English for Academic Purposes: Analyzing Text and Writing Paragraphs

This assignment solution for English for Academic Purposes (EAP) addresses several key concepts in language and writing. The first part of the assignment focuses on identifying morphemes in words and naming the processes by which words are created, such as compounding and derivation, using examples. The second part involves analyzing a paragraph structured around contrast and identifying the words that indicate differences. The final part requires the student to write a compare-and-contrast paragraph, focusing on the similarities and differences between distance and full-time modes of study, incorporating references to relevant academic research. The assignment aims to enhance the student's understanding of linguistic structures, text organization, and academic writing skills. The student provides a comparison of distance and full-time modes of study, highlighting their purposes and methods, and discusses the pros and cons of each, including student engagement, flexibility, and cost.

Running Head: ENGLISH 1
English for academic purpose
Author's Name
Institutional Affiliation

ENGLISH 2
Introduction
1.Identify the morphemes in each of the following words. (5)
a) illuminates- illum
b) weaponry- weapon
c)interactive - inter
d)undemocratic - un
e) commentary - comment
2.Name the process by which the highlighted words were created. (e.g. borrowing, blending
etc.) (6)
a) Recently, the perception of mobile telephony as more than just a tool of sociality and
economic development has been complicated and enhanced by the emerging view that it is
the very (sine qua non) for democratic change from autocratic rule and dictatorship.
As Sine qua non is slightly literary, it should not be used anywhere and means an absolute
necessity. Originally, it was a Latin term used for an absolute condition.
Sine qua non created by the process of compounding.
b) The messianic function of the cell phone is akin to the AK-47 rifle in the hands of some
guerrilla movements.
AK-47 is compared to the messianic function of the cell phone because of the extreme
capabilities of the rife.
AK-47 is created by the process of compounding.
c) But more skeptical, or perhaps revisionist readings of the mobile phone have sought to
prove how it is an instance of the’ detraditionalizing’ (Yoon 2003) of new tools of culture
such as viewing the mobile phone as an avatar of ‘the talking drum’ (Bruijn et al. 2009).
The mobile phone is seen as an “avatar” of the talking drums that were based on a well-
integrated net that followed a protocol that was supported by a common culture. The mobile
phones are a manifestation of an old concept that work effectively in modern networks.
Avatar is created by the process of Derivation.
d) The thumb culture is already an instance of everyday innovation, if not a pastime in
societies that play the thump piano or ‘mbira’ in Africa (see Zegeye 2010 – a study of a
Zimbabwean mbira player).

ENGLISH 3
The thumb culture may have been a “pastime” in earlier societies but holds an increasing impact
in the society today in mobile communication.
Pastime is created by the process of Compounding.
e) The messianic function of the cell phone is akin to the AK-47 rifle in the hands of some
guerrilla movements.
The messianic function of the “cell phone” is refashions the heterogeneous crowd under a
universal form of communication.
Cell phone is created by the process of Compounding.
f) Much research has exhausted its tools and energies on proving time and again the
dynamic, if Frankenstein dimension, in science and technology, without seeing the same
dynamic or Frankenstein in consumption.
“Frankenstein” dimension cannot be ignored in science and technology as well as consumption.
The monster has always been there but ignored by the research.
Frankenstein is created by the process of Derivation.
1. The paragraph below illustrates a contrast only type of text organization. Read the
paragraph and answer the following questions.
My Dogs
Although I raised Tiger and Sporty from puppies, they have completely diverse personalities.
Tiger is a six-year-old male, toy Pomeranian, whereas Spotty is a one-year old female, Boston
terrier. Tiger is small and soft, unlike Spotty who has bristly hair and is much bigger. Tiger
insists on sleeping on the bed, under the covers every night. On the other hand, Spotty will only
sleep on the floor, under the bed. Spotty is tremendously loyal and uptight; however, Tiger is
hyper and friendly to anyone she meets or sees. Around other dogs, Tiger cowers to the larger
dog, yet Spotty will always stand his ground, never giving up until he is scolded. Given that they
were both treated the same way all their life, it is hard to believe that they are so different in
everything they do.
a) Which words in the topic sentence indicates that the paragraph will focus on
differences? (2)
The words in the topic sentence that focus on differences are” completely diverse personalities.”
b) Which words in the concluding sentence indicates that the paragraph focused on
differences? (1)

ENGLISH 4
The words in the concluding sentence that indicate that the paragraph focused on
differences are” they are so different in everything they do.”
c)How many differences are discussed in the supporting sentences? (1)
There are several differences discussed in the supporting sentences and are based on their
age, size, look, sleeping habits, nature and character
Write your own paragraph in line with the compare and contrast structure of text
organization. The paragraph must be based on similarity and difference between Distance
and Full-time modes of study.
Comparing distance and Full-time modes of study
Education is a process of acquiring knowledge and skills and the mode of acquisition has
always evolved and changed based on the stage of civilization and level of technological
development (Maritim, 2018). With the advent of internet and advancing technologies, the way
we access, share and impart information has changed forever. Today, students make use of both
full time and distance modes of study. While the full-time education relates to the traditional
mode of learning, distance learning has stepped in because of the emergence of new technologies
in education. It is observed that there is a steady rise in the number of students who enroll for
online learning or distance learning as asserted by Maritim (2018). The major similarity between
the two modes of education is the purpose behind and which is to impart value education. In both
style of education, there are instructors and students involved, lectures and assignments given.
However, that is where the similarity ends. While traditional full-time mode of study is class-
based and involves face-to-face teaching, the distance modes of study is based on online
learning. Distance education is different regarding the manner of transmission and the potential
students targeted. While full-time mode of study is imparted within a set location and well efined

ENGLISH 5
time period, online learning is more flexible as it allows the students to learn without the limits
of time and location (Zhang, & Worthington, 2017). Additional multimedia resources not only
expand the communication and interactions between instructors and students but also enrich the
learning environments. However, given the several advantages of distance learning over the full-
time study, there are some shortcomings seen in online learning. Student engagement and
academic experience is still not impressive in distance learning. This is because of the
differences in levels of engagement between distance students and full-time study students.
Further efforts are needed in distance learning to implement high-impact practices (Morris &
Clark, 2018). While online learning is inconvenient, available anytime and is less expensive, for
some learning activities, the traditional mode of learning is considered to be superior (Maritim,
2018). Most student advocate for a blended mode of education that is more convenient to all and
can address different needs for different learners.

ENGLISH 6
References
Morris, P. D., & Clark, L. M. (2018). Using Nsse Data to Analyze Levels of Engagement of
Distance Learners. Quarterly Review of Distance Education, (2), 1-14.
Maritim, E. K. (2018). On-Campus Students’ Perception of Distance Learning. Distance
Learning, (3), 1-17.
Zhang, L.-C., & Worthington, A. C. (2017). Scale and scope economies of distance education in
Australian universities. Studies in Higher Education, 42(9), 1785–1799