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ENG1513 PORTFOLIO ANSWERS DUE 16 OCTOBER 2024 SECTION A: REFLECTION AND READING COMPREHENSION Question 1: Reflection In this section, you are required to reflect on your essay writing skills as a student of ENG1513. Write 2 paragraphs, totalling 300 words, using an academic writing style wherein you reflect on your essay writing skills. You may use the Situation, Problem/s, Solution/s, Evaluation (S1PS2E) structure. Do not write sub-headings such as ‘Introduction, Body, Conclusion’ but the contents of your paragraphs should reflect logical organisation in terms of S1PS2E. (Refer to the ENG1513 Study Guide p.88). 10 marks Question 2: Reading comprehension War affects girls and boys differently: what we found in our study of children in the DRC 1.War has become a regular part of life for many children. Millions are victims andwitnesses to the horrors of war. Recent estimates by researchers at the PeaceResearch Institute Oslo show that one in six children globally lives in a conflict zone,and Africa has the highest number of conflict-affected children. 2.Many children are forced to become child soldiers. In other cases, such as during the1994 genocide in Rwanda, violence is aimed at children. In recent years, researchersfrom various fields have been studying the impact on children of growing up in warzones. Psychologists, for example, have been researching how conflict affectschildren’s mental health and behaviour. Economists have examined, among otherissues, how growing up in these environments can limit future earning capabilities.Other scholars have investigated how war shapes the long-term (political) attitudes ofthese children. ENG1513 OCTOBER 2024 3 3. Despite this growing body of research, we – a group of researchers who look into the causes and consequences of armed conflict for children – spotted two key gaps. 4. First, much of the literature treats children’s experiences as if they were the same across different contexts. Few studies have considered the distinct experiences of girls as soldiers or how these differ from boys’ experiences. 5. Second, while some research does explore these gender differences, it often focuses only on what happens during the conflict. It doesn’t consider how these experiences affect social relationships when the conflict ends. This is despite scholars and policymakers highlighting that girls’ experiences in war are fundamentally different from those of boys due to their different status and role in society. 6. To address these gaps, we conducted an exploratory study from 2018 to 2019 on the experiences of boys and girls during conflict in the Democratic Republic of Congo (DRC). We studied how these gendered experiences might have affected their social relationships after the war. We interviewed 315 children aged between 12 and 18, with different levels of exposure to conflict. This included 186 respondents who had been involved in armed groups. 7. Our recently published analysis revealed, as expected, that many children had witnessed or experienced various conflict-related events during their life-time. Most children reported seeing homes and property destroyed, and many had witnessed people being beaten or tortured by armed forces. Fewer children reported being sexually assaulted or raped or injured by weapons such as gunshots or stabbings, though sadly these were not rare occurrences either. 8. We found that boys were generally more exposed to conflict than girls. This difference is largely due to boys being more involved with armed groups and more likely to perpetrate violence. These experiences of conflict can have lasting effects on children’s relationships with their families, friends, teachers and other important social groups. These connections are crucial for a child’s development and wellbeing. The differences between how boys and girls are affected are important considerations in building appropriate and effective psychosocial support programmes, with tools that address gender-specific needs in conflict or post-conflict situations. ENG1513 OCTOBER 2024 4 The study 9.We gathered information from 315 structured interviews with Congolese children.Some of these boys and girls had been actively involved with armed groups in theeastern provinces of the DRC, while others had less direct exposure to the conflict.Conflict and human rights violations are widespread in the DRC. World Vision hascalled the decades-long conflict in the country “one of the worst child protection crisesin the world”. Further, in a recent UN report on children and armed conflict, 3,377verified grave violations against children in the DRC were identified. Of these, 46%involved the recruitment of children – some as young as five – by armed forces orgroups. 10.To examine how the armed conflict has affected Congolese boys and girls, wecollected data between 2018 and 2019 in the South Kivu province of eastern DRC.We selected our participants with the help and consent of five local child protectiveorganisations. Our analysis first explored what the boys and girls had experiencedduring conflict. Then we associated these gendered experiences with differences insocial behaviour. We looked at whether there were gender differences in thechildren’s key relationships with family, friends (and other social groups) and theirteachers. 11.First, we found that war disrupted the family’s ability to provide safety and security,and both children and their caregivers might suffer from the emotional andpsychological toll of the conflict. Our study found that girls tended to have a strongerrelationship with their family and caretakers compared to boys after conflict. Thisaligns with previous research suggesting boys may face more challenges inmaintaining family relationships. This is particularly the case for those that were activeas child soldiers. 12.Second, our analysis found that boys tended to have more diverse friendshipnetworks than girls, even when comparing former boy soldiers to girl soldiers.Friendships are vital for a child’s wellbeing. Strong and diverse friendshipsare linked to better mental health, tolerance and understanding. ENG1513 OCTOBER 2024 5 13.Lastly, we looked at how gender and war experiences might affect relationshipsbetween students and teachers. Armed conflict can have devastating effects on theeducational attainment of children. Education, however, supports war-affectedchildren and adolescents in several important ways. Structured school rules,regulations and activities establish a sense of normality, which is crucial to the healingprocess and wellbeing of children. Overall, the children interviewed had a verypositive view of their schools or training programmes. They felt safe, enjoyedspending time with their classmates and viewed their teachers as helpful and caring.However, girls – especially former girl soldiers – were significantly more likely thanboys to report that their teachers were sympathetic and supportive. Why the findings matter 14.Our research is one of the first to highlight significant differences in how boys andgirls experience war, and how these experiences shape their social relationships.Addressing the differences in the needs of boys and girls after conflict not onlyimproves their wellbeing, but is also likely to positively affect entire households, post-conflict regions and post-conflict countries. While our study sheds light on thesedifferences, more research is needed to understand them in greater depth and, mostimportantly, to explain why they occur. 15.Are these differences the result of psychological trauma, behavioural changes, orspecific events that happened before or during the conflict? Moreover, we know verylittle about the long-term effects of war exposure – do these differences fade overtime, or do they persist? And how can communities play a role in helping children toovercome these challenges? Do we also observe these differences in other conflictsat other periods? Understanding these differences is key for policymakers working todevelop effective support programmes. Developing and increasing the availability ofgender-responsive approaches can help strengthen the resilience of children afterconflict. It may also work to strengthen their agency and resilience before conflict. Source: Roos van der Haer, R., & Brown, K. J. 2024. War affects girls and boys differently: what we found in our study of children in the DRC. [ Accessed from: ENG1513 OCTOBER 2024 6 238789#:~:text=Our%20study%20found%20that%20girls,were%20active%20as%20child%20soldiers] Answer the following questions: 2.1 Identify a suitable title for the passage. (2) 2.2What is the purpose of the passage? (1) 2.3According to the article, why are friendships important to a child’s well-being? (1) 2.4How did the authors of the article gather information for the study? (2) 2.5 Identify the main idea in each of the following paragraphs. i)Paragraph 2. (2) ii)Paragraph 13. (2) 2.6 Indicate whether each of the following statements is True or False. Provide reasons to justify your answer: i)The study found that girls tended to have more diverse friendship networksthan boys, even when comparing former boy soldiers to girl soldiers. (2) ii) The study found that boys tended to have a stronger relationship with theirfamily and caretakers compared to boys after conflict. (2) 2.7 In your opinion, is it important to understand the differences in how boys and girls react to war experiences? Explain your answer in two sentences. (2) 2.8 Why are boys more exposed to conflict than girls? (2) 2.9 Identify and list the research gaps that the authors of this article intended to fill. (2) ENG1513 OCTOBER 2024 7 2.10 Write a paragraph of at least 100 words, explaining in your own words, the significance of the findings from the study conducted by the authors of this article. (5) 25 marks TOTAL SECTION A: 35 MARKS SECTION B: VOCABULARY, LANGUAGE AND GRAMMAR Question 1 1.Study the following word pairs and indicate if they are examples of homonym, synonym, antonym, heteronym, homophones, or homographs. Construct a complete and grammatically correct sentence for each word, demonstrating your understanding of its meaning within context.a.Pair/pare. b.Rapid/swift. c.Simple/complex d.Stream/stream e.Discrete/discreet. 5 marks Question 2 2.1 Examine the following excerpt carefully. You will notice that it has several spelling, punctuation, and grammatical errors. Correct all errors in the excerpt. Each correction will be awarded a ½ mark. There are many reasons for gender disparities, but the primary one is unquestionably gender prejudice enthrenched in the minds of both men and women from childhood, due to social conditions and the normalisation of patriarchal norms. Why men are in more executive positions is not because they are most intelligent ENG1513 OCTOBER 2024 8 than women, it is because they are more courageous, brave than women are; and bravery and courage are, of course, traits they are taught from a young age, said Masechaba Ndlovu at the 7 Percent Gala Event on 2018. To reverse these social conditioning, women must be empowered to have a voice and be more confident from a young age. Part of achieving this lies in including men, young and old, in conversations about women's empowerment and advancement as well. TOTAL SECTION C: Critical Thinking 1. In your own words, discuss academic integrity. 2 marks 2. Discuss the importance of academic integrity amongst students in educationalsettings. Your responses should be in your own words and not exceed oneparagraph of 150 words in length. 3 marks TOTAL SECTION C: 5 MARKS SECTION D: ESSAY WRITING Write an Argumentative essay on ONE of the following topics, with a heading that summarises your point of view and a convincing argument supporting your stance. Submit only your final draft of an essay of not more than 500 words on ONE of the following topics. Remember to write using academic style and critical thinking. Please plan your essay thoroughly but submit ONLY the final draft. ENG1513 OCTOBER 2024 9 Note: Do not use headings such as "Introduction," "Body," or "Conclusion"; however, the contents of your paragraphs should reflect a logical organisation. All sources cited in the essay should be acknowledged using the Harvard Method of Referencing, and a reference list of the sources must be included. Failure to do so may result in a zero mark. Select one of the following topics and write an essay on it: 1. Customs and traditions that are not compatible with the realities of present-daysocieties should be discarded. Write an essay in which you argue for or againstthe statement. OR 2. Artificial Intelligence (AI) should never be integrated in Higher Education becauseit stifles creativity among students. Write an essay in which you argue for or againstthe statement. TOTAL SECTION D: 50 MARKS GRAND TOTAL: 100 MARKS © UNISA