Exam (elaborations)
LPENGTS EXAM PACK 2023
- Course
- LPENGTS (LPENGTS)
- Institution
- University Of South Africa
QUESTIONS AND ANSWERS
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LPENGTSEXAM PACK
2023
QUESTIONS AND ANSWERS
, LPENGTS EXAM - PACK 2019
#MKHULU
2017-01
PASSSS = Is part of a course entitled S•T•A•R•T, which stands for Strategies for Academic Reding and
Thinking. It a simple and very effective strategy to help develop critical reading strategies.
P = Purpose
A = Activate background knowledge
S = Survey
S = Study read
S = Summarise
S = Synthesise
Purpose= When we read as part of study programme, we always have a purpose for reading. (for the sake
of answering questions)
Activate backgroung knowledge= all the knowledge and ideas in your mind are connected. You need to connect the
knowledge and ideas you already have with the knowledge you are going to get from the passage.
Survey= you neec to survey a passage before you read it in detail, to get a general idea of what is in it. By (skimming
or scanning)
Study read= you now study the content in details, following specific steps for study reading which is adapted to that
unit.
Summarise= you can summaries the the passage by making your own notes or drawing your own mind-map or table.
Synthesise= combine the ideas you had before reading the passage with the ideas you developed from your reading.
Decide hoe your ideas on the topic being studied have changed through your deading.
1. The topic sentence is usually first but it could be in any position in the paragraph
2. A topic sentence is usually more ‘general’ than the other sentences - that is, it looks at the big
picture. Sometimes it refers to more than one thing.
3. Details sentences are usually more specific than the topic sentence - that is, they usually talk about
one single point or a small segment of an idea.
4. Detail sentence support, give examples, prove, talk about or point toward the topic in some way.
5. Finally, a little device to help you find or ensure that you have a topic sentence into a question. If the
other sentences appear to answer the question, then you will have your topic sentence.
The register of message is indicated by the words or sentence patterns used, as well as tone. Some words
are suitable or appropriate in one situation, or with one kind of person, and not another. This may be
because the users of language have come to expect certain words to be used in particular situations, or
because certain words carry particular associated meanings.
,The same applies to sentence structure. The sentence in formal text are often longer than those in informal
ones. Informal speech and writing make use of contracted forms such as we’ll and they’re instead of the full
forms we will and they are that will be used in more formal texts.
The tone of a text also influences its register. Tone has to do with the feeling or attitude with which a writer
or speaker treats a subject or an audience. It is very often conveyed by the associated meaning of the
words and expressions used. Some examples of tone in speech and writing are: personal or impersonal;
formal or informal; angry; filled with admiration; bitter; anxious; ironic or sarcastic; triumphant; determined;
optimistic.
1. what is the tittle?
2. who is the author of the article?
3. is there any information written in italics?
4. what is the introduction paragraph based on?
5. what is the theme of the conference?
6. who is the target audience?
7. what is the main idea of the text?
8. does the topic interest the reader or audience?
9. where is the conference taking place?
10. what can be understood by the conclusion paragraph?
, When we skim read we do so in a quick manner. This implies that it is not necessary to read every word in
the text. Instead, we run our eyes across the text and pay attention to headings, subheadings, introductory
and concluding paragraphs and key phrases. The skimming technique of reading is beneficial if we make a
list of questions before we read the text. The uses of skimming include:
Skimming to preview: This helps you to make a decision about the text. In order to make this decision,
some of the questions you would ask yourself are: Does the text relate to the topic I need to address? Can I
understand the text? Am I interested in this article or book?
Skimming to survey: This is done to gain a general understanding of the text. Gaining a general idea of
the text will help you to study the text at a later stage in detail. When you skim to survey you generally want
to understand what the main ideas of the text are.
Skimming to review: This is done in order to revise a text which you previously read or learnt. It is a quick
type of reading. As you have experience about what the text is about, you would not read every word.
Instead, you stop to note information that you have highlighted as being important. This will help to refresh
your memory regarding the text.
They should be worded in clear, concise and suitable terms to fit the abilities and ages of the students.
They should avoid vague general queries. The most common type of weak question begins with “What
about …?” Vague queries such as “Are there any questions?” also fail to elicit a response. Make the
questions more specific, for example: “What causes the earth to rotate on its axis?”
Questions should be asked in a quiet encouraging manner. Do not fire questions like pistol shots, and
do not interrogate students as if you were a policeman torturing them for information. Students need to
be at ease and free from tension.
Key questions should be well worded and thought out in advance. However, there should be flexibility.
If necessary, the teacher should be able to deviate from a pre-planned discussion to allow for
unexpected questions from students.
Questions should elicit complete responses, not just yes or no. Ask a few significant questions during a
discussion period, rather than many that require only the memorisation of unimportant detail.
Questions should be varied in type. Questions may be asked to elicit simple recall, comparison and
contrast, choice of alternatives, classification, illustration or example, or to present a relationship. Other
types may ask the students to describe, outline or organise ideas in any of several ways.
Focusing
Focusing is the attending to the speaker’s message in a given situation.
Ways of focusing:
Establish a purpose for listening
Tell your audience what you’re going to talk about.
Ask the students to listen for certain things such as specific details, main points or the speaker’s
purpose to help them focus.
Comprehending
Comprehending includes using background knowledge and experience to understand a message, and
understanding a message on literal, inferental and critical levels.
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