ENG2601 ASSIGNMENT 3 2026
DUE 21 AUGUST 2026
Assignment 03 is based on Study Units 5 and 6 in your Tutorial Letter 501 and the
relevant chapters in your prescribed textbooks. Carefully read the specificStudy Units
and familiarize yourself with the concepts and technical termsintroduced in this module
before you attempt to answer the assignment questions below. In addition, it is
important that you attempt all the activities inorder to establish a sound understanding of
how to analyse and interpret thestructure of language, including its functions in selected
texts.
Looking at AI Writing Guidelines: A Study of Language and Style
As artificial intelligence becomes more common in universities, many institutions are
creating rules about how students and researchers should use these tools. Text A,
"Guidelines for Responsible AI Use in Academic Writing," comes from the Stellenbosch
University AIDS Centre. The document explains the correct and incorrect ways to use
AI tools such as ChatGPT in academic work. It uses language, tone, and structure to
help readers understand why AI should be used responsibly. The text combines formal
language with clear and simple explanations to guide readers towards ethical and
responsible AI use in academic writing (Study Unit 2: Language and Meaning, Section
2.10).
, Register and Tone: Finding the Right Balance
The language style in Text A is mostly formal and instructional, which fits well with an
academic guideline document (Mullany and Stockwell, 2010:172). The writer sounds
like someone who knows what they are talking about but still speaks in a way that is
easy to follow. Simple commands like "Know what you're dealing with" and "Use it to
generate ideas" (Text A) make the instructions clear and direct. The numbered lists and
simple wording help all kinds of readers understand the content easily (Jones,
2019:104-107).
The tone of the text is fair and practical. Instead of scaring people away from using AI,
the writer talks about both good and bad sides: "AI tools such as ChatGPT can save
academics a lot of time and energy... On the flip side, using it irresponsibly to replace
your own thinking and inputs can sabotage the authenticity and credibility of your
work" (Text A, Page 2). This fair approach makes the writer seem trustworthy because
they show they understand both sides of the issue. This matches what we learn about
discourse analysis, which looks at how language changes based on the situation and
purpose (Study Unit 3: Language Systems, Section 3.2).
The tone also changes a little between the two main sections. The "How NOT to use AI"
part uses more direct, warning language like "Don't use it blindly" and "Don't get caught
DUE 21 AUGUST 2026
Assignment 03 is based on Study Units 5 and 6 in your Tutorial Letter 501 and the
relevant chapters in your prescribed textbooks. Carefully read the specificStudy Units
and familiarize yourself with the concepts and technical termsintroduced in this module
before you attempt to answer the assignment questions below. In addition, it is
important that you attempt all the activities inorder to establish a sound understanding of
how to analyse and interpret thestructure of language, including its functions in selected
texts.
Looking at AI Writing Guidelines: A Study of Language and Style
As artificial intelligence becomes more common in universities, many institutions are
creating rules about how students and researchers should use these tools. Text A,
"Guidelines for Responsible AI Use in Academic Writing," comes from the Stellenbosch
University AIDS Centre. The document explains the correct and incorrect ways to use
AI tools such as ChatGPT in academic work. It uses language, tone, and structure to
help readers understand why AI should be used responsibly. The text combines formal
language with clear and simple explanations to guide readers towards ethical and
responsible AI use in academic writing (Study Unit 2: Language and Meaning, Section
2.10).
, Register and Tone: Finding the Right Balance
The language style in Text A is mostly formal and instructional, which fits well with an
academic guideline document (Mullany and Stockwell, 2010:172). The writer sounds
like someone who knows what they are talking about but still speaks in a way that is
easy to follow. Simple commands like "Know what you're dealing with" and "Use it to
generate ideas" (Text A) make the instructions clear and direct. The numbered lists and
simple wording help all kinds of readers understand the content easily (Jones,
2019:104-107).
The tone of the text is fair and practical. Instead of scaring people away from using AI,
the writer talks about both good and bad sides: "AI tools such as ChatGPT can save
academics a lot of time and energy... On the flip side, using it irresponsibly to replace
your own thinking and inputs can sabotage the authenticity and credibility of your
work" (Text A, Page 2). This fair approach makes the writer seem trustworthy because
they show they understand both sides of the issue. This matches what we learn about
discourse analysis, which looks at how language changes based on the situation and
purpose (Study Unit 3: Language Systems, Section 3.2).
The tone also changes a little between the two main sections. The "How NOT to use AI"
part uses more direct, warning language like "Don't use it blindly" and "Don't get caught
