PBI 1032 Academic Reading and Writing Matric No.

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Section A [20 marks]
Instruction: Read the text below and blacken the correct answer on the multiple-
choice answer sheet provided.
Eating Well: Less Science, More Common Sense
1
Food is life. We eat it to grow, stay healthy, and have the energy to carry out
everyday activities. The food we consume makes all of these things possible, but not
all food is created equal. Studies have revealed, for example, that children who eat a
nutritious breakfast do better in school than those with a poor diet. The well-fed
child is able to pay attention longer, remember more, and participate more actively
in class. Research has also shown that adults who have a healthy diet perform better
on the job and miss fewer days of work. The findings, then, are clear. Because our
food choices affect our health and behaviour, we must do more than just eat; we must
eat well. For many people today, making healthy food choices is taxing.
2
Now, more than ever, we are surrounded by information telling us what is good for
us and what is not, but usually this information is more puzzling than helpful. In
fact, different research about the same food often produces contradictory results.
Take one example: food studies conducted on eggs. For years, research showed a link
between eating eggs and high cholesterol. To prevent dangerous diseases like cancer
or heart disease, people were encourage to limit, or to completely eliminate eggs from
their diets. However, recent studies now say that eggs are actually food for you and
that most people can and even should eat one a day. It is indeed hard to know who to
believe.
3
Shopping for food can also be daunting. During a visit to a supermarket, we often
need to make many different choices. Should you buy this cereal or that one? Regular
or fat-free milk? Tofu or chicken? It is hard to know which to choose, especially when
two items are very similar. Many shoppers read product labels to help them decide.
Not surprisingly, people are more likely to buy items with words doctor
recommended, low fat or all natural on them. However, are these foods really
better for the consumers? Probably not, as many food labels are deceiving and trying
to be manipulative. Consumers are lured to buying items that may not be healthy
due to the high dependency on the so-called facts presented on the packaging.
4
So how do we make healthy choices? Michael Pollan is a professor at the University
of California, Berkeley who has written many books about eating well. In his opinion,
our food needs to be defended against needless complications from nutrition science
and from the food industry. According to Pollan, we need to stop reading labels and
listening to the purported scientific experts. Instead, he offers some simple yet
practical tips for eating well and staying healthy. The first tip is to eat food which is
mostly plants but not too much. We should make fruit and vegetables as the main
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source of food and limit the meat intake. And when we eat, says Pollan, do so in
moderation. Another tip is to avoid shopping for instant products available at the
supermarket. One should learn to shop at the farmers market where food is fresher
and healthier.
5
Thinking like Micheal Pollan is challenging the scientific approach to eating.
However, it is helping people to reconnect with food traditions. In cities around the
world, for example, urban gardens are mushrooming again. On small pieces of land,
neighbours are working together to grow fruit and vegetables. With these gardens,
people have access to more fresh fruits and vegetables and could spend less. There
are other benefits too. Working together in the garden helps people to exercise. It
also promotes togetherness and the spirit of sharing among the community members.
6
Ultimately, making healthy food choices and eating well do not have to be difficult.
Doing simple things like changing your shopping habits, learning to cook, planting a
garden and limiting your intake of certain foods can result in a better diet and a
healthier you.
(adapted from Paul Carne, 2011 Should science influence what we eat?)
For Questions 1-5, choose a word/phrase that is closest in meaning to the underlined
word as used in the text.
1. making healthy food choices is taxing. (paragraph 1)
A. difficult
B. expensive
C. important
D. reasonable
2. food often produces contradictory results (paragraph 2)
A. convincing
B. disturbing
C. mixed
D. significant
3. food labels are deceiving and trying (paragraph 3)
A. complicated
B. inadequate
C. untrue
D. vague
4. to the purported scientific experts (paragraph 4)
A. confused
B. lying
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C. respected
D. self-acclaimed
5. urban gardens are mushrooming again. (paragraph 5)
A. being revived
B. converging finally
C. growing very quickly
D. becoming the current trend
(5 marks)
For Questions 6-10, choose the most appropriate answers based on your reading.
6. Based on the findings of the studies, which of the following is a positive
outcome of maintaining a healthy diet?
A. Children behave better in school.
B. Children are not absent so often.
C. Children socialise more during class.
D. Children can focus on the lessons better.
7. Which sentence contains the main idea for Paragraph 1?
A. Food is life.
B. The findings, then, are clear.
C. Our food choices affect our health and behaviour.
D. For many people today, making healthy food choices is taxing.
8. What is the contradiction mentioned in Paragraph 2?
A. The findings are different although they come from similar studies
investigating the same kind of food.
B. Different practical advice was given by the researchers although their
findings and their studies were similar.
C. Different researchers conduct different kinds of studies on the effects
of the different kind of food on health.
D. Some research found that some food is good for health but other
research found that some food is not good for health.
9. What is the main idea for Paragraph 2?
A. Studies on effect of food on health are helpful.
B. Customers should not believe research findings.
C. Information on food and health is contradictory.
D. Eating too many eggs causes cholesterol level to rise.
10. Based on the text, why is shopping for food daunting?
A. Some are organic food and others are not.
B. The labels put on products are misleading.
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C. Similar items are placed on the same shelf.
D. The food are produced by different companies.
11. Why are consumers easily attracted by words such as low fat or all
natural used on product labels?
A. They are recommended by their doctors.
B. They think that they are buying healthy food.
C. The words are clearly printed on the packaging.
D. These products are placed in more visible positions.
12. Who does NOT give advice on what kind of food to eat?
A. Scientific experts
B. Nutrition scientists
C. Food manufacturers
D. Supermarket operators
13. According to Professor Michael Pollan, what should customers do?
A. Ignore labels on products
B. Moderate intake of protein
C. Defend ideas of the food industry
D. Avoid buying food in supermarkets
14. What is the writer implying when he says Thinking like Micheal Pollan is
challenging the scientific approach to eating (paragraph 5).
A. Michael Pollans ideas are based on food traditions
B. Michael Pollan is discouraging large scale farming
C. Michael Pollans suggestions are against healthy eating
D. Michael Pollan is going against the norms of the society
15. Which of the following healthy food choices is NOT an idea found in the text?
A. Cut down on fast food
B. Take less meat
C. Eat out less, eat at home more
D. Take more food with Vitamin C
(10 marks)
Note : In your actual Final Exam paper Section A consists of 10 questions only
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End of Section A
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Section B [15 marks]
Instruction: The passage below contains TEN (10) errors in citation. For Questions
16-25, shade the best answer on the answer sheet on page X.
Motivation, which helps students to maintain their language ability after living the
classroom 16(Robert Gardner, 1985) is one of the most crucial factors that affect
language learners strategy use. 17 MacIntyre & Cowen (1994) indicated that
motivation has an important effect on the combinations of learning strategies
employed by learners. Motivation, along with ones attitude toward the learning
situation, desire to learn the language, and previous success in language learning,
triggers the use of language learning strategies. The degree of expressed motivation
to learn is considered the most powerful influence on the choice and frequency of
language learning strategies 18 (Oxford, 2009; Edwards, 2007; Zathe, 2000). In their
study, highly motivated learners used four general groups of strategies (formal rule-
related practice, functional practice, general study, and conversational input
elicitation strategies) significantly more often than did less motivated learners. In a
different study, it was found that adults learning foreign languages for job-related
reasons were motivated to use many functional communicative practice strategies 19
(Ehrman and Oxford, 2010). In summary, motivation is defined as the effort that
learners put into learning a second language as a result of their need or desire to
learn it 20 (Ellis, Rod, & Saunders, 2011). There are three major components in this
definition: devoted effort, desire to learn, and satisfaction with the task. These three
components are necessary to evaluate the degree and intensity of motivation in
language learning 21 (Sullivan 2012 as cited in Ryan, 2012). In their socio-
educational model of language learning, 22 Lambert (1972 & 1995) identified two
major motivations for language learning: integrative and instrumental motivation.
According to 23 Crookes, Schmidt, Adams, Johnsons, Davis, & Pearl (2001), this
model has influenced virtually all second language-related research in this area.
Integrative motivation refers to the learners positive attitudes toward the target
language group and their intention to integrate with members of the group.
According to a prominent website on motivation, instrumental motivation implies
functional reasons and utilitarian values in learning a target language, such as to
pass a required examination or to get a career promotion 24 (Integrative Motivation,
2008). A few studies show that integrative motivation sustains long term success in
second language learning 25 (Lukmani & Kachru, 2010ab).
16. A. (Gardner, 1985)
B. (Gardner, R. 1985)
C. (Robert, 1985)
D. (Robert, G. 1985)
17. A. Cowen and MacIntyre (1994)
B. Cowen, and MacIntyre (1994)
C. MacIntyre and Cowen (1994)
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D. MacIntyre, and Cowen (1994
18. A. (Edwards, 2007; Oxford, 2009; Zathe, 2000)
B. (Zathe, 2000; Edwards, 2007; Oxford, 2009)
C. (Edwards, 2007; Oxford, 2009; & Zathe, 2000)
D. (Zathe, 2000; Edwards, 2007; & Oxford, 2009)
19. A. (Ehrman & Oxford, 2010)
B. (Ehrman, 2010 & Oxford, 2010)
C. (Ehrman, 2010 and Oxford, 2010)
D. (Ehrman, 2010; and Oxford, 2010)
20. A. (Ellis, Rod, Saunders, 2011, p. 5)
B. (Ellis, Rod, & Saunders, 2011, p. 5)
C. (Ellis, Rod, & Saunders, 2011, pp. 5)
D. (Saunders, Rod, Ellis, 2011, pp. 5)
21. A. (Sullivan, cited in Ryan, 2012)
B. (Sullivan 2012 as cited in Ryan)
C. (Sullivan as cited in Ryan, 2012)
D. (Sullivan, as cited in Ryan, 2012)
22. A. Lambert (1972, 1995)
B. Lambert (1972; 1995)
C. Lambert (1972 & 1995)
D. Lambert (1972a,1995b)
23. A. Crookes (2001),
B. Crookes et al. (2001),
C. Crookes et. al, (2001),
D. Crookes et al., (2001),
24. A. (Benson, 2008 2009)
B. (Benson, 2008, 2009)
C. (Benson, 2008, Benson, 2009)
D. (Benson, 2008: Benson, 2009)
25. A. (Lukmani & Kachru, 2010 & 2010)
B. (Lukmani & Kachru, 2010a: 2010b)
C. (Lukmani & Kachru, 2010a; 2010b)
D. Lukmani & Kachru, 2010a, 2010b)
(10 marks)
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Instruction: Each of the reference below contains ONE (1) error. For Questions 26-
30, choose the option with the error and shade the best answer on the answer sheet
on page 14.
26. Adler, N. (2001). International dimensions of organizational behavior. USA,
America: South-Western College Publishing.
A. (2001).
B. Adler, N.
C. USA, America:
D. International dimensions of organizational behavior.
27. Brislin, R. W. (1970). Back-translation for cross-cultural research. Journal of
Cross-Cultural Psychology, 1(3), 185-216.
A. 1(3),
B. 185-216.
C. Journal of Cross-Cultural Psychology,
D. Back-translation for cross-cultural research.
28. Borich, G. D. (1999). Dimensions of self that influence effective teaching. In
Lipka, R. P. & Brinthaupt, T. M. (Eds.), The role of self in teacher
development (pp. 92117). Albany, NY: State University of New York
Press.
A. (Eds.),
B. (pp. 92-117).
C. In Lipka, R. P. & Brinthaupt, T. M.
D. Albany, NY: State University of New York Press.
29. Latham, A. (2011). Mind: The gap. Retrieved on 10/10/2013 from
http://www.c4id.org.uk/index.php?
option=com_content&view=article&id=218:mind-the-
gap&catid=43:articles&Itemid=29
A. (2011).
B. Latham, A.
C. Mind: The gap.
D. Retrieved on 10/10/2013 from
30. Woodward, M. (7 October 2013). Why bosses should play favorites in the office.
The Daily Newspaper, p. F2.
A. p. F2.
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B. The Fox News,
C. Woodward, M.
D. (7 October 2013).
(5 marks)
End of Section B
Section C [9 marks]
Instruction: Paraphrase the following texts using your own words but make sure
that the meaning is retained. Remember to cite the source.
Question 1
The strong influence of peers behavior may suggest that academic dishonesty not
only is learned from observing the behavior of peers, but that peers behaviour
provides a kind of normative support for cheating.
Source: Donald L. McCabe & Linda K. Trevino (2011, page. 533)
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(3 marks)
Question 2
Learners who are highly motivated to learn a language are likely to use a variety of
learning strategies. But the motivation issue quickly becomes highly complex. Not
only does high motivation lead to significant use of language learning strategies, but
high strategy use also leads to high motivation.
Source: Rebecca Oxford & Martha Nyikos (1989, page.295)
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(3 marks)
Question 3
Paraphrasing is a complicated and mentally challenging task. It involves rewriting
the original quotations in own words, without copying directly from the original text.
However, one cannot introduce new ideas to the paraphrase but you can extract the
general idea from the quotation. (p. 47)
Source: Adriana Bolivar (2012)
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(3 marks)
End of Section C
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Section D [30 marks]
Instruction: Write a discussion essay based on the topic
Social media are making us anti-social
Your discussion should NOT be less than 300 words.
Write TWO (2) points for and TWO (2) points against the topic.
Use this page for your draft and write your essay on the next page.
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End of Examination
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