ENC1501
Assignment 2 – Detailed Responses
Due 2025
Question 1
1.1 Define the following terms with examples in your own words
1.1.1 Remedial
Remedial education refers to targeted instructional interventions designed to address specific
learning gaps that hinder a learner’s academic progress. It draws on differentiated instruction
principles, ensuring that support is tailored to individual needs. The aim is to strengthen
foundational skills so that learners can perform at the level of their peers, thereby building
confidence and reducing disparities (Vygotsky, 1978).
Example: A Grade 3 learner struggling with basic addition may receive remedial support through
hands-on tools such as counters and number lines, which reinforce both conceptual
understanding and procedural fluency.
1.1.2 Coherent
Coherence in communication describes the logical flow and connection of ideas, sentences, and
paragraphs, making a text or speech easy to understand. It requires the use of transitional
devices, thematic consistency, and logical sequencing to form a unified whole. Coherence is
essential in both spoken and written communication to aid comprehension and retention
(Halliday & Hasan, 1976).
Example: An essay on climate change achieves coherence by progressing logically from a
definition of the concept, to causes, effects, and finally solutions, with each section connected
through cohesive devices.
1.1.3 Colloquial language
Colloquial language consists of informal, conversational expressions often linked to particular
social groups or regions. It may include idioms, slang, contractions, or everyday phrases. While
useful for creating intimacy and immediacy in informal contexts, it is generally inappropriate in
formal academic or professional writing (Goffman, 1967).
Example: Saying ―I’m feeling under the weather‖ instead of ―I am ill‖ demonstrates
colloquialism—acceptable in casual conversation but unsuitable in formal communication.
, 1.1.4 Didactics
Didactics refers to the science and art of teaching, encompassing theories of learning,
instructional strategies, curriculum design, and assessment. It considers how knowledge is
effectively transferred and constructed, drawing on frameworks such as constructivism (Piaget,
1964) and socio-cultural theory (Vygotsky, 1978).
Example: A science teacher adopting a constructivist didactic approach might use hands-on
experiments to encourage learners to build understanding through active participation.
1.1.5 SWOT analysis
SWOT analysis is a strategic planning framework used to evaluate an organisation’s internal
strengths and weaknesses alongside external opportunities and threats. It helps stakeholders
design strategies by aligning internal capabilities with external realities (Humphrey, 2005).
Example: A literacy programme may identify strengths such as committed staff, weaknesses like
limited resources, opportunities such as partnerships with NGOs, and threats such as declining
school enrolment.
Question 2
2.1 Distinguish between formal and informal language and state when each
should be used in conversation, with examples
Language use varies according to context, with formal and informal registers situated at opposite
ends of the spectrum.
Formal language follows strict grammatical rules, employs precise vocabulary, and maintains
an objective, respectful tone. It is suitable for academic, professional, and official contexts.
Example: ―I would like to inquire about the status of my application.‖
Informal language is relaxed, personal, and often includes colloquialisms, contractions, and
slang. It is appropriate for casual and familiar contexts.
Example: ―Hey, what’s up? Did my application go through?‖
When to use each:
Formal: academic essays, professional meetings, legal documents, or ceremonies.
Informal: conversations with friends and family, casual social media exchanges, or
relaxed workplace interactions.
Assignment 2 – Detailed Responses
Due 2025
Question 1
1.1 Define the following terms with examples in your own words
1.1.1 Remedial
Remedial education refers to targeted instructional interventions designed to address specific
learning gaps that hinder a learner’s academic progress. It draws on differentiated instruction
principles, ensuring that support is tailored to individual needs. The aim is to strengthen
foundational skills so that learners can perform at the level of their peers, thereby building
confidence and reducing disparities (Vygotsky, 1978).
Example: A Grade 3 learner struggling with basic addition may receive remedial support through
hands-on tools such as counters and number lines, which reinforce both conceptual
understanding and procedural fluency.
1.1.2 Coherent
Coherence in communication describes the logical flow and connection of ideas, sentences, and
paragraphs, making a text or speech easy to understand. It requires the use of transitional
devices, thematic consistency, and logical sequencing to form a unified whole. Coherence is
essential in both spoken and written communication to aid comprehension and retention
(Halliday & Hasan, 1976).
Example: An essay on climate change achieves coherence by progressing logically from a
definition of the concept, to causes, effects, and finally solutions, with each section connected
through cohesive devices.
1.1.3 Colloquial language
Colloquial language consists of informal, conversational expressions often linked to particular
social groups or regions. It may include idioms, slang, contractions, or everyday phrases. While
useful for creating intimacy and immediacy in informal contexts, it is generally inappropriate in
formal academic or professional writing (Goffman, 1967).
Example: Saying ―I’m feeling under the weather‖ instead of ―I am ill‖ demonstrates
colloquialism—acceptable in casual conversation but unsuitable in formal communication.
, 1.1.4 Didactics
Didactics refers to the science and art of teaching, encompassing theories of learning,
instructional strategies, curriculum design, and assessment. It considers how knowledge is
effectively transferred and constructed, drawing on frameworks such as constructivism (Piaget,
1964) and socio-cultural theory (Vygotsky, 1978).
Example: A science teacher adopting a constructivist didactic approach might use hands-on
experiments to encourage learners to build understanding through active participation.
1.1.5 SWOT analysis
SWOT analysis is a strategic planning framework used to evaluate an organisation’s internal
strengths and weaknesses alongside external opportunities and threats. It helps stakeholders
design strategies by aligning internal capabilities with external realities (Humphrey, 2005).
Example: A literacy programme may identify strengths such as committed staff, weaknesses like
limited resources, opportunities such as partnerships with NGOs, and threats such as declining
school enrolment.
Question 2
2.1 Distinguish between formal and informal language and state when each
should be used in conversation, with examples
Language use varies according to context, with formal and informal registers situated at opposite
ends of the spectrum.
Formal language follows strict grammatical rules, employs precise vocabulary, and maintains
an objective, respectful tone. It is suitable for academic, professional, and official contexts.
Example: ―I would like to inquire about the status of my application.‖
Informal language is relaxed, personal, and often includes colloquialisms, contractions, and
slang. It is appropriate for casual and familiar contexts.
Example: ―Hey, what’s up? Did my application go through?‖
When to use each:
Formal: academic essays, professional meetings, legal documents, or ceremonies.
Informal: conversations with friends and family, casual social media exchanges, or
relaxed workplace interactions.
