), Carney, McNeish & McColl(2005),
and Higher Education Research Institute (2003) also point out that the cost of higher
education is continually increasing, and that an increasing number of college students
are choosing to work during their school years to meet educational expenses.

2. Studies indicate that the well-being and academic achievement of college students can
be affected by part-time job involvement and working pattern (the Institut de recherche
Robert-Sauvé en santé et en Sécurité du Travail, 2012; Lederman, 2009). The Institut
de recherche Robert-Sauvé en santé et en Sécurité du Travail (2012) and Lederman
(2009) mention that depending on the nature of the job and the number of working
hours that a student engages in, his health status can be affected either positively or
negatively. According to Rochford, Connolly and Drennan (2009) and Salamonson and
Andrew (2006), students engage in jobs that demand more hours and increased role
responsibilities. Studies on students’ part-time work in Scotland indicate that the
student employees have suffered health and stress problems (Carney et al., 2005). On
the other hand, some students report campus work as a valuable source of learning,
personal development and 280 Journal of International Students experience.
According to Derous and Ryan (2008), student part-time employment in general has a
positive effect on their personal development in terms of self-reported and emotional
growth. Positive effects which include higher grade point average, early completion of
degree, and student’s well-being are attributed to student engagement in campus job
(Derous & Ryan, 2008; Carney et al., 2005).

3. While the existing studies that examines the effects of part-time employment focus on
traditional students in their home countries in Europe and America, this area has not
been explored in the context of international students in foreign countries. Over a half
million international students from more than 200 countries attend United States
universities annually and many of these students are engaged in part-time work
(Derous & Ryan, 2008; National Center for Education Statistics, 2001). The focus of
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this research study is to understand the experiences of international students who
assume a dual role of being a student and an employee concurrently.

4. Literature Review

College years are stressful for many students due to many factors including separation
from family, academic work demand, financial concern and part-time job engagement
(Lederman, 2009; Derous & Ryan, 2008; Sorti, 2007; Carney, McNeish & McColl,
2005). In particular, many college and university students undertake campus
employment during their school years. Students’ engagement in employment poses a
conflict between academic work and job (Misra & McKean, 2000). Previous research
on students’ campus employment shows contradicting results regarding the effects of
employment on their well-being and health status. Keinan and Tal (2005), Nes,
Segerstorm and Sephton (2005), and Misra and McKean (2000) indicated that a low
level of stress can be positive for some people but it can also be negatively associated
with students’ self-concepts. Thus, it is not whether students work during the school
year that matters but rather the effects of working depends a great deal on the
individual student differences. These authors argued that a certain stress level is
healthy (eustress) for the majority of individuals and this tends to promote a board
range of the positive action and experience for the individuals. On the other hand,
stress becomes detrimental to health only when it is excessive. Thus, an individual
needs a certain level of stress for motivation, creativity and to face challenges.
However, long and continual unresolved stress can lead to physical and mental
exhaustion (Carney et al., 2005; Nes et al., 2005).

5. Several factors are noted to influence the way we perceive, interpret, and manage
stressful events (Rosenbaum, White & Gervino, 2012; Frazier, Steward, & Mortensen,
2004; Jones & Bright, 2001). Workers with high perceived control see high-demand
jobs as challenges to overcome rather than threats. Thus, control influences a
person’s choice of coping strategies. People with perceived control tend to employ
constructive coping mechanism while those who perceive a lack of control seek
destructive coping mechanism (Rosenbaum et al, 2012; Frazier et al, 2004; Jones &
Bright, 2001). The individuals who perceive they have high control are likely to
interpret the environment as stressful with lower negative emotional responses, and
less strain exhibition (Rosenbaum et al, 2012; Jones & Bright, 2001). However certain
events, perceived job stressors, when they are interpreted as threats can cause
negative emotional reactions, mostly in the form of anger or anxiety (Rosenbaum et al,
2012; Frazier et al, 2004; Jones & Bright, 2001). The resultant negative emotion then
leads to strain which are both in behavioral and in physical conditions associated with
the stress.

6. For an international student, the issue of cultural adjustment and adaptation is a

pressing concern (Poelzl, 2012). The idea of being accepted culturally and socially in
his or her new Journal of International Students 281 2014 http://jistudents.org Volume
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4 • Issue 3 community puts the student under the pressure of his host school and
immediate community to adjust to the new culture (Poelzl, 2012; Sorti, 2007). For a
sojourner to successfully live and function well in his host country he is expected to
forgo his acquired culture to learn the new one of his host country. One’s failure or
inability to quickly learn the culture of his host country can result in various misfortunes
and experiences (Poelzl, 2012; Sorti, 2007).

Research Design

7. Research Approach
This study was conducted using qualitative research design. A qualitative research
assumes that some fundamental aspects of human social experiences are missed
when data are reduced to numbers and therefore produces findings that are not
arrived at by means of statistical procedures (Denzin & Lincoln, 2012; Maxwell,
2012; Reed, 2007).

8. The international students’ experiences with studying and working are a complex
phenomenon. The full complexity of the experience of the study population is not
easily captured and understood through using a quantitative approach. Within the
phenomenological research frame of this study, the researcher sought empathetic
understanding (verstehen) to explore international student experiences of studying and
working. Verstehen is construed as a methodical, systematic, and rigorous form of
sociological analysis that involves empathic, non-empirical or participatory examination
of a social phenomenon (Calhoun et al, 2012; Patton, 2002). A phenomenological
study is an approach that tends to capture and describe the lived experience of several
individuals about a concept or a phenomenon (Creswell, 2007). This approach allows
the researcher to penetrate and capture the meaning, essence and structure of the
experience of people (Patton, 2002).

9. Sample and Sampling Techniques

According to (Patton, 2002), qualitative researchers often select those participants
who possess specific attributes they want to investigate. Instead of estimating the
population parameters, qualitative researchers tend to employ qualitative strategy.
Purposeful sampling is used to select the subjects who are “information rich” for the
study (Reed, 2007; Denzin & Lincoln, 2003). Specifically, criterion sampling was
used to select the subjects for the study. Criterion sampling ensures that selected
respondent meets certain criteria to be a good source of information (Denzin &
Lincoln, 2012; Maxwell, 2012; Reed, 2007). The criteria used to select the study
participants include one being a full-time international student and also engaged in
on-campus employment.

10. Twenty international students who engaged in both studying and working at a
Northeastern public university in the United States were selected for this study. The
researcher personally knew few international student employees. Utilizing snowball
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sampling technique, the researcher first contacted and asked four international
student employees to participate in the study. Each of the recruited participants
helped the researcher to reach and select the subsequent sample units until the
desired sample size was obtained. The individuals who decided to participate in the
study were asked to sign a consent form. The research data were collected
between the dates of March 25, 2005 and June 15, 2005. Although a snowball
sampling technique was used to select the study sample, it was interesting to note
that the study participants came from different countries. Within the cultural
perspective of the United States, the study population would be considered
minorities, as they are international students with F-1 visas and they also come
from developing countries including Malaysia, China, India, South Korea, Ghana,
Nigeria, Niger, Kenya and Jordan. The study participants consist of nine female
and eleven male students. The participants aged within the range 282 Journal of
International Students of 21 to 45 years. The researcher first established a rapport
by engaging each of the research participants in casual talk for few minutes to
allow him or her feel more comfortable about participation in the study. Building a
rapport between an interviewer and interviewee can increase the respondents’
willingness to participate in the study (Patton, 2002). After the rapport was built, the
researcher explained the procedures of the interview and photo-elicitation to the
research participants.

11. Data Collection and Interview Approach

The researcher employed face-to-face in-depth interview and photo-elicitation
techniques. Two types of data, narrative and visual, were used to assess the same
phenomenon, the international students’ experiences of studying and working.
While interviews provided verbatim transcripts of participants’ experiences, photos
accounted for detailed pictures of specific events. Both data collection instruments
and sources of data were triangulated. Maxwell (2012) and Denzin and Lincoln
(2012) underscores the importance of triangulation. Triangulation increases the
quality and credibility of qualitative data. Triangulation helps to reduce the risk of
systematic bias to specific method, and increases general explanation from what
one is studying.

12. Specifically, the researcher used semi-structured interview approach to obtain

information from the respondents. A standard semi-structured interview is a data
collection method which allows a set of fully worded questions to be asked to each
respondent during an interview (Patton, 2000). It ensures that relevant questions
are determined in advance and the study could be replicated by other researchers.
It also allows individual respondents to answer the same questions in the same
order, and this increases the chance of comparing responses (Patton, 2002). This
type of interview also allows for flexibility during the interview for further probing if
the need arises. The researcher audio taped this interview but names and other
identifying information were held in strict confidence.

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13. Photo-Elicitation
Face-to-face interview can be challenging when there is a potential for a
communication gap between the researcher and the respondents such as when
they come from different cultures (Harper, 2002). The use of photo-elicitation
helped to overcome this difficulty associated with indepth interviewing. Photo-
elicitation involves the process of eliciting information from respondents as they
view their private photos and talk about them during photo-feedback or photo-
essay (Harper, 2002). Visual records and data are considered as “truth revealing
mechanisms” in imagebased research (Sampson-Cordle, 2001). Harper (2002) and
Sampson-Cordle (2001) noted that private photographs evoke memories and self-
expressions of lived experience that could not be recalled easily in interviews.
Photographs used in photo-elicitation usually depict people, scenes and symbols,
and they tend to facilitate memory and promote triangulation of data collection and
analysis, especially when used with in-depth interviewing.

14. The researcher gave a disposable camera to each of the study participants. Each
participant was asked to take about 10 pictures of studying and work related events
that were considered very significant to him/her. The photo-elicitation took place at
the same session after the interview was conducted. During the photo-elicitation,
each participant was asked to speak about his/her feelings and perceived
experiences as depicted in the photos. The researcher audio taped the participants’
information during the photo-essay session.

15. Data Analysis and Credibility of the Study

Data analysis involved transcription, data coding, and development and discovery
of patterns. The researcher first read through the transcripts several times. The
researcher took a closer examination at the frequent and outstanding words,
phrases and sentences that emerged from the transcripts. The researcher
identified and coded recurring words, phrases and sentences. The qualitative
analysis led to the emergence of many themes. The researcher reduced
overarching themes for the initial codes by collapsing similar categories into five
main factors, namely reasons for working, nature of student’s part-time work,
consequences of working, culture shock, and coping strategies.

16. Credibility is the ability of a research work to yield quality or trustworthy

explanations or conclusions (Denzin & Lincoln, 2012; Maxwell, 2012). Credibility
(validity) can be affected by validity threats in any research study, and care should
be taken to deal with any possible validity threat. In this study, the researcher
considered the use of interviews as well as coding of interview transcripts to be the
most serious validity threats (alternative explanations) that can negatively influence
the credibility of findings of this study. Member check and triangulation were
employed to deal with subjectivity that might arise during data collection and
analysis (Maxwell, 2012). The researcher triangulated the data sources, narrative
and visual data, as well as the methods of data collection, including interviews and
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photo-elicitation. Triangulation is a major factor that promotes conformability and
therefore objectivity (Maxwell, 2012). Member check is the situation where the
researcher asks participants for their feedbacks on the findings. The research
findings were shared with the participants and their advisors through e-mail in
March 2006. They confirmed that the findings represented a true picture of
international students’ experiences with studying and working at the institution. The
research findings were also shared with the Vice President of the Office of
International Education in April 2013 to confirm its relevance. She confirmed that
the 2006 findings related to international students from developing countries
engaged in dual roles of studying and working continue to be relevant today as
there have been no significant changes in the U.S. immigration laws.

17. Findings
A number of factors emerged from the qualitative analysis: Reasons for working,
nature of student’s part-time work, consequences of working, culture shock, and
coping strategies. These factors provided the basis for understanding the
respondents’ perceived and constructed systems. The study participants used
quotes, phrases, sentences and sometimes photos to explain their experiences
with effects of working, culture shock, and coping strategies.

18. Reasons for working

The study participants at this institution engage in part-time jobs for many reasons.
All of the participants talked about their desire and ambition to come to the United
States to obtain a college degree. Three main reasons were given for this important
decision: 1) perception of the students that the education in the United States is
high in quality compare to the rest of the countries, 2) inadequacy or lack of
educational facilities in the students’ home countries, and 3) identification with the
American dream. Students believe that they will be able to achieve high social and
economic status when they have a degree from an American school. To them this
means easy access to a good job with good pay. The international students who
participated in this study are self-sponsoring students. They are not qualified to
access loans in the USA. These students pay higher tuition fees than some
American students who pay in-state tuition. In order to meet their 284 Journal of
International Students educational and daily living expenses these students engage
in part-time work to generate money to supplement the financial resources they
receive from their families (Misra & Mckean, 2000).

19. Nature of Student’s Part-time Work

The kind of work students do may influence the development of their future
careers. According to Applegate and Daly (2005), the nature of student’s part-time
work is very important because different jobs offer different qualities of experiences
to students. Employment that enhances students’ professional skills is more
rewarding to student workers than those that do not improve their professional
skills. The majority of study participants said that they had previously held
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professional positions as teachers, research workers and administrators in their
home countries before they came to the US. By their student visa status, F-1, they
are not qualified to accept on campus federal jobs. Unfortunately, majority of the
participants engage in physically demanding work in the university dining facility.
The nature of their work usually involves cooking, cleaning, and lifting of heavy
items. Study participants who engaged in jobs such as graduate assistantship
reported that their responsibilities enhance their professional skills. Although many
of the participants work in the school dining facilities, three students have the
opportunity to work as graduate assistants and computer laboratory attendants.
The graduate assistants pointed out that they have gained work experience for
carrying out their assigned duties.

20. Discussion

Previous studies on college students have shown that the college years are
stressful due to many life challenges that may include missing their loved ones,
academic pressure, financial worry and involvement in part-time jobs (Rochford et
al, 2009; Schroeder, 2004). Although this prediction is true for traditional students,
international students find themselves in an even harsher situation. However, the
students in this study benefited both positively and negatively from working and
studying.

21. Consequences of working while studying

Many international students in the U.S. engage in part-time jobs to supplement
income from their families (Derous & Ryan, 2008). Studies indicate that the well-
being and academic achievement of college students can be affected by their part-
time job involvement (Rochford et al, 2009; Salamonson & Andrew, 2006;
Schroeder, 2004). The study participants’ working experiences reveal positive
influences on their health and well-being. Some of the benefits of working include
development of students’ interpersonal relation and communication skills and these
could serve as assets for their future job prospects. Students primarily engaged in
campus jobs to earn money. Majority of the students mentioned that they work to
earn money to purchase groceries. Increased access to food means good health
and nutrition. The money students make from their jobs allows them to pay their
utility bills. This helps to relieve them from worries associated with debts
settlement.

22. Interestingly, some of the students report that their interpersonal and
communication skills with Americans developed as they interact with other
students. As students serve in the serving lines they try to speak the American
slang while talking to student customers who come to eat in the dining hall. The
students also had the opportunity to socialize and make friends with the other
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students they serve. This is a good experience for international students since this
helps them to blend and orient themselves to their new culture and environment.
The part-time job also enhances the work experience of few of the student
employees. The graduate assistants point out that their work is mostly related to
their academic work and this reinforces their professional experience.

23. On the other hand, all of the research participants reported experiencing various
forms of stress. The students negatively experienced physical and emotional
characteristics of stress in the form of tiredness, lack of sleep, lack of appetite,
shouting, headaches, homesickness, anger, distress and frustration. The students
are engaged in campus employment mainly because of economic problems. They
earn money from these jobs to supplement funding that they receive from home.
Many of the study participants reported performing manual work which includes
stirring, lifting and cooking. Although these students engaged in high demanding
jobs, they were paid minimum wage. As noted by Salamonson and Andrew (2006)
and Carney et al (2005) laborious work can create negative experience for part
time student workers. The demand for high profit by business organizations has led
to high work demand from workers. Such practice is found to create feeling of
unhappiness for these student workers. Calhoun et al (2012) argues that the
employer makes profit as a result of exploitation of workers. They point out that
employers treat workers as mechanistic beings by demanding more labor inputs for
less pay in order make more money (Calhoun et al, 2012).

24. The organizational climate within which an individual works can build one’s self-
esteem and confidence (Mondy, 2010; Pynes, 2004). Working in an environment
where individuals’ needs Journal of International Students 289 2014
http://jistudents.org Volume 4 • Issue 3 and feelings are not met can contribute to
job dissatisfaction. Workplace safety is an important factor that can affect
employees’ health (Mondy, 2010; Pynes, 2004). Some of the students reported
working in areas of high temperatures and objectionable odors which are some of
the workplace safety issues that demand careful attention. Some of the study
participants mention instances where other students (America’s students) talk to
them rudely and even reporting them to their bosses for things they had not
committed. This situation sometimes produces anger and hatred among
employees.

25. Culture Shock

Studying abroad means a big change in the life of these students since they are
confronted with new experiences and perspectives in their new and unfamiliar
country of residence, the United States. This is in line with Poelzl (2012) and Sorti’s
(2007) model of cultural adjustment, that foreigner’s arrival in a new setting is
normally associated with a rising tide of emotions. More than half of the students
report experiences of culture shock. Some of the students relate their
homesickness and depression to unfamiliar people and things around them.
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26. While international students are expected to adjust to new cultures during their
early period in the United States, these student employees had to fine-tune to new
ways of doing things both in the classroom and their workplace. Although some of
these student employees complained of discrimination at their workplaces, their
negative workplace experiences could also be attributed to adjustment challenges
in their new working environments.

27. Coping Strategies

Given the students experiencing various emotional and physical symptoms of
stress on daily basis, it might be expected that these students could suffer severe
health problems. Surprisingly, these students report overall feelings of well-being.
This could be attributed to the students having high perceived control and using
various coping strategies to offset the negative effects of their feelings of stress
resulting from their dual role experiences. According to Rosenbaum et al (2012),
Frazier et al (2004) and Jones and Bright (2001), perceived control is found to
buffer the effects of job stressors, such that high demanding jobs lead to adverse
reaction only among employees who have low perceived control. The students
seem to have a high level of perceived control that tends to influence their choice of
positive coping strategies to help them deal with their feelings of stress. The
students’ behavioral actions seem they effectively utilized perceived control
mechanism (Rosenbaum et al, 2012; Frazier et al, 2004; Jones & Bright, 2001).
They choose positive coping strategies which include social support, leisure
activities and non-leisure activities to cushion the feelings of stress symptoms.
Although they experience various symptoms of stress, they end up feeling healthy
and well.

28. Conclusions and Recommendations

The findings of this study represent the voices of the study participants’
experiences of studying and working at a Northeastern public university. Although
the findings of this study cannot be generalized to the entire population of
international students, the findings can be transferred to international students,
particularly those from developing nations, sharing related experiences. Overall,
the findings of this study suggest that though these students are able to cope with
their dual role of studying and working, they do experience challenges on regular
basis. While international students will pursue employment to enable them to
achieve their lifelong goal of an American education, this study suggests many
would not work if they had a choice, or not in the types of 290 Journal of
International Students campus jobs available to those with F-1 visas, considering
the negative symptoms of stress experienced by these students. If current trends
continue, fewer international students may be coming to the US in the future. Data
on international student enrollment in higher education in the United States have
shown a steady decline in total enrollment from 3.8 percent in 2001 to 3.5 percent
in 2011 (Open Doors Data, 2013).
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29. One major concern voiced by the students relates to the poor rewards they receive
at their workplaces. They feel that they been cheated by the companies they work
for. Some of them suggest that the university authorities should play a role to
compel the companies, especially the dining facilities, to increase the minimum
wage. If the students are properly remunerated, they are likely not going to work for
many hours. This will go a long way to reduce their stress level. It is true that these
students do not belong to any labor union and they are therefore not been
protected from their employers’ exploitation. Although working on campus exposes
the student to outside world more and helps deal with some of the culture shock
issues, culture shock which has been found to contribute to students’ stress. The
researcher suggests that the university officials should develop programs that will
help these students adjust in their new environment. Although the Office of
International Education provides orientation training to these students, such a
training program is inadequate to help these students to cope with culture shock.
By sharing the voices of these students with academia and social issue advocates,
it is hoped that an increased understanding of the causes and consequences of the
students’ dual role of studying and working will stimulate the development of
appropriate intervention policies and programs.

QUESTION 1: COMPREHENSION
1.1 What is the communicative purpose of this article?
(2)
……………………………………………………………………………………………………
…………………………………………………………………………………………………….
……………………………………………………………………………………………………
……………………………………………………………………………………………………

1.2 How would you know that this article is not an opinion piece, but based on research
and facts?
Mention any TWO points.
(2)
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………

1.3 Where was the article taken from?

(2)

………………………………………………………………………………………………………
…………………………………………………
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1.4 What is the main reason why full time international students hold down part-time jobs?
(2)

………………………………………………………………………………………………………
………………………………………………………………………………………………………..

………………………………………………………………………………………………………
………………………………………………………………………………………………………
1.5 What are the two main problems international students suffer from in part-time work?
(2)

………………………………………………………………………………………………………
………………………………………………………………………………………………………

………………………………………………………………………………………………………
………………………………………………………………………………………………………
1.6 How can stress be both healthy and detrimental to one’s wellbeing?
(2)

………………………………………………………………………………………………………
………………………………………………………………………………………………………

………………………………………………………………………………………………………
………………………………………………………………………………………………………
1.7 Which criteria were used in the “criterion sampling” of students?
(2)

………………………………………………………………………………………………………
………………………………………………………………………………………………………

………………………………………………………………………………………………………
………………………………………………………………………………………………………
1.8 Explain the positive influences for international students in terms of working
experiences. (2)

………………………………………………………………………………………………………
………………………………………………………………………………………………………
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……………………………………………………………………………………………………….
………………………………………………………………………………………………………..
1.9 How does culture shock affect international students?
(2)

………………………………………………………………………………………………………
……………………………………………………………………………………………………….

………………………………………………………………………………………………………
………………………………………………………………………………………………………
1.10 What coping strategies do international students use against stress?
(2)

………………………………………………………………………………………………………
………………………………………………….

………………………………………………………………………………………………………
………………………………………………….

TOTAL: 20 marks
QUESTION 2: VOCABULARY
Find a word/synonym from the text that has the same meaning and context as:
2.1 discerned (Par. 5)
………………………………………….. (1)
2.2 variables (Par. 9)
………………………………………….. (1)
2.3 word for word (Par. 11)
………………………………………….. (1)
2.4 adjustability (Par. 12)
…………………………………………. (1)
2.5 improve (Par. 19)
…………………………………………. (1)
2.6 projection (Par. 20)
…………………………………………. (1)

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2.7 colloquialism (Par. 22)
…………………………………………. (1)
2.8 robotic (Par. 23)
…………………………………………. (1)
2.9 prejudice (Par. 26)
…………………………………………. (1)
2.10 motivate (Par. 29)
…………………………………………. (1)

TOTAL: 10 marks
QUESTION 3: REFERENCES
Rewrite the following references according to the APA system:
3.1 Stress: Myth, theory and research. Jones, F. & Bright, J. London: (2001) Prentice Hall
(5)

………………………………………………………………………………………………………
……………………………………………………

………………………………………………………………………………………………………
……………………………………………………
3.2 Journal of Advanced Nursing, 55 (3), 342 – 349. Academic performance in nursing
students:
Influence of part-time employment. (2006). Salamonson, Y. & Andrew, S.
(5)

………………………………………………………………………………………………………
……………………………………………………

………………………………………………………………………………………………………
……………………………………………………

TOTAL: 10 marks

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QUESTION 4: - LINKING WORDS AND COHESIVE DEVICES

State the types and functions of the following semantic relations which are highlighted in
the text:

Semantic Relations Type Function

4.1 Or (Par. 2)
4.2 On the other hand
(Par. 4)
4.3 Then (Par. 5)
4.4 After (Par. 14)

TOTAL: 8 marks

QUESTION 5: ACADEMIC FEATURES

Identify the academic features represented by the underlined words in the following
sentences and explain each feature:
5.1 Studies on students’ part-time work in Scotland indicate that the student employees
have suffered
health and stress problems (Carney et al. 2005).
(2)

………………………………………………………………………………………………………
…………………………………………………

5.2 One’s failure or inability to quickly learn the culture of one’s host country can result in
misfortunes and experiences.
(2)

………………………………………………………………………………………………………
…………………………………………………..

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5.3 Memories and self expressions of lived experience could not be recalled easily in
interviews. (2)

………………………………………………………………………………………………………
………………………………………………….
5.4 Over a half a million international students from more than 200 countries attend
United States universities annually.
(2)

………………………………………………………………………………………………………
………………………………………………….

TOTAL: 8 marks

QUESTION 6: ANALYSING ESSAY TITLES

Analyse or break down the underlined essay title into the components which follow:

Compare the advantages and disadvantages of part-time work for international students.

Topic: ……………………………………..
(1)

Focus:
………………………………………………………………………………………………………
……………………… (2)

Comment/Instruction: ………………………………………
(1)

Viewpoint: ……………………………………………..
(1)

TOTAL: 5 marks

QUESTION 7: FACT AND OPINION

State whether the following statements are FACT or OPINION:

7.1 College years can be stressful for many students due to many factors including
separation

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from family, academic work demand and financial concerns.
………………………..

7.2 An individual needs a certain level of stress for creativity and to face challenges.
…………………….

7.3 For an international student, the issue of cultural adjustment and adaptation is
not really important.
…………………………

7.4 One’s failure or inability to quickly learn the cultures of one’s host country can
result in various misfortunes.
…………………………..

7.5 The nature of students’ part-time work is not very important for their future careers.
………………….

TOTAL: 5 marks

QUESTION 8: REPORTING VERBS

Identify one reporting verb in each of the following sentences and write it down in the
spaces provided
In each sentence.

8.1 The group noted that private photographs evoked memories of lived experiences.
(Harper 2002).

…………………………
8.2 Ledeman (2009) states that it depends on the job and number of working hours.
…………………………..

8.3 Ryan (2008) explains that student part-time employment has a positive effect on their
personal development.
……………………………

8.4 McKean (2000) indicated that a low level of stress can be positive.
……………………………

TOTAL: 4 marks

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 FACULTY OF EDUCATION AND HUMAN SCIENCES

QUESTION 9: ANAPHORIC RESOLUTION

What do the underlined words in the following paragraphs in the text refer to:

9.1 These (Par. 21)

………………………………………………………………………………………………………
………………. (1)

9.2 This (Par. 22)

………………………………………………………………………………………………………
………………….. (1)

9.3 They (Par. 27)

………………………………………………………………………………………………………
…………………. (1)

9.4 Those (Par. 28)

………………………………………………………………………………………………………
………………. (1)

9.5 They (Par. 29)

………………………………………………………………………………………………………
…………………. (1)

TOTAL 5 marks
TOTAL FOR SECTION A: 75 marks

SECTION B: ACADEMIC SUMMARY

Write an academic summary of paragraphs 20 to 24 from the sub-heading
“Consequences of working while studying”. Your summary should be between 140 and
150 words or no more than 12 typed lines. Remember to include an academic introduction
which includes the title of the text, the name of the author and the date of publication. At
least two in-text citations must be included and you should use your own words as far as
possible.
Marks are awarded as follows:
Academic introduction: 3
Two in-text citations: 2
Cohesive linking words: 3
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 FACULTY OF EDUCATION AND HUMAN SCIENCES
Structure (One paragraph): 3
Language (Fluency/Use of own words): 4
Content: 10
Total: 25
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TOTAL: 25 marks
SECTION A = 75 marks + SECTION B = 25 marks
TOTAL = 100 marks
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