INNOVATIVE

AND

STIMULATING

RESOURCES FOR THE IMPROVEMENT OF ENGLISH LANGUAGE SKILLS THROUGH

E-LEARNING

CONTENTS

Page

1. INTRODUCTION

1.1 Features of the CDs 3

1.2 Target group 3

1.3 Advantages of the approach 4

1.4 How to order CDs 4

1.5 Qualifications of the designer and developer 5

2. CD-ROMS

2.1 First Aid for English Error Correction 8

2.2 First Aid for English focusing on Verb Concord 12 Written feedback from teachers and students 13 (2004) (1998)

2.3 First Aid for Business English 14

2.4 First Aid for Report Writing 17

2.5 First Aid for Righting Writing Wrongs 21

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1.1 FEATURES OF THE CDs

The focus is on inculcating correct, professional language use Fully interactive – a wide variety of exercises provides ample practice Immediate feedback with explanations Detailed explanations of the principles Analysis of errors; marks awarded to indicate progress Functional sound inserts to help with pronunciation (3 CDs) Easy navigation Attractive illustrations, variety, novelty and humour make it fun to learn Based on sound educational principles Plays on all computers with Windows (a sound card is advisable for 3 of the CDs)

1.2 WHO CAN BENEFIT FROM THE CDs

The CDs are ideal for individualized or group learning interventions:

all who want to improve their skills in written and spoken English generally or aspects of Business English;

tertiary institutions; commercial organizations; the CDs are ideally suited to adult education and can be used most profitably by

organizations wishing to improve the written and oral ability of their employees as the skills can be practised in the learner’s own time.

An organization can ask its employees who are working on the CDs for screen prints of their marks in various sections as proof of completion.

1.3 THE ADVANTAGES OF THE APPROACH

Technological innovations, like the use of interactive, stimulating CDs to improve language skills, have innumerable advantages:

They provide dedicated students with excellent opportunities to improve on rusty language skills that are not easily addressed through conventional methods. Their aim, however, is not to take the place of the teacher, but to complement the work done in classrooms.

Teachers equipped with white boards can use the CDs as a teaching tool.

Individualised instruction and correction is made possible.

The fact that immediate feedback and explanatory support are given, helps to motivate learners.

More learning styles are catered for; the mind styles of only 25 per cent of learners are reached by traditional teaching methods.

Learners can work at their own pace and in their own time. They can spend more time on repetition and revision without fear of being stigmatized. The CDs can also be used as an easy reference guide to correct usage.

The stand-alone CD can be used by individuals, but also by teachers and lecturers as it can easily be incorporated into the curriculum. Alternatively, it can be loaded onto an institution’s system for use by more learners, if a site licence is bought.

The variety of interactive exercises prevents boredom.

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Variety, novelty, surprise and humour help to dispel any negative feelings about the difficulties of learning a second language or grammar principles (grammar is referred to only to explain principles where necessary).

The use of multi-sensory input in the design of the CDs encourages retention as the areas of the brain stimulated during intake match those activated during recall, thus the more brain sites activated, the greater the retention. The use of multi-sensory channels (visual, auditory and kinesthetic) also aid retention in the long-term memory, rather than merely in the short-term memory.

Although the Behaviouristic type of approach to teaching (typified by drill exercises) has long been out of favour, the only way to correct ingrained, fossilized errors is to provide rules and exercises that can act as monitor when the speaker or writer has to decide on correct usage.

Motivation for learning is increased when learners take responsibility for their own learning. David Ausubel identifies six needs controlling the construct of motivation: the need for exploration, manipulation, activity, stimulation, knowledge and ego enhancement. The learner can explore the various sections at will, can manipulate the sequence, is actively involved and stimulated, and has the opportunity to gain knowledge, proficiency and self-confidence.

1.4 TO ORDER1.4 TO ORDER

Option 1:Option 1: R200 per CD plus R30 postage R200 per CD plus R30 postage

Pay R230 in to: M. SwartPay R230 in to: M. Swart Standard Bank, Standard Bank, Code 050610Code 050610 Acc No. 07 714 3280Acc No. 07 714 3280

1.1. Give your name and “CD” as reference.Give your name and “CD” as reference.2.2. Send proof of payment Send proof of payment by e-mailby e-mail to to ms6@sun.ac.zams6@sun.ac.za3.3. Add name, postage address and name of CD required.Add name, postage address and name of CD required.

The CD will be posted to you within two days.The CD will be posted to you within two days.

Option2:Option2: Unlimited SITE license at R20,000.00 ex vat per module/CD Option 3: Unlimited SITE license at R60,000.00 ex vat for 4 modules/CDS or R70,000 for 5.

Contact Marieken Swart by e-mail: ms6@sun.ac.za or at (+27) 082 4990 862

1.5 QUALIFICATIONS OF THE DESIGNER AND DEVELOPER

Marieken Swart M.A. English from University of Stellenbosch, South Africa, 1984 Nine years high school teaching experience Five years as lecturer at Denneoord Teachers’ Training College in Stellenbosch Fifteen years experience as lecturer, Department of English, Arts Faculty,

University of Stellenbosch, South Africa Twelve years experience as a teaching consultant with Deal Training in “Business

English” and “Meeting Skills and Minute-taking” in Cape Town, South Africa Accredited assessor with the Services SETA Designer and developer of the following interactive CDs:

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1. “First Aid for Righting Writing Wrongs” (2012) Developed for the Department of Applied Linguistics, University of Stellenbosch, South Africa.

2. “First Aid for English Error Correction” (2011) Site licence bought by the Department of Applied Linguistics, University of Stellenbosch in 2012

3. “First Aid for Report Writing” (2011)4. “The Students’ Companion English Grammar CD-Rom for

Grades 10-12” (published by Maskew Miller Longmann 2007)

5. “First Aid for Business English. Writing e-mails, letters and minutes.” (2008)

6. “First Aid for English focusing on Verb Concord” (2006)7. “Writing Skills for Literary Studies”

(commissioned by Department of English, University of Stellenbosch, 2004)

8. “Perspectives on Poetry” (Dept. of English, US, 2002)9. SAARDHE (S.A. Association for Research and Development in

Higher Education) Multi-Media Prize for “Writing Skills” CALL programme, 1997.

PUBLICATIONS

“The Effectiveness of WebCT as a progress-assessment tool in English Studies.” By Lamprecht, S., Nel, G., Swart, M. SAALT Journal for Language Teaching 2005. (an accredited journal)

“Creative Capstone Computer Projects for Post-graduate Students of English”, SAALT Journal for Language Teaching 2003. (accredited)

“On Canons and Harlots: Repositioning English.” The English Academy Review. Vol. 17, December 2000. (accredited)

"Collaborative Learning and Group Work Revisited: Coach or Pumpkin?" Per Linguam. (2) 1999. (accredited)

"Righting Writing Wrongs through Multimedia" Journal for Language Teaching. Vol. 33. No.1. March 1999. (accredited)

“Accelerated Language Learning in an Intensive LSP (Languages for Specific Purposes) Teacher Training Programme.” MultiLingual Matters Clevedon: Multilingual Matters Ltd. 1997.

“Combining Technology and Pedagogy to attain optimal learning in an English L2

Multimedia Programme on Tenses” in EUROCALL 96 conference proceedings. Szombathely, Hungary.

“Writing Skill Requirements at Tertiary Level.” SAALT Journal for Language Learning. April 1995. Vol. 29 , No.1.(an accredited journal)

“Reaching the Unemployed and Educationally Disadvantaged in South Africa: an Intensive LSP Teachers’ Training Programme.” Published in the conference proceedings “LSP and Teacher Education” of the symposium held at the University of Edinburgh, 16-18 November 1994.

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“The Use of Hyper-and Multimedia in a Computer - Assisted Language Learning Programme.” SAALT Journal for Language Learning. December 1994. Vol. 28, No. 4. (accredited)

“The BETALL Programmes: Integrated English Business and Thinking Skills.” S.A. Journal for Entrepreneurship and Small Business. May 1992.

Blanckenberg, H.C., Botha, H.L., Odendaal, M.S., Swart, M., Swartz J.J. 1991. Time to Fly. Project: English and Thinking. Stellenbosch: UPTTRAIL TRUST.

“Business English for Black Adults in Cape Town’s Khayelitsha and Nyanga.” System, 1991. Vol. 19, No.3. (accredited)

“Error Correction in English: How to Practise what is Preached. Education Journal. 98:3.

“Cracking the Code: Approaches to the Teaching of Hamlet.” Crux. 1988. 22:4 (accredited)

“Shakespeare Through Suggestopedia?” Per Linguam. 1987. 3:1. (accredited)

CONFERENCE PAPERS

“Creative Capstone Computer Projects for Post-graduate Students of English” Annual SAALT Conference, University of Natal, Durban, July 4-6 2002.

“Rising to the Challenge of Metacognitive Development with the Help of WebCT” Annual SAALT Conference, July 4-6 2001 in Bloemfontein.

“Computer-assisted Instruction of Writing Skills: Myth or Method in 2005?” Annual SAALT conference, July 1998 at University of Stellenbosch.

“Combining Technology and Pedagogy to Attain Optimal Learning in Multimedia Programmes on Tenses and Writing Skills.” EUROCALL Conference, August 1996 in Szombathely , Hungary.

“Reaching the Unemployed and Educationally Disadvantaged in South Africa: an Intensive LSP Teachers’ Training Programme.” Conference for Languages for Specific Purposes and Teacher Training, University of Edinburgh, Scotland, November 1994.

“The Use of Hyper- and Multimedia in a Remedial Computer-Assisted Language Programme on English Tenses.” Annual SAALT Conference, University of Western Cape, July 1994.

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2. CD-Roms

2.1 First Aid for English Error Correction

The CD has four main grammar sections that concentrate on typical errors.The CD has four main grammar sections that concentrate on typical errors.

1.1. Verb ConcordVerb Concord2.2. PronounsPronouns3.3. TensesTenses4.4. PunctuationPunctuation

Section 1: Verb ConcordSection 1: Verb ConcordIntroductionIntroduction

An introductory section explains what verb concord is, why broken concord is prevalent among English language speakers and writers and why its eradication is important to excellence in English.

Verbs and subjects

Learners are frequently unable to recognize verbs and their subjects. This inability makes the correction of verb concord errors even more difficult. This section defines the terms and. through an exploration of an interesting topic, provides interactive practice in the recognition of verbs and their subjects.

Pre-test

The Pre-test consists of 30 exercises that test the learner’s competence in verb-subject agreement. At the end of this section a score out of 30 is given and also an analysis table showing the learner how many errors were made in each of the 9 identified concord rules.

Tutorials

The tutorials provide explanations of the 9 rules, each of which is followed by an exercise of 10 sentences. The graphics and sound inserts that illustrate the rules have been designed to make them interesting and memorable. Whenever an incorrect answer is given, the rule is explained and the correct answer is read to condition the ear to correct use. The learner is encouraged to repeat each rule as often as necessary to ensure understanding. Printable notes are available.

Post-test

Pre-test exercise

Tutorial on Rule 4

Tutorial on Rule 5Tutorial on Rule 5

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The Post-test is a randomized repetition of the Pre-test providing further practice and giving the learner the opportunity to gauge his/her improvement. An analysis of the errors made follows as an indication of the rules of concord that still need attention.

Interactive exercise on Rule 2Interactive exercise on Rule 2

Section 2: PronounsRevision of Pronouns

Typical errors that occur in the use of pronouns are revised, for example:

the need for consistency; pronoun use after collective nouns; problems with pronouns after

“somebody, no one, everything,” etc; problems with relative pronouns, e.g.

“which, that, who whom”; incorrect pronoun reference.

Test your skill

Learners test their skill in 10 exercises with immediate feedback, explanations and a summative score.

Additional exercises

A further 10 exercises are provided.Printable notes are available.

Section 3: Tenses

Revision of tenses

Conjugation of Verbs

This section briefly explains the four principal parts of verbs. Practice in the correct conjugation of verbs is provided in five paragraphs where learners have to choose the correct form of problem verbs.In a further exercise learners have to practise identifying the principal parts of 10 difficult

Revision of pronouns

Escalator of time

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verbs and their pronunciation.

The Escalator of Time

The main tenses and their functions are illustrated graphically by placing them on an escalator that moves from the past to the future. Two paragraphs are used to illustrate the tenses within a meaningful context.

Special DemonsThe conjugation and use of confusing verbs (to lie, to lay, to hang) are illustrated through interactive exercises.

Reported speech

The use of graphic illustrations and cartoons illustrates the changes that occur when direct speech is changed to indirect speech.Printable notes on tenses are available.

Test your skillTwenty exercises test the learner’s proficiency in tenses. Explanations are given and marks awarded.

Research resultsResearch, conducted at the University of Stellenbosch amongst first years in 1994 with a similar programme on tenses, showed a statistically significant improvement after completion:

Section 4: PunctuationHow punctuation affects meaning

Exercise on reported speech

Pre-test Results Post-test Results

Group average 75,44% Group average 82,73%Minimum score 53% Minimum score 60%

(Swart, M. “Combining technology and pedagogy to attain optimal learning in an English L2 multimedia programme on tenses” in EUROCALL 96 conference proceedings. Szombathely, Hungary.)

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The difference between sentences like the following illustrates the use of different punctuation marks:

A woman without her man is nothing. A woman: without her, man is nothing.

Revision of punctuation

The use of the following punctuation marks is studied, explained and tested in 20 exercises: comma comma-splice colon semi-colon full stop hyphen

Revision of apostrophes

The use of the apostrophe is studied, explained and tested in 10 exercises.

Printable notes on punctuation are available.

Revision of punctuation

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2.2 First Aid for English focusing on Verb Concord

Verb concord errors are errors in the agreement between a verb and its subject

Practice make perfect - Practice makes perfect

The government are considering the issue –

The government is considering the issue

WHAT THE PROGRAMME OFFERS THE LEARNER

INTRODUCTIONAn introductory section explains that verb concord is the essential agreement between verbs and their subjects. Broken concord is the most prevalent error among second language speakers and writers. Its eradication is important to excellence in English.

SUBJECTS AND VERBSMost learners are unable to recognize verbs and their subjects. This inability makes the correction of verb concord errors even more difficult. This section helps with the identification of verbs and their subjects and through an exploration of the topics provides interactive practice sessions in the recognition of verbs and their subjects.

PRE-TESTThe Pre-test consists of 50 exercises from a set of 86 randomised sentences that test the learner’s competence in verb-subject agreement. At the end of this section, a score out of 50 is given and also an analysis table showing the learner how many errors were made in each of the 9 identified concord rules.

TUTORIALSThe Tutorials provide explanations of the 9 rules, each of which is followed by an exercise of 10 sentences. The graphics and sound inserts that illustrate the rules have been designed to make them interesting and memorable. Whenever an incorrect answer is given, the rule is explained and the correct answer is read to condition the ear to correct usage. The learner is encouraged to repeat each rule as often as necessary to ensure understanding.

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POST-TESTThe Post-test is a randomized repetition of the Pre-test that provides further practice and gives the learner the opportunity to gauge his/her improvement. An analysis of the errors follows as an indication of the rules of concord that still need attention.

AVANCED EXERCISESThe final section provides practice in paragraph form of a further 50 examples. These exercises are more challenging. Each incorrect answer is accompanied by an explanation and a final score for the section is given.

Feedback on the CD from teachers Feedback on the CD from teachers (2004)(2004)

“This is great fun – and it’s attractive and informative.” (Sarah, Masters student in English and part-time tutor in the Department)

“I enjoyed it! It’s entertaining and the graphics make the programme lively. I have always hated verb concord, since I used to find it intimidating, but the programme makes it interesting and accessible. I like the “Review” option in the “Rules” section.” (Liezel, part-time tutor in the Department)

“I think it’s really colourful, engaging and interactive. The idea of the pre- and post-test is also great as students can see how useful the programme has been and monitor how much they have learnt.” (Janine, part-time tutor)

“This is an excellent programme and most important, I really enjoyed doing it. One gets carried away and I never felt it was de-humanising. Cleverly presented, particularly the alternation between rules and interactions.” (Juel, ex- English teacher)

Feedback from first-year studentsFeedback from first-year students (1996)(1996)

“I found it very learning and it helped me a great deal. I also found that I could learn from my mistakes and not be penalized. It took some time to get used to the idea of seeing infront of my eyes that I am wrong. Furthermore I now know my most general falts, and thanks to this programme I can now be able to recognize them in advance before I make them. Everything was exceptionally learning.”

“I like the fact that there is pictures and diagrams which helps you to remember better and makes it more fun. And it doesn’t waste your time with useless information.”

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“The computer programme was a new experience for me and the effort that was put in it was clearly visible. I would describe it as a very stimulating part of the course and more time may be spent on it.”

“I think it extremely successful in encouraging students to work at their own problem area while having fun.”

Feedback from third-year students in Food Science (2004)

“Good. It does take a while to work through, but I actually didn’t get bored which is a good thing. I found it very helpful. I actually didn’t know quite a few of them so for me this was all knew. And the cartoons made it all the more interesting.”

“Most of the rules you learn in first language, but it helps because you forget some of them over time.”

“Worth the effort. Helps to focus on common problem areas. It sums up all you need to know about concord in one program with easy instructions to follow.”

“I find it very helpful because it showed everything I have problems with. The cartoons make it less formal that can help you to relax and just focus on the work. All 9 rules posed to be a problem for me. I wrote it down and would definitely help me in the future as I now have one single document to learn it from.”

“I think it is a very good way of testing the knowledge. Being English speaking I can’t pinpoint a certain part where I went wrong, but I identified the concord errors we make when we speak casually on a daily basis. I never actually knew they were errors until the programme.”

2. CD-ROMS

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2.3 First Aid for Business English Writing e-mails, letters and minutes of meetings

Screen extract: Letters, typical errors Screen extract: Letters, parallel structures

WHAT THE PROGRAMME OFFERS THE LEARNER

Writing E-mails

Helpful hints on writing professional e-mails E-mail conventions: do’s and don’ts with examples Using the correct register and tone, with exercises

Writing Letters

Revision of letter writingIn each section a faulty letter is used as an example. A variety of activities and examples illustrates and inculcates the principles. Marks are awarded in exercises.

o Letter 1: using standard register rather than officialeseo Letter 2: using participles, sentence structure, punctuation and

word choice correctlyo Letters 3 and 4: using effective paragraphing and style.

Test of 25 exercises to gauge skill in and knowledge of letter writing.

Screen extract: exercise on correct word choice Screen extract: score on word choice exercise

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Writing Minutes

Note-taking Helpful hints on how to take notes in a meeting How to use abbreviations in note-taking How to use a template Six practice sessions in note-taking:

1. A paragraph on Albert Einstein is read. The participant types notes on the screen and then compares his/her personal notes with those suggested.2. Note-taking practice as in 1 on the origin of Coca Cola.3. Note-taking practice as in 1 on the development of the microwave oven.4. Notes of minutes of a meeting. A transcript of a section of the minutes is presented on the screen. As a practical exercise in note-taking, the participant has to identify the key words and facts by clicking on the words. The model answers are shown on screen.5. Second section of minutes as in 4.6. Third section of minutes as in 4.

Writing minutes Formatting and layout: illustrated by examples Tense in minutes:

1. Exercises in correcting incorrect tense in minutes 2. Guidelines on how tenses change in minutes 3. Ten exercises in using the correct tense with feedback.

Active and passive voice: 1. Guidelines for using the active rather than the passive voice in minutes 2. Ten exercises in using active voice in minutes with feedback.

Writing motions: examples of how to write up motions Parallel structures:

1. Guidelines on using parallel grammatical structures in itemized minutes 2. Exercises in using parallel structures with feedback.

Writing resolutions and mock minutes: 1. Guidelines on writing effective resolutions 2. Participants use the notes taken in note-taking to write up the sections of the minutes. Feedback and model answers are given.

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Screen extract: menu for writing minutes Screen extract: Exercise on note-taking in minutes

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2. CD-ROMS

2.4 First Aid for Report Writing

This CD has been designed as an additional resource to complement the work done in class or studied in text books. It is also a particularly useful resource for practitioners in the business field who need to brush up on their skills in writing reports.

It places special focus on the typical language errors made in reports. It also contains a useful section on logical reasoning and critical thinking not usually found in text books.

CONTENT OF FIRST AID FOR REPORT WRITINGCopyright © Marieken Swart 2011

Section description Sample screens

PREPARATION

Objectives Defines reports Distinguishes between

different types of reports Helps you choose the right

report for your purpose Adapts your report to the

needs of your readers Determines the best register

to use.

Exercise on choosing the correct register

PLANNING

The objectives of this section are to:

Plan and organise a report with care

Use a mind map in planning Distinguish between a short

and a formal report Understand the structure of a

formal report and decide what sections to include

Distinguish between the optional preliminary sections and the main body of the report

Compose the preliminary sections

Write the sections of the main body.

Planning: drawing a mind map

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RESEARCH

After completing this section you should be able to:

Plan and conduct research for a report carefully and effectively

Evaluate the references Use index cards Avoid plagiarism Reference citations in the

text of the report Acknowledge sources

correctly in the Bibliography and References sections.

Main menu of formal report writing

Illustration of use of reference cards

Effective Language Use

Objectives

To ensure that writing is clear, correct, concise and courteous

To eliminate the most common errors made in reports with the use of prepositions, punctuation, tenses and word choice

To avoid sentence fragments, run-on sentences and incorrect modifiers

Menu of Language Use

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To use stylistically sound parallel structures

To structure topic sentences and effective paragraphs

To achieve coherence in paragraphs

To ensure cohesion between paragraphs

Effective language use sample screen

Use of connectives to achieve coherence in writing

Exercise on word choice

Exercise on coherence

Logical reasoning

Objectives

Arouse awareness of the need for careful, logical reasoning

Avoid emotive words in reports

Structure persuasive arguments

Use legitimate Appeal to Authority

Reject abuse or personal attacks

Avoid logical fallacies like Generalisations, False Cause, Either-or- fallacies,

How to assess advantages and disadvantages in a report

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etc. Assess advantages,

disadvantages and consequences of recommendations

Test skill in logical reasoning.Exercise from test on logic

Marieken Swart was commissioned by the University of Stellenbosch through the Department of Applied Linguistics to design and develop an additional CD: “First Aid for Righting Writing Wrongs” after a needs analysis had been done . This CD was completed at the end of 2012 and has been used by the Department since Feb. 2013.

It focuses on correcting errors in sentence structure (avoiding fragments, run-on sentences and dangling modifiers) and using stylistic devices such as parallel structures, coherence, cohesion and effective paragraphing to improve writing skills. It is currently used by the Department in addition to First Aid for English Grammar that was acquired by them in 2012 as an extra resource for correcting poor language skills. Marieken Swart retains the copyright to all the CDs.

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2. CD-Rom

2.5 First Aid for Righting Writing Wrongs (2012)

An aid to clear, coherent and fluent writing through effective Sentence Structure and Paragraphing

CD-Rom designed and developed by Marieken Swart

M.A. English, Stellenboschms6@sun.ac.zaCell: 082 4990 862

The aim of this CD-Rom is to

address the need identified in tertiary students in 2011 at the University of Stellenbosch for additional aid in the recognition and correction of errors in syntax and paragraphing

provide individualised attention to structural errors in writing provide sufficient practice to inculcate the principles and eliminate fossilised

errors allow active participation in and responsibility for learning raise awareness of stylistic devices that enhance writing provide a cost-effective, learning resource beneficial to both the learner and

the educator function as an additional teaching resource to deal with writing skill

inadequacies for which there is seldom time in the curriculum at tertiary level relieve the pressure of constant marking and assessment

.

The CD consists of

two main sections on Sentence Structure and Paragraphing: 12 Tutorials and 11 Tests

approximately 200 exercises each with immediate feedback and explanations attractive, colour-coded screens with relevant illustrations to arouse interest

and enhance recall printable score screens for each test reflecting the marks attained by students,

their student number and the date of completion. These can be e-mailed to the tutor as proof of completion and competence level.

e-learning based on sound educational principles an Authorware programme comprising187,781KB (takes about 6 hours to

complete) 8 months’ work to plan and design the content and programme in Authorware

(Commercial):

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Contents

Sentence Structure ParagraphingTutorials

1. The Basics2. Sentence Fragments3. Dangling Modifiers4. Run-on Sentences5. Parallel Structures6. Style: Economy and Variety

Tests

20 exercises1020202020

Tutorials

7.Topic Sentences8. Coherence9. Structural Development10. Paragraph Unity11. Introductions12. Conclusions

Tests

20 exercises2010 5

20 revision exercises

Description and illustration of content

Sentence Structure

1. The tutorial on The Basics lays the foundation for writing effective sentences. It explains briefly how to recognize subjects and verbs in sentences and the difference between a phrase, a clause and a complete sentence. The 20-exercise test provides practice in identifying subjects, verbs, phrases, clauses and complete sentences. Many students use fragments or phrases and subordinate clauses instead of full sentences in their academic writing.

2. The section on Fragments addresses the frequent error of using incomplete phrases and clauses instead of full sentences in writing, e.g. Studies demonstrating that pets give the elderly a sense of security and companionship. Which may help them overcome loneliness or Hoping to hear from you soon.. The tutorial is followed by 10 exercises that inculcate the principles taught and, as in all tests, by a screen that reflects the date, student’s name, student number and marks.

3. Danglers concentrates on the identification and correction of a variety of dangling modifiers, e.g. Parents want to know what their children are doing at university for their own satisfaction. Humour is often used to arouse and maintain interest. A test of 20 questions improves student competence.

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4. Runaways deals with the identification and correction of comma-splice errors, e.g. Last week we had a great idea, we went to see Dracula and then went out for a bite, and with lengthy sentences that run on indiscriminately and illogically. The skill is honed in 20 exercises.

5. Parallels raises awareness of the importance of using parallel or grammatically similar words, phrases and clauses in sentences to achieve clarity, balance, rhythm and logic in syntax, e.g. How you live your life is just as important as wanting to make a lot of money – improved to – how much money you make.

6. Style focuses on economy in writing, on omitting unnecessary words, avoiding the passive voice and using active verbs rather than noun phrases. The section also illustrates and tests the value of using a variety of sentence structures to add interest and emphasis to writing.

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Paragraphing

7. Topic Sentences explains the need for and tests the recognition of topic sentences in each paragraph. This section will aid both the reading and writing skills of students as the key concept of paragraphs is highlighted. (In a second- year university class of 74 students, only 9 had heard of the concept.)

8. The tutorial on Coherence focuses on the importance of using connecting devices and signal words to provide writing with fluency and logical progression. Through a variety of exercises in the tutorial and the 20 question test, students are taught the function and use of various kinds of discourse markers.

9. Structural Development introduces and tests the different developmental techniques that can be used to structure clear, well-planned and stylistically satisfying paragraphs, e.g. chronology, cause and effect, effect and cause, problem to solution, statement to illustration, etc.

10. Paragraph Unity highlights the need for coherence between the paragraphs in an essay through the use of discourse markers, pronouns and repetition of key words, ideas and theses.

11. Introductions illustrates a variety of introductory techniques that provide an essay with clear, effective structure, interest, thematic unity and logical development, e.g. use of thesis statements, anecdotes, quotations, definitions and funnel structures.

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12. Conclusions emphasises the importance of establishing a unifying connection between introductions and conclusions through the use of a variety of techniques such as restatement of the thesis, the inverted funnel, memorable quotations, etc. The final 20 revision questions, test the student’s recall and understanding of the main writing principles dealt with in the programme.

From a feedback questionnaire completed by 48 second-year Arts students in October 2012 at the University of Stellenbosch, the responses can be summarized as follows:

1. 43 out of 48 responded positively to the programme, while 5 responded negatively.

2. 39 out of 48 said that they had learnt much from it, while 9 responded negatively.

3. 45 rated it satisfactory (16), good (21) and excellent (8); 4 rated it barely satisfactory.

4. 28 students said that they preferred being taught writing skills on computer; 19 preferred classroom tuition.

5. 65 responses found the topics and material used: interesting (24), humorous (4), informative (22), stimulating (15); 9 negative responses were recorded (unsuitable – 1, irrelevant to my interests – 3, boring – 5).

Summary compiled by Marieken Swart on 5 November 2012.

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