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Question: Assignment: 02 Compulsory: Yes Due date: 09 April 2025 Unique number: 802988 Research-based essay Instruction In this assignment, you are expected to write an academic essay of 500 words in length (one and half pages if handwritten). Your essay should demonstrate the conventions you have learned from the module about essay structure and layout. This includes forming a thesis statement, clarity of message, taking a clear position and stance, using the appropriate words for the type of essay; cohesion and logical organisation of information, proper paragraphing, correct sentence structure and referencing. Your essay will be marked using an assessment rubric provided at the end of this document. Before you submit your assignment, please refer to the rubric in TL101 to make sure that you have addressed all the aspects we will be looking for. N.B.: Refer to the three PDF articles embedded in this document to support your responses. You are ONLY allowed to use in-text citations cited from the sources we have provided you with to support your arguments. DO NOT refer to any external source that is not listed below or not cited in the sources. To avoid failing this assignment, DO NOT copy directly from these sources, but rather paraphrase any information you have borrowed from the sources and acknowledge them accordingly. Follow the instructions in question one. Read the extract below and answer the question that follows: Non-sanctioned social multimedia platforms, such as Telegram, podcasts, vodcasts, and WhatsApp, are increasingly being used as supplementary tools in higher ENG1503/Assignment 02/S1/2025 education, particularly in Open Distance e-Learning (ODeL). These platforms provide students with additional learning resources and enhance their educational experiences (Mohale, 2023). Adapted from: Mohale, N.E. 2023. Exploring first-year students’ perceptions and challenges of using podcasts and vodcasts to enhance academic writing skills in an ODeL institution in South Africa. PhD Thesis, University of South Africa. ASSIGNMENT 2 QUESTION Using the text above as your starting point, do you agree or disagree that non-sanctioned multimedia platforms such as podcasts, vodcasts, and messaging platforms (e.g., WhatsApp and Telegram) enhance student learning experiences and engagement within Open Distance e-Learning (ODeL) contexts? You must take a stance and provide at least THREE reasons for your stance. Lastly, in your concluding paragraph, discuss your preferred non-sanctioned tool and how it has enhanced your learning. Before you begin your argumentative essay, follow the instructions below carefully: 1. Read the three articles carefully and use the information you have found to support your stance in your argumentative essay. 2. Plan your writing by mind-mapping your identified ideas. 3. Remember to only cite from the THREE sources embedded in this document. 4. To access the full text articles, double click on the PDF files below: thesis_mohale_ne.p df Overcoming transactional distance through implementing podcasts and vodcasts.pdf The use of podcasts and videocasts.pdf [GRAND TOTAL FOR THIS ASSESSMENT= 50 MARKS] ENG1503/Assignment 02/S1/2025 ASSESSMENT RUBRIC © Unisa 2025 5 4 3 2 1 Level 18-20 14-17 10-13 6-9 0-5 e Rang • An excelent understanding and knowledge of the topic. • Well-conducted appraisal of positions on the topic • clear stance and voice Insightful and original demonstrating a • Highly selective supporting details • convincing Captivating introduction and highly • the Sound understanding and knowledge of topic • presentation of the Convincing but not captivating topic • A concerted effort at originality • Relevant supporting details • but not well substantiated Evidence of a research based argument • hesitation Writer stance and voice but with some • the Some understanding and knowledge of topic • topic. inadequate appraisal of positions on the Reasonable development of idea • fully supported A few lapses in content, claims not • presented ideas Sometimes disjointed and loosely • ideas Inadequate/incomplete sequencing of • discernible Writer stance and voice hardly • Unsatisfactory handling of the topic • Some irrelevant and repeated information • Mundane handling of the topic • supporting detail Flawed by generalizations and inadequate • indeterminate Writer stance and voice vague and • topic understanding and knowledge of the Very little or no evidence of . • conventions Very little understanding of the genre • Fragmented/disjointed/ muddled ideas • Writer stance and voice muddled Content 20 % • correct Punctuation and grammar are • the genre diction is highly appropriate for Word choice, vocabulary and • register of Demonstrates a mastery of the the genre • varied Sentence structure is correct and • Sentence are linked, coherent • no grammar errors Meaning clear with very few or • grammatical structures Very good command of • A wide range of vocabulary, linking devices and sentence structures • register of the genre Demonstrates a mastery of the • Sentence are linked, and coherent • hindered by grammatical errors Meaning clear, occasionally • • punctuation and spelling errors Occasional flawed sentences, • genre diction is appropriate for the Word choice, vocabulary and • but not as varied Sentence structures are correct • Sentences are not so well linked and coherent • by vague structures. Meaning sometimes obscured • variety Limited vocabulary and sentence • features/structures syntactic language Inadequate use of appropriate • construction Poor punctuation and sentence • Obscured/confused meaning • sentence structure Poor command of vocabulary, and punctuation • syntactic structures appropriate grammar and Very limited use of the • Inappropriate use of expressions Language 20 % • and within paragraphs. Logical flow of ideas in the essay • conclusion Very clear introduction and • genre adheres to the structure of the Structure is easy to follow and (Marks 9-10) • Well-structured essay , neat and legible • Clearly defined paragraphs • conclusion. Clearly defined introduction and • genre. adheres to the structure of the Structure is easy to follow and (Marks 7-8) • Reasonably good presentation • paragraphs A few poorly structured • errors. Legible, but with some typing • conclusion. Clearly defined introduction and (Marks 5-6 • Inconsistently defined paragraphs • Progression of ideas hard to follow. • not clearly defined. Essay introduction and conclusion • (Marks 3 A few gaps in knowledge of genre. -4 (Marks 5 – 9) • Cluttered presentation. • Illegible handwriting. • impede meaning. typographical errors, which Many grammatical and • conventions Poor knowledge of genre (Marks 0 – 2 Presentation and writing conventions. 10 % Excellentg outstandin
### Argumentative Essay: The Impact of Non-Sanctioned Multimedia Platforms on Student Learning in ODeL **Thesis Statement**: Non-sanctioned multimedia platforms such as podcasts, vodcasts, and messaging platforms (e.g., WhatsApp and Telegram) significantly enhance student learning experiences and engagement within Open Distance e-Learning (ODeL) contexts. The exponential growth of Open Distance e-Learning (ODeL) has brought about a paradigm shift in how educational content is delivered and consumed. Among the innovative tools leveraged in this modality are non-sanctioned multimedia platforms such as podcasts, vodcasts, and messaging applications like WhatsApp and Telegram. I firmly agree that these platforms enhance student learning experiences and engagement within ODeL contexts. This stance is supported by their capacity to provide flexible learning opportunities, promote active engagement through interactive content, and facilitate peer-to-peer interaction and support. Firstly, the flexibility afforded by podcasts and vodcasts is unparalleled. According to Mohale (2023), these platforms provide students with additional learning resources that can be accessed at their own convenience. Unlike traditional classroom settings, where schedules can be restrictive, students can listen to podcasts and watch vodcasts anywhere and at any time. This on-demand aspect is particularly beneficial for ODeL students who may be balancing studies with work or other commitments. By enabling learners to access content according to their own schedules, these platforms cater to diverse learning needs and lifestyles, thereby enhancing the overall educational experience. Secondly, the interactive nature of these multimedia tools promotes active engagement. The study by Mohale (2023) emphasizes that non-sanctioned platforms can transform passive learning into an interactive experience. Podcasts and vodcasts often incorporate multimedia elements such as visuals, interviews, and even quizzes, which can make the content more engaging and easier to comprehend. For instance, a vodcast on a complex theoretical concept can include diagrams, animations, and real-world examples to aid understanding. This interactive content not only makes learning more interesting but also helps in better retention of information, thereby improving academic performance. Furthermore, messaging platforms such as WhatsApp and Telegram provide valuable avenues for peer-to-peer interaction and support. Mohale (2023) notes that these platforms create a virtual community where students can discuss course materials, share resources, and collaborate on assignments. This communal aspect can mitigate the isolation that often accompanies distance learning. Real-time messaging allows for immediate feedback and support, which is instrumental in clarifying doubts and reinforcing learning. Additionally, the informal nature of WhatsApp and Telegram groups can make students feel more comfortable seeking help and expressing their ideas, thus fostering a collaborative learning environment. In conclusion, the integration of non-sanctioned multimedia platforms such as podcasts, vodcasts, and messaging applications significantly enhances student learning experiences and engagement in ODeL contexts. These tools provide flexible access to learning materials, promote active engagement through interactive content, and facilitate meaningful peer-to-peer interaction. Among these tools, I find WhatsApp to be particularly beneficial. As a student, it has allowed me to engage in discussions, seek instant assistance from peers, and stay updated with course-related information, thus enhancing my learning experience. Embracing these non-traditional platforms paves the way for a more dynamic and supportive educational environment that caters to the diverse needs of ODeL students. ### References - Mohale, N. E. (2023). Exploring first-year students’ perceptions and challenges of using podcasts and vodcasts to enhance academic writing skills in an ODeL institution in South Africa. PhD Thesis, University of South Africa.
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