ENG1514 PORTFOLIO (ANSWERS) 2025 - DISTINCTION GUARANTEED

Well-structured ENG1514 PORTFOLIO (ANSWERS) 2025 - DISTINCTION GUARANTEED. (DETAILED ANSWERS - DISTINCTION GUARANTEED!).... October/November 2025 Main Examination ENG1514 Applied English Language for Foundation and Intermediate Phase: First Additional Language 100 marks 48 hours First Examiner: Ms. S Gani, Second Examiners: Mr P Magwele, Prof P Pillay Moderator: Prof J. Alexander • This paper consists of 9 pages. • Please do not password protect your document • Convert all pages into ONE single PDF document. • Do not load the pages one by one. • Your answer file must not be more than 20mb in size. • Submissions will only be accepted from registered student accounts. • Do not submit answer files that are illegible or unclear. • Please preview your script before uploading and ensure that the correct script is uploaded. • You are allowed to access your prescribed works and the study material. • You should write answers in your OWN words and any sources consulted should be cited according to the Harvard referencing method. • Incorrect answer scripts and/or submissions made on unofficial examination platforms (including email) will not be marked and no opportunity will be granted for resubmission. • The mark awarded for an incomplete submission will be the final mark. No opportunity for resubmission will be granted. • In the case of plagiarism or cheating of any kind, you will be reported to the University’s Student Disciplinary Section. • The answered exam script must be uploaded as a PDF electronic document. ENG1514 October / November 2025 2 Open Rubric If you are submitting a typed response • Use the Arial font. • Use size 14 for any headings and size 12 for the body of your answer. • Use double-spacing for your paragraphs. • From the options available to format your work on the Home tab of the ribbon on your computer, please click on JUSTIFY to format your work. Presentation: • Include a cover page with your name, student number and, module code • All subsequent pages must have your name, and student number. • If you are submitting a typed response - Use the prescribed font sizes, line spacing and justify paragraphs. • If you are submitting a handwritten response – Try to ensure that your handwriting is neat and legible. Your answers must be written in black pen and not pencil as this affects the quality of the scanned paper. • Number your answers correctly and clearly as per each question in the question paper. • Please do not write in the margin/s. The exam can be downloaded from 10:00 on the morning of 15 October 2025 and must be uploaded by 10:00 on the morning of 17 October 2025. Answer both Section A and Section B – both sections are compulsory Section A has 13 short questions and is worth 60 marks and Section B has one essay question and is worth 40 Marks This exam is not proctored NO LATE EXAMS WILL BE ACCEPTED. MANAGE YOUR TIME AND DO NOT LEAVE SUBMISSION TO THE LAST MINUTE ENG1514 October / November 2025 3 Open Rubric SECTION A: Integrated Content and Text-Based Questions Read Text A and answer the questions set. How Social Media Can Negatively Affect Your Child Paragraph 1 Spending time on social media has become almost a way of life for most adults - scrolling through videos of cuddly cats and wacky dances for many hours a day. But is it healthy for your children to have the same habits? How do you know if they’re being safe on social media? Is social media good or bad? Most social media apps require users to be at least 13 years old. But, according to the U.S. Surgeon General, nearly 40% of children from 8 to 12 years old and 95% of children from 13 to 17 years old use social media apps. In fact, the U.S. Surgeon General released an advisory on how social media affects children and teenager’s mental health. One scary statistic? Teens who spend more than three hours a day on social media double their risk of depression and anxiety. If your child is currently on social media or if they’ve been asking to join, it’s important to talk to them about what social media is, what rules you have for it and how it doesn’t always show an accurate picture of someone’s life. Paragraph 2 “Social media makes it easy to compare oneself to another,” says child psychologist Kate Eshleman, PsyD. “Most people put on social media what they want you to see. By using social media, all of us have the ability to access endless information anytime we want to, and that can be very hard for kids.” Dr Eshleman discusses the negative effects of social media and if you’re allowing them to use it how to talk to your kids about how to stay safe, not overdo it and not take a lot of what they see there too seriously. It can be overwhelming to think about all the negative ways your child may be affected by using social media. While experts are just beginning to understand social media’s impact on children, one study shows that children younger than 11 years old who use Instagram and Snapchat are more likely to have problematic digital behaviours like having online-only friends and visiting sites parents would disapprove of, as well as a greater chance of taking part in online harassment. ENG1514 October / November 2025 4 Open Rubric Paragraph 3 It’s not so easy to give up or limit your child’s time on social media. According to a national survey, 33% of girls 11 to 15 years old feel addicted to social media and more than half of teens say it would be hard to give up social media. The fear of missing out, or FOMO, is real. So, why can social media be so bad? A group of psychologists headed by Dr Eshleman walks us through the potential risks of social media. Paragraph 4 The first one has to do with body image concerns. Too much time on social media apps can lead to an increase in body dissatisfaction, eating disorders and low self-esteem. While this is particularly concerning for teen girls, reports show that 46% of teens 13 to 17 years old said social media made them feel worse about their bodies. “It’s important to realise that with high-tech phones and various apps, it’s much easier to snap ‘the perfect picture,’ which is likely not a true representation of someone’s appearance,” says Dr. Eshleman. “However, we all, and especially young people, look at these pictures and admire the beauty. This results in likely comparing oneself to an artificial image, and distress can result if we feel we don’t measure up.” Paragraph 5 The second one has to do with cyberbullying. We’re all familiar with bullying - the kind that might happen on the school playground. But cyberbullying, which happens through technology, the internet and social media to harass, threaten or embarrass someone, is just as common. Harmful language, images and videos are prevalent, with 64% of teens reporting they’re often or sometimes exposed to hate-based content. “The challenge to cyberbullying is that it’s always there, making it much harder to walk away from the negative interactions,” explains Dr Eshleman. “It can also be spread much further, much more rapidly, resulting in negative attention being seen and heard far beyond one’s close social circle.” Paragraph 6 The third one has to do with online predators. Unfortunately, there are people on social media who target children and teens whether to sexually exploit them, financially extort them or sell them illicitly manufactured drugs. It can be challenging for children and teens to know what to share and what not to share online. Another alarming stat? Nearly 6 out of 10 teen girls say they’ve been contacted through social media platforms by a stranger in a way that makes them feel uncomfortable. “As a parent, it feels nearly impossible to be aware of and manage all of this. A good place to start is communicating with your children about these potential dangers, letting them know what to be aware of and caution them not to share any information with those they don’t personally know,” advises Dr Eshleman. “It’s also important to work to create a safe space for communication, allowing children to come to parents should questions or concerns arise.” Write out the adverbial or adverb phrase in Paragraphs 2 and 5. What type of phrase is “much harder” in Paragraph 14? Identify two adjectives in the first sentence of Paragraph 1. “The potential risks of social media” is a noun phrase. Divide and name the three constituent parts of the phrase. What part of speech is the word “potential”? Which other word in the noun phrase belongs to the same part of speech as “potential”? Write out one sentence in Paragraph 4, one sentence in Paragraph 5, one sentence in Paragraph 6, and one sentence in Paragraph 7 that refer back to the four problematic digital behaviours mentioned in each of the four paragraphs. Explain why the author uses the phrase “in addition” in Paragraph 8. Read through Paragraph 1 and Paragraph 15. Write in full the different contracted forms that are used in the paragraphs. Write out the adverbial or adverb phrase in Paragraphs 2 and 5. What type of phrase is “much harder” in Paragraph 14? Identify two adjectives in the first sentence of Paragraph 1. “The potential risks of social media” is a noun phrase. Divide and name the three constituent parts of the phrase. What part of speech is the word “potential”? Which other word in the noun phrase belongs to the same part of speech as “potential”? Write out one sentence in Paragraph 4, one sentence in Paragraph 5, one sentence in Paragraph 6, and one sentence in Paragraph 7 that refer back to the four problematic digital behaviours mentioned in each of the four paragraphs. Explain why the author uses the phrase “in addition” in Paragraph 8. What type of sentence is the last sentence of Paragraph 9? Explain how the sentence connects with Paragraphs 10, 11, 12, and 13. Refer to Paragraphs 10, 11, 12, and 13, and for each paragraph, write out the way parents and their children can navigate the social media world together. After reading the title of the article, identify who the targeted audience of the article is. What reading strategy helped you answer this question? Quote the words from the title that helped you determine the audience. If you were listening to this article being read aloud, which two stages of the listening process would have helped you to name these risks? Discuss in two sentences why you agree or disagree with the first risk identified by Dr Eshleman in the article. Explain in two sentences why the understanding and evaluating stages in the listening process were essential to help you answer the above question. The article provided the reader with several statistics. Explain in two sentences why you think the author chose to do this and discuss whether it was a good choice on the author’s part. Identify one clear instance of a social media acronym used in the article. Name the reading strategy you used to answer the above. Read the text critically and identify the three main messages shared by the author in the article. Explain in two sentences why you think the text effectively communicates the messages identified above. Which aspect of critical reading did you use to answer the above? Provide a quote from part of the first sentence of Paragraph 1 that describes what people stereotypically do on social media. October / November 2025 5 Open Rubric Paragraph 7 The fourth one has to do with dangerous viral trends. You’ve probably heard of dangerous viral trends - and the devastating results from trying them like being arrested, needing to be hospitalised and even death. “Kids don’t have the cognitive and executive functioning to think through harmful situations and why those might be a bad idea,” says Dr. Eshleman. “So, sometimes they’re placing themselves in physical risk.” Another study talks about how children who use TikTok are developing tics and having tic-like attacks. They’re experiencing a movement disorder brought on by stress and anxiety - presumably made worse by the pandemic and teens’ increased social media consumption. Paragraph 8 In addition to problematic digital behaviours, there may be changes in children’s daily behaviour at home, such as the following : increased irritability; increased anxiety; increased depression; increased sleep issues; lack of self-esteem and a lack of focus and concentration. “If kids are being asked to get off social media and do their homework, or any unpreferred task, then parents might see increased periods of irritability or frustration directed towards parents,” notes Dr Eshleman. “They’re being asked to do something they don’t want to do and stop doing something they enjoy. Further, there is evidence to show that extended screen time alone negatively impacts mood.” Read through Paragraph 1 and Paragraph 15. Write in full the different contracted forms that are used in the paragraphs. Write out the adverbial or adverb phrase in Paragraphs 2 and 5. What type of phrase is “much harder” in Paragraph 14? Identify two adjectives in the first sentence of Paragraph 1. “The potential risks of social media” is a noun phrase. Divide and name the three constituent parts of the phrase. What part of speech is the word “potential”? Which other word in the noun phrase belongs to the same part of speech as “potential”? Write out one sentence in Paragraph 4, one sentence in Paragraph 5, one sentence in Paragraph 6, and one sentence in Paragraph 7 that refer back to the four problematic digital behaviours mentioned in each of the four paragraphs. Explain why the author uses the phrase “in addition” in Paragraph 8. Paragraph 9 Are there any positive effects of social media? Social media can have a positive effect on your children, like helping them learn how to communicate with others, navigate relationships and how to manage somebody who isn’t being kind to them. So, no social media at all might not be the best (or realistic) solution for your kids. But if you decide to let your children, use social media, make sure to talk to them about expectations - both yours and theirs. There are several ways to navigate the social media world together. Paragraph 10 One of the ways is to determine if your child is ready. Even if your child is old enough to join a social media platform, he or she might not be ready for it. As a parent or caretaker, you have a good sense of their maturity level and how they interact with others like coaches and friends. If you’re unsure, Dr Eshleman suggests doing a test period on social media. “Parents should identify their expectations and communicate those to their children,” she says. “Also, identify consequences of not following them.” What type of sentence is the last sentence of Paragraph 9? Explain how the sentence connects with Paragraphs 10, 11, 12 and 13. Refer to Paragraphs 10, 11, 12 and 13, and for each paragraph, write out the way parents and their children can navigate the social media world together. After reading the title of the article, who would you identify as the targeted audience of the article? What reading strategy helped you answer this question? Quote the words from the title that helped you determine the audience. Provide a quote from a part of the first sentence of Paragraph 1 that describes what people stereotypically do on social media. List the four risks associated with social media as identified by Dr Eshleman in the article. Paragraph 11 Another way is to talk to your kids. From the beginning, it’s important to have an open and honest conversation with your children about what social media is and for what it can be used. Ask why they’re interested in having an account on a particular platform and what they want to use it for. But as they start venturing into the world of social media, keep talking. “If you hear about a popular TikTok trend or that a newsworthy story is trending, talk to your children about what they think and what they’ve seen,” says Dr Eshleman. ENG1514 If you were listening to the article being read aloud, state which two stages of the listening process would have helped you name these risks. In two sentences, explain why you agree or disagree with the first risk identified by Dr Eshleman. In two more sentences, explain why the understanding and evaluating stages in the listening process were important in helping you answer the question. The article includes several statistics. Explain in two sentences why you think the author chose to include them and discuss whether it was a good choice. Identify one clear instance of a social media acronym used in the article and name the reading strategy you used to find it. Read the text critically and identify three main messages shared by the author. Explain in two sentences why you think the text communicates these messages effectively and state which aspect of critical reading you used to answer the question. Write out one sentence each from paragraphs 4, 5, 6 and 7 that refer back to the four problematic digital behaviours mentioned in those paragraphs. Explain why the author uses the phrase “in addition” in paragraph 8. State what type of sentence the last sentence of paragraph 9 is. Explain how this sentence connects with paragraphs 10, 11, 12 and 13. Then, using those paragraphs, write out how parents and their children can navigate the social media world together. After reading the title of the article, identify who the targeted audience is. Mention which reading strategy helped you answer this question and quote the words from the title that helped you determine the audience. Provide a quotation from the first sentence of paragraph 1 that describes what people stereotypically do on social media. List the four risks associated with social media as identified by Dr Eshleman in the article. Paragraph 12 It is important to limit screen time. The American Academy of Paediatrics recommends limiting screen time to two hours a day for children. Dr Eshleman says that’s a good guideline but wants parents to also focus on the big picture - making sure your kid is still getting enough physical activity and face-to-face interactions. “It’s not always just the screen time that’s the problem,” she adds. “It’s what the screen time is in place of.” You can always use a screen time app that automatically sets limits, too, to prevent arguing. Paragraph 13 It is also important to monitor their usage. Dr Eshleman suggests checking on what your child is consuming, whether that’s scrolling through their tablet or phone or using a social media monitoring tool. “See what apps are there and familiarise yourself with those,” she says. “Ask yourself if this tool is going to fit your goal.” Paragraph 14 Finally, model good behaviour. Easier said than done, right? But Dr Eshleman says practicing safe and healthy social media behaviours in front of your child can go a long way. “It’s much harder for kids to understand the potential dangers or risks of social media when parents engage in the same behaviours themselves,” she says. Paragraph 15 In concluding, as a parent, go easy on yourself when it comes to social media and your kids. Don’t be afraid to talk to other parents and caregivers about what they do or ask for help if you’re struggling with how to navigate social media and keep your kids safe. “For many parents, this is unchartered territory,” Dr Eshleman realises. “It takes time and energy, and it can be difficult for parents who are working, raising children and managing household tasks. It’s okay to ask for help.” January 15, 2024/Living Healthy/Children's Health e/OSCNYFJ95BQ61EdPA