IKS CENTER
ASSIGNMENT 01
Module code: IKSM115
Lecturer: M Diratsagae
Assignment Template.
Title Page
Table of Contents
Introduction (Introduce your topics)
(Discuss, argue, inline citation)
Conclusion (Summarize your essay)
References (Bibliography of cited sources)
Please take note of the following:
Assignment must be submitted online on assignment tool on efundi no assignment will
be marked if submitted on drop box tool or any platform.
Ensure that your assignment is submitted only using the PDF
Font type Time New Roman, Fort size 12, spacing1.5 and paragraph alignment
justified 1500 words
NB: Don’t wait until the closing date Try to submit your assignments at least 2
working days before the due date, as you may experience unforeseen problems (e.g.
your internet connection is down) on the day you want to submit your assignment.
Warning against plagiarism
ASSIGNMENTS OR PROJECTS ARE INDIVIDUAL TASKS AND NOT GROUP
ACTIVITIES. (UNLESS EXPLICITLY INDICATED AS GROUP ACTIVITIES)
Copying of text from other learners or from other sources (for instance the study guide,
prescribed material or directly from the internet) is not allowed–only brief quotations are
allowed and then only if indicated as such.
You should reformulate existing text and use your own words to explain what you have
read. It is not acceptable to retype existing text and just acknowledge the source in a footnote
–you should be able to relate the idea or concept, without repeating the original author to the
letter. The aim of the assignments is not the reproduction of existing material, but to ascertain
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whether you have the ability to integrate existing texts, add your own interpretation and/or
critique of the texts and offer a creative solution to existing problems.
Be warned: students who submit copied text will obtain a mark of zero for the
assignment. It is also unacceptable to do somebody else’s work, to lend your work to
them or to make your work available to them to copy –be careful and do not make your
work available to anyone!
Table of content
The purpose of a table of contents is to provide a systematic overview of the contents of the
assignment, and to link headings and subheadings to specific page numbers for easy reference.
The text of an assignment comprises both content and form components.
Introduction
Introductions and conclusions can be the most difficult parts of assignment writing. Usually
when you sit down to respond to an assignment, you have at least some sense of what you want
to say in the body of your paper. You might have chosen a few examples you want to use or
have an idea that will help you answer the main question of your assignment; these sections,
therefore, may not be as hard to write. In addition, it is fine to write them first! Nevertheless,
in your final draft, these middle parts of the assignment or paper cannot just come out of thin
air; they need to be introduced and concluded in a way that makes sense to your reader.
Introduction is the first portion of your essay that the reader encounters; the stakes are
high for your introduction to be successful.
Content
Here is some useful general advice for writing the main body of an assignment.
Plan your work properly before you write. Use brainstorming, mind maps or just a list of points
you want to include; whatever works best for you.
Know your audience. Having a good idea of who will be reading your essay or assignment is helpful.
Know what the requirements are. Like any game of skill, in order to write an effective assignment,
you have to know what is required. You cannot play any sports without knowing the rules of the
game. The same is true of writing assignments. The rules of the game are very subtle, of course, and
vary from department to department. Moreover, unfortunately, even within departments, there may
be differences of opinion as to how things should be done. If in doubt, ask your lecturer.
.In some cultures, critical thinking is not strongly encouraged and many assessments are simply a
case of reproducing what the lecturer has told you in the lecture. Think critically and to react to (as
well as simply describe) what you have learned. This is not an easy skill to develop but it usually gets
easier over time. You are expected to formulate your own perspective with regard to the material you
study. In some ways, it does not really matter so much, what you say as how you say it. Whatever
your point of view, it needs to be backed up with adequate evidence and material.
Keep the assignment title firmly in mind as you write. Keep looking back at your assignment title
in order to remind yourself of what you are supposed to be doing. Keep referring to key words in the
title; this is especially useful in examinations, to remind the reader that you are writing relevantly.
Don't 'rewrite' the question in your own words to make it more answerable. In strict terms, you
must answer the question set, not the question that you want to answer. Titles will often be worded
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very specifically and it is your job to rise to the challenge of answering the question. If you rephrase
the question and write your own essay, you may fail the assignment or examination.
Keep your essay balanced. Paragraphs should be more or less the same length. Don't write very
lengthy paragraphs. If there are two parts to a question, spend about the same time on each (unless of
course the marks awarded). The main body should account for at least two thirds of the essay as a
whole. If it is less than this, consider shortening the introduction and conclusion and lengthening the
main body.
Avoid waffle. Try to write concisely and try to avoid being over-wordy in your style. It is easy to
spend 3,000 words saying little or nothing at all. Get your point across as quickly and precisely as
you can.
Think about the writing process: Your writing will go through several stages so make sure that you
don't agonise too much about your early draft. It is much easier to revise something that is on paper
than to revise something that is in your head.
Check your language: If you are worried about your English ask a friend. Remember, you never get
a second chance to make a first impression. Try to get some distance from your work by completing
it a few days before submission. Go back to it a day or so before you submit and you will probably
be able to adjust aspects of the language.
Use 'hinges' to structure your work: A door has a hinge to help it to open and close. The hinge
cannot be seen when you look at the door but without it, the door would not function. Similarly, an
assignment needs to have hinges (sometimes referred to more commonly as 'signposts' to help the
reader through the argument). Another way to think about this is the brake lights of a car. You cannot
see them when you are driving, but without them, no one else on the road knows that you are stopping
the car. This would be a nightmare for any driver!
Use feedback effectively: Don't just look at your marks when your assignment is returned. Read any
comments carefully and act on them. You will not be able to produce a perfect essay first time round.
To avoid plagiarism USE in-text reference to support the statement
Conclusion
Your conclusion is your chance to have the last word on the subject. The conclusion allows
you to have the final say on the issues you have raised in your paper, to synthesize your
thoughts, to demonstrate the importance of your ideas, and to propel your reader to a new view
of the subject. It is also your opportunity to make a good final impression and to end on a
positive note.
Your conclusion can go beyond the confines of the assignment. The conclusion pushes beyond
the boundaries of the prompt and allows you to consider broader issues, make new connections,
and elaborate on the significance of your findings.
Your conclusion should make your readers glad they read your paper. Your conclusion gives
your reader something to take away that will help them see things differently or appreciate your
topic in personally relevant ways. It can suggest broader implications that will not only interest
your reader, but also enrich your reader’s life in some way. It is your gift to the reader.
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Reference
Use the NWU reference guide as a guide insert the reference l
All the in text reference should be included in the list to avoid plagiarism
Assignment Questions:
Discuss the role of the family and of the community in life skills education form indigenous
African perspective and explain how these roles differ from the Western Eurocentric
life skills education in your local community.
Title: The Role of Family and Community in Life Skills Education: A Comparison of Indigenous African and Western Eurocentric Perspectives
Table of Contents
1. Introduction
2. Indigenous African Perspective
3. Western Eurocentric Perspective
4. Comparison of Roles in Life Skills Education
5. Conclusion
6. References
Introduction
Life skills education is an important aspect of personal development that encompasses various skills such as communication, decision-making, problem-solving, and critical thinking. In many societies, the family and community play a crucial role in imparting these life skills to individuals. This assignment will explore the role of the family and community in life skills education from both an indigenous African perspective and a Western Eurocentric perspective, highlighting the differences between the two.
Indigenous African Perspective
In indigenous African societies, the family is considered the cornerstone of social structure. Within the family unit, elders play a significant role in passing down traditional knowledge and life skills to the younger generations. The community also plays a vital role in shaping the values and beliefs of individuals, with communal activities and rituals serving as avenues for learning important life skills. For example, ceremonies such as initiation rites and storytelling sessions are used to impart knowledge about relationships, responsibility, and respect for elders.
Western Eurocentric Perspective
In Western Eurocentric societies, the role of the family in life skills education is also important, but there is often a greater emphasis on individualism and autonomy. Schools and formal education systems play a more prominent role in teaching life skills, with a focus on academic and technical knowledge. The community may still have some influence, but it is often overshadowed by institutionalized forms of education.
Comparison of Roles in Life Skills Education
The differences between indigenous African and Western Eurocentric perspectives on life skills education highlight contrasting approaches to learning and personal development. In indigenous African societies, the emphasis is on collective knowledge-sharing and community values, whereas in Western societies, individual achievement and formal education are prioritized. These differences can influence the way in which individuals navigate challenges and make decisions in their lives.
Conclusion
In conclusion, the role of the family and community in life skills education varies between indigenous African and Western Eurocentric perspectives. While both emphasize the importance of acquiring essential skills for personal development, the methods and values associated with these teachings differ significantly. Understanding these differences can provide valuable insights into the ways in which different societies approach personal growth and education.
References
(Include references here following the NWU reference guide)