ENG1503 Assignment 1 (COMPLETE ANSWERS) Semester 1 2026 - DUE 20 March 2026

ENG1503 Assignment 1 (COMPLETE ANSWERS) Semester 1 2026 - DUE 20 March 2026 .... ASSIGNMENT: 1 – Short paragraph questions Unique number: 185115 Compulsory: Yes Due date: 20 March 2026 Purpose: The purpose of this assignment is to teach you how to critically read an article, engage with it, and reflect on it in an academic manner by responding to the assigned questions in short, well-structured paragraphs of 150 to 200 words. In addition, the assignment is designed to assess your ability to think critically, analyse content, and express your ideas clearly in writing. When marking the assignment, we will penalise poor language expression. Examples of poor language expression include errors in sentence structure, incomprehensible and barely literate vocabulary, spelling, punctuation, and so on. Instruction: Read the text below and answer the following questions in short and coherent paragraphs. Your answers should be written in full/complete sentences. Do not use bullet points. Avoid quoting directly from the text unless instructed otherwise. You should paraphrase ideas in your own words to demonstrate understanding. Furthermore, your writing should show evidence of personal interpretation, not AI-generated general statements. It is important to note that the use of generative artificial intelligence (GenAI) tools to generate responses is strictly prohibited. Any student found to have used such tools will face penalties in accordance with the institution’s academic integrity policy and will likely lead to their failing of the assessment in question. It is hard to pick up a magazine these days without finding an article attacking or defending some pharmaceutical remedy for syndromes of mood or behavior. These drugs are in vogue because they have shown themselves spectacularly effective for a range of conditions, though their exact workings are not well understood, and their long-term effects are not known. Yet for all the noise we continue to hear about, say, Ritalin, for children with attention deficit disorders and related learning or behavior problems-or Prozac and the new family of anti-depressants prescribed to the stressed and distressed of all ages. The real debate on pharmaceuticals has yet to begin. (Extract from page 300 to 303) Based on the above extract, and some of the research that you have also conducted, write an essay in which you discuss three negative effects of using drugs for mood or behavior syndromes. Note that this is a cause and effect essay. You are advised to read chapter 13 on cause and effect essays. Recently there has been an increase in violence in South African schools. However, literature indicates that this is not only unique to South African schools, but it is a universal problem. Smith and Sandhu (2004) contend that over the past decade, society has witnessed an outbreak of school violence, both in the United States and in other countries. They further assert that this has altered the perception of safety previously thought to exist on school campuses. With this background in mind, write an essay in which you argue for or against a visible presence of the police in schools as one measure of curbing the scourge of violence. Smith, D.C. & Sandhu, D.S (2004). Towards a positive perspective on violence prevention in schools: Building connections. define the concept of academic integrity as presented in the article and explain why it is central to higher education. Journal of Counselling and Development, Vol.82 pp 287-293A new study has found that half of South Africa’s teachers are considering leaving the profession within the next decade, largely because of overwhelming workloads, excessive administrative tasks, threats of violence from students, and no mental health support. Many educators say they are stretched far beyond their teaching duties, leaving little time for planning lessons or working meaningfully with learners. relevant newspaper article (online or printed copy) that discuss the topic of generative artificial intelligence like ChatGPT. The Teacher Preferences and Job Satisfaction in South Africa report, produced as part of Stellenbosch University’s Teacher Demographic Dividend Project, surveyed more than 1,580 teachers to gain deeper insights into their experiences, problems, and motivations. One of the findings is that 70% of teachers cite administrative duties as their primary source of stress, making it difficult to find time to properly plan lessons and have adequate time to support learners. paragraph providing three practical suggestions that could help curb the unethical use of ChatGPT at UNISA. Explain how each suggestion can be implemented and why it would be effective. “While we don’t expect pre-retirement attrition rates to reach 50%, these findings highlight an urgent need to address teacher burnout and mental health,” the co-author of the report, Heleen Hofmeyr said. “If we want to ensure quality education in South Africa, we need to invest in teacher well-being, training, and support.” Those of us who work in universities understand the rich, engaging, and transformative benefits of the well-conceptualised courses and qualifications that universities offer. University classrooms are places for dialogic and collaborative learning, engaged citizenship, conceptual contestation, and the facilitation of advanced critical thinking skills. But for the hundreds of thousands of prospective students who desperately pursue admission to a South African university each year, the motivation is simpler: to get a qualification that will secure employment and the possibility of social mobility. So, what’s the problem? The impact of a degree or diploma certificate on employability hinges almost entirely on the extent to which employers recognise the value of that qualification. Within the labour market, then, universities play a key certification function, where a qualification certifies that a core set of skills and knowledge has been acquired. (Of course, there are also statutory bodies that oversee the qualifications in a more formal sense). But we are now more than two years into the easy availability of generative AI such as ChatGPT. This means that a large part of the current cohort of students has had access to a tool that allows them to submit almost-always passable written submissions. This is in a context where many universities have not returned to traditional in-person invigilated exams after the massification of online assessments during the Covid-19 lockdowns. To put it simply: I have no doubt that there are students who used ChatGPT consistently over the past year or two to cheat their way through degrees and diplomas without formulating original ideas, applying important concepts, or even reading prescribed material. This means that we risk an ever-increasing number of students who hold certificates that fraudulently certify their mastery of skills and content knowledge that some of them may have only barely attempted. But surely it’s just progress? I should point out that many of my academic colleagues have evaluated developments in AI and have come to different conclusions. For many of them, the benefits and inevitability of AI outweigh the perceived risks. The arguments that have been made include: 1. “Let’s rethink what we are assessing”: The introduction of AI has fired up some necessary conversations around probing what is assessed, how it is assessed, and why. These are important questions, especially given the urgency of developing a wide range of skills for students to be able to participate in an unknown future workforce. But creating opportunities for collaboration, creativity or communication, for example, does not always neutralise the risks posed by ChatGPT’s superlative ability to mimic insightful descriptive text; 2. “Luddites”: Those of us who are deeply worried about generative AI are often dismissed as being unreasonably resistant to change, described by one scholar as “Luddites” and by another as “vilifying innovation”. It is often argued that concerns over generative AI are no different to concerns over the impact of the internet two decades ago. But I think this oversimplifies the case: while plagiarised content that is available on the internet has a clear linguistic and substantive fingerprint that can be traced back to its original source, the same cannot be said for the almost infinitely “original” content generated by AI. Put differently, when it comes to it, students can simply deny using generative AI and there is simply no surefire way to prove otherwise; V3. “To compete in the future, all students must be able to work with AI”: This, of course, is undoubtedly true. In fact, I believe that most degrees should now include compulsory modules on AI. I have seen first-hand the extraordinary interventions being developed to prepare students for a digital future (see, for example, here and here). But just because AI literacy is important, it does not mean that it should be casually allowed to overrun all other learning areas. Being able to discern the accuracy of AI-generated text, to use advanced technologies, or to formulate appropriate AI writing prompts, for example, does not replace the depth of knowledge and critical independent thinking that traditional degree programmes offer. AI literacy skills should be developed, and modules should teach and assess core disciplinary knowledge and critical thinking skills. But there is no reason that the use of the former should be allowed to replace the latter; and 4. “If we trust students, they will be ethical”: While this argument is often advanced by well-meaning academics who believe in inculcating cultures of integrity, it tends to rely on the idea that academic staff can manifest ethical conduct by sheer force of will. But the evidence globally is overwhelming that many students will cheat if they are unlikely to face consequences (see here, here and here). ‘But where are we supposed to get our ideas?’ A group of my undergraduate students recently responded with confusion when they were told that they may not use ChatGPT in their upcoming assessment, with one student asking: “But where are we supposed to get our ideas?” The other students nodded vigorously, looking bewildered. This question shocked me: universities serve a key social and economic function in which graduates are equipped with advanced critical thinking and problem-solving skills. It is these skills that are developed across university curriculums, ranging from disciplines such as literary studies, art history and philosophy, to modules in professional programmes such as contract law, educational psychology, and public administration. But with some students relying on ChatGPT for their assessments, they do not need to learn how to formulate original ideas or respond independently and innovatively to problems, nor do they ever have to master skills such as synthesising contrasting perspectives or organising their ideas logically. So, what can we do? Academics across many institutions were recently left dismayed by a Daily Maverick article by Rebecca Davis which quoted university leaders who seemed to be underestimating the challenges of AI (“CheatGPT crisis – SA universities faced with a burgeoning degree of AI-written academic assignments”, 5 April 2025). The responses from various institutions appeared disconnected from our experiences on the frontline. While developing alternative assessments is a valuable intervention that we must pursue with rigour, we also need to recognise that fostering certain skills, content knowledge and intellectual orientations might require more traditional assessment models. Many bold academics are starting to insist on a return to in-person discussions, tests and examinations that assess the application of core knowledge and critical thinking skills. This may go against the enthusiastic embrace of technological innovation, but, for many disciplines, I am left wondering: what other choice do we have? The study also found that teachers have strong geographic preferences. The Western Cape and Gauteng were the most desirable locations, while rural provinces such as Limpopo and the Eastern Cape are expected to face significant teacher shortages. “Alarmingly, 40% of teachers stated that nothing would convince them to take a job in a rural area,” the report said. Poor infrastructure as well as limited resources and career development opportunities deter many teachers from considering rural placements. The advocacy group, Equal Education, found that in cases where teachers are willing to teach in rural areas or resource-constrained schools, their training does not prepare them to facilitate teaching and learning in such environments. In a paragraph, identify the target audience(s) of the text and justify your answer with at least three examples. “This indirectly affects learning outcomes and not only jeopardises the quality of education but also undermines efforts towards achieving inclusive and equitable quality education for all,” said Equal Education researcher Kimberly Khumalo. Another factor that contributed to low job satisfaction was violence perpetrated by learners against educators. In , summarise the main points of the text, demonstrating your understanding of the key issues and findings. “This is an issue that is often overlooked in South Africa’s education crisis. While headlines often spotlight learner struggles, there is a growing threat of violence faced by teachers,” said Siboniso Mcobothi, an education researcher at Stellenbosch University. Mcobothi researched attacks on teachers in the township areas of KwaZulu-Natal in districts such as Pinetown, Inanda, Ntuzuma and KwaMashu, where people are plagued by poverty and crime. “These areas are crime hot spots,” Mcobothi said. “Teachers find themselves caught in the crossfire, facing threats from learners who are often affiliated with gangs or exposed to violent environments.” Research from the South African Human Rights Commission (SAHRC) states that teachers experience various forms of violence, including physical assaults, verbal abuse, and non-verbal harassment. The commission said it received a complaint from a teacher in Gauteng who recounted an incident where a learner physically attacked him using a chair and table. The educator had repeatedly asked the learner — who was not part of the class and was causing a disturbance during an exam — to leave the room. The learner refused and instead attacked the teacher, causing serious injuries. In other reported cases, learners were said to have snuck out of their hostels to consume alcohol or drugs, returning intoxicated and then verbally abusing and assaulting teachers. A study by the University of Free State found that in Gauteng at least two in every 10 teachers encountered some form of violence, ranging from being sworn at to having objects thrown at them. “The lack of support from school leadership further exacerbated the issue, leaving teachers feeling vulnerable and unsupported,” the research noted. The Western Cape education department has also seen a surge in violence against educators. In the first quarter of 2023 alone, 23 staff members, including teachers and support staff, were assaulted by learners. The South African Democratic Teachers’ Union (Sadtu) has expressed “deep concern” about the increasing number of incidents of violence in schools. The union’s general secretary, Mugwena Maluleke, said schools are becoming dangerous environments for teachers and learners. “As Sadtu, we called for the establishment of a dedicated police unit to address school violence and the provision of psycho-social services to support affected individuals,” he said. In 2023, Sadtu’s Eastern Cape branch raised the alarm on school safety after three educators — including a school principal — were gunned down in the Lusikisiki area. Although Sadtu did not provide evidence or explanations about why the union believed women teachers seemed to face greater disciplinary problems, it maintained that schools with a higher proportion of male educators experienced fewer such issues. Source: Bakharia, U. (2025). Half of SA teachers want out because of violence, exhaustion. Mail&G:// 5. If a church becomes highly integrated into the dominant culture, it may join with the state. A state religion, or theocracy, is formed when government and religion work together to shape society. Citizenship automatically makes one a member, so most citizens belong to the dominant religion. For example, Iran has a theocratic government and goes so far as to place religious leaders at the pinnacle of executive government decision-making. identify and explain two ways in which ChatGPT threatens the integrity of university degrees. Support your discussion with clear examples from the text. The Grand Ayatollah holds the highest political office and is the moral authority in Iran. Vatican City is another example of a theocracy because the community is ruled by an established religious organization, and the Pope is the head of state. 6. As societies modernize, religions begin going through secularization, which is the overall decline in the importance and power of religion in people’s lives. Institutional religion weakens as societies become more scientifically advanced. Sociologists generally argue that as a civilization becomes more complex, people become less tied to the “old ways” and are more inclined to pursue other avenues. paragraph discussing how ChatGPT might affect your own studies at UNISA. In your discussion, identify and explain three positive impacts and three negative impacts This phenomenon seems to indicate that secularization is inevitable. According to the Web site PollingR, there has been a decline in the number of people in the United States who say that religion is very important in their lives, while the number of people who say it is fairly important has risen. The number of people who say that religion is not very important in their lives has doubled since 1965. 7. Durkheim argues that religious beliefs are intrinsically connected. Cults begin by endorsing practices outside of the dominant religion, but eventually some cults integrate into society. Religions in general function to provide cultural norms and values that bind followers together. Because human beings desire knowledge about the meaning of life and the purpose of death, they have developed complex belief systems, which have developed into various great religions. Short Paragraph Questions: Each question is worth 10 marks. 1) Read chapter 16 of the prescribed book (from page 224) and summarize the developmental stages of religion in your own words. 2) Compare and contrast a theocratic government with a democratic government. 3) Imagine that you are ‘Emile Durkheim’ the sociologist. Write a short argument stating her position on religion. (Do not paraphrase or copy directly from the text, use your own research-based ideas, and cite sources accordingly). Begin this way: ‘Religion binds the community together through ritual and tradition.’ 4) Now write a counterargument or an opposing argument. (Do not paraphrase or copy directly from the text, use your own research-based ideas, and cite sources accordingly). Begin this way: ‘Religion divides the community apart through ritual and tradition’ 5) As societies modernize, they also become more secular. In one paragraph, describe the causes and effects of secularization based on any society of your choice. 1) In a 150-word paragraph, identify the target audience of the text and justify your answer with at least three specific examples from the text. (5 marks) • Target audience = 1 mark • Justification = 2 marks • Language and structure = 2 marks 2) In 150 words, summarise the main points of the text, demonstrating your understanding of the key issues and findings. (10 marks) • 3 main points = 6 marks • Language = 2 marks • Structure = 2 marks 3) Propose and discuss three innovative solutions the government could implement to address student-on-teacher harassment and abuse in South African schools, within a 150-word paragraph. (15 marks) • Three innovative solutions 3x3= 9 marks • Three discussions 1x3 =3 marks • Language =2 marks • Structure =1 mark 4) Recently there has been an increase in violence in South African schools. However, literature indicates that this is not only unique to South African schools, but it is a universal problem. Smith and Sandhu (2004) contend that over the past decade, society has witnessed an outbreak of school violence, both in the United States and in other countries. They further assert that this has altered the perception of safety previously thought to exist on school campuses. With this background in mind, write an essay in which you argue for or against a visible presence of the police in schools as one measure of curbing the scourge of violence. Smith, D.C. & Sandhu, D.S (2004). Towards a positive perspective on violence prevention in schools: Building connections. Journal of Counselling and Development, Vol.82 pp 287-293 Find and paste a relevant newspaper article that illustrates incidents of learner-on-teacher violence or abuse in South African schools. (5 marks) 5) Recently there has been an increase in violence in South African schools. However, literature indicates that this is not only unique to South African schools, but it is a universal problem. Smith and Sandhu (2004) contend that over the past decade, society has witnessed an outbreak of school violence, both in the United States and in other countries. They further assert that this has altered the perception of safety previously thought to exist on school campuses. With this background in mind, write an essay in which you argue for or against a visible presence of the police in schools as one measure of curbing the scourge of violence. Smith, D.C. & Sandhu, D.S (2004). Towards a positive perspective on violence prevention in schools: Building connections. Journal of Counselling and Development, Vol.82 pp 287-293 In a 300-word paragraph, compare the incidents in the pasted newspaper article and the original text in this assignment, highlighting similarities and differences in causes, effects, and responses. (15 marks) • Similarities=5 marks • Differences=5 marks • Language =3 marks • Structure =2 marks How Cults Become Religions by John D. Carl John D. Carl is a college professor and textbook author. In the following adapted essay, he discusses how religious institutions evolve. 1. Sociologist Emile Durkheim believed that religion binds the community together through ritual and tradition. Although most societies have some sort of dominant religion, there are many different religions, each of which comes with its own set of beliefs and customs. But how does a set of beliefs become an accepted religion? Religions go through a series of stages as they become an integrated part of society. 2. Sociologically, all religions begin as cults. Cults are new religious movements led by charismatic leaders with few followers. The teachings and practices of cults are often at odds with the dominant culture and religion, so society is likely to reject the cult. For example, since the Chinese revolution, the Chinese government has cracked down on any faith-based group that it considers to be nonconformist, according to Jonathan Kaiman, journalist for the Guardian. The Chinese authorities consider a cult such as Falun Gong to be subversive and have tried to obliterate it. In 1999, the Chinese authorities initiated a crackdown on Falum Gong members. According to human rights groups, thousands of practitioners have been imprisoned. 3. A cult demands intense commitment and involvement of its members, and it relies on finding new adherents by using outside recruitment. Most cults fail because they cannot attract enough followers to sustain themselves. However, once a cult has enough members to support itself, it becomes a sect. Sects still go against society’s norms, but members have greater social standing and are usually better integrated into society than cult members are. As a result, sect members are less likely to be persecuted by the dominant society. For instance, in the United States, the Church of Scientology and the Unification Church are more or less integrated into society. As time passes and the sect grows, the members tend to become respectable members of society. For example, the Church of Scientology boasts Tom Cruise and John Travolta as followers. 4. Eventually, sects can evolve into a church. The term church does not specifically refer to a building or a denomination of a religion; instead, it is a large, highly organized group of believers. Churches are bureaucratized institutions and may include national and international offices, and leaders must undergo special training to perform established rituals. A good example is the Catholic Church, where priests go to special colleges to get ordained. The Catholic Church maintains a strict hierarchy in the offices of the Church. According to the Pew Research Center, about 25 percent of the population of the United States is Catholic. There are just under two hundred dioceses overseen by bishops, and each diocese has individual parishes, which are run by priests. 5. If a church becomes highly integrated into the dominant culture, it may join with the state. A state religion, or theocracy, is formed when government and religion work together to shape society. Citizenship automatically makes one a member, so most citizens belong to the dominant religion. For example, Iran has a theocratic government and goes so far as to place religious leaders at the pinnacle of executive government decision-making. The Grand Ayatollah holds the highest political office and is the moral authority in Iran. Vatican City is another example of a theocracy because the community is ruled by an established religious organization, and the Pope is the head of state. 6. As societies modernize, religions begin going through secularization, which is the overall decline in the importance and power of religion in people’s lives. Institutional religion weakens as societies become more scientifically advanced. Sociologists generally argue that as a civilization becomes more complex, people become less tied to the “old ways” and are more inclined to pursue other avenues. This phenomenon seems to indicate that secularization is inevitable. According to the Web site PollingR, there has been a decline in the number of people in the United States who say that religion is very important in their lives, while the number of people who say it is fairly important has risen. The number of people who say that religion is not very important in their lives has doubled since 1965. 7. Durkheim argues that religious beliefs are intrinsically connected. Cults begin by endorsing practices outside of the dominant religion, but eventually some cults integrate into society. Religions in general function to provide cultural norms and values that bind followers together. Because human beings desire knowledge about the meaning of life and the purpose of death, they have developed complex belief systems, which have developed into various great religions. Short Paragraph Questions: Each question is worth 10 marks. 1) Read chapter 16 of the prescribed book (from page 224) and summarize the developmental stages of religion in your own words. 2) Compare and contrast a theocratic government with a democratic government. 3) Imagine that you are ‘Emile Durkheim’ the sociologist. Write a short argument stating her position on religion. (Do not paraphrase or copy directly from the text, use your own research-based ideas, and cite sources accordingly). Begin this way: ‘Religion binds the community together through ritual and tradition.’ 4) Now write a counterargument or an opposing argument. (Do not paraphrase or copy directly from the text, use your own research-based ideas, and cite sources accordingly). Begin this way: ‘Religion divides the community apart through ritual and tradition’ 5) As societies modernize, they also become more secular. In one paragraph, describe the causes and effects of secularization based on any society of your choice. You should paraphrase ideas in your own words to demonstrate understanding. Furthermore, your writing should show evidence of personal interpretation, not AI-generated general statements. It is important to note that the use of generative artificial intelligence (GenAI) tools to generate responses is strictly prohibited. Any student found to have used such tools will face penalties in accordance with the institution’s academic integrity policy and will likely lead to their failing of the assessment in question. It is hard to pick up a magazine these days without finding an article attacking or defending some pharmaceutical remedy for syndromes of mood or behavior. These drugs are in vogue because they have shown themselves spectacularly effective for a range of conditions, though their exact workings are not well understood, and their long-term effects are not known. Yet for all the noise we continue to hear about, say, Ritalin, for children with attention deficit disorders and related learning or behavior problems-or Prozac and the new family of anti-depressants prescribed to the stressed and distressed of all ages. The real debate on pharmaceuticals has yet to begin. (Extract from page 300 to 303) Based on the above extract, and some of the research that you have also conducted, write an essay in which you discuss three negative effects of using drugs for mood or behavior syndromes. Note that this is a cause and effect essay. You are advised to read chapter 13 on cause and effect essays. Recently there has been an increase in violence in South African schools. However, literature indicates that this is not only unique to South African schools, but it is a universal problem. Smith and Sandhu (2004) contend that over the past decade, society has witnessed an outbreak of school violence, both in the United States and in other countries. They further assert that this has altered the perception of safety previously thought to exist on school campuses. With this background in mind, write an essay in which you argue for or against a visible presence of the police in schools as one measure of curbing the scourge of violence. Smith, D.C. & Sandhu, D.S (2004). Towards a positive perspective on violence prevention in schools: Building connections. define the concept of academic integrity as presented in the article and explain why it is central to higher education. Journal of Counselling and Development, Vol.82 pp 287-293A new study has found that half of South Africa’s teachers are considering leaving the profession within the next decade, largely because of overwhelming workloads, excessive administrative tasks, threats of violence from students, and no mental health support. Many educators say they are stretched far beyond their teaching duties, leaving little time for planning lessons or working meaningfully with learners. relevant newspaper article (online or printed copy) that discuss the topic of generative artificial intelligence like ChatGPT. The Teacher Preferences and Job Satisfaction in South Africa report, produced as part of Stellenbosch University’s Teacher Demographic Dividend Project, surveyed more than 1,580 teachers to gain deeper insights into their experiences, problems, and motivations. One of the findings is that 70% of teachers cite administrative duties as their primary source of stress, making it difficult to find time to properly plan lessons and have adequate time to support learners. paragraph providing three practical suggestions that could help curb the unethical use of ChatGPT at UNISA. Explain how each suggestion can be implemented and why it would be effective. “While we don’t expect pre-retirement attrition rates to reach 50%, these findings highlight an urgent need to address teacher burnout and mental health,” the co-author of the report, Heleen Hofmeyr said. “If we want to ensure quality education in South Africa, we need to invest in teacher well-being, training, and support.” Those of us who work in universities understand the rich, engaging, and transformative benefits of the well-conceptualised courses and qualifications that universities offer. University classrooms are places for dialogic and collaborative learning, engaged citizenship, conceptual contestation, and the facilitation of advanced critical thinking skills. But for the hundreds of thousands of prospective students who desperately pursue admission to a South African university each year, the motivation is simpler: to get a qualification that will secure employment and the possibility of social mobility. So, what’s the problem? The impact of a degree or diploma certificate on employability hinges almost entirely on the extent to which employers recognise the value of that qualification. Within the labour market, then, universities play a key certification function, where a qualification certifies that a core set of skills and knowledge has been acquired. (Of course, there are also statutory bodies that oversee the qualifications in a more formal sense). But we are now more than two years into the easy availability of generative AI such as ChatGPT. This means that a large part of the current cohort of students has had access to a tool that allows them to submit almost-always passable written submissions. This is in a context where many universities have not returned to traditional in-person invigilated exams after the massification of online assessments during the Covid-19 lockdowns. To put it simply: I have no doubt that there are students who used ChatGPT consistently over the past year or two to cheat their way through degrees and diplomas without formulating original ideas, applying important concepts, or even reading prescribed material. This means that we risk an ever-increasing number of students who hold certificates that fraudulently certify their mastery of skills and content knowledge that some of them may have only barely attempted. But surely it’s just progress? I should point out that many of my academic colleagues have evaluated developments in AI and have come to different conclusions. For many of them, the benefits and inevitability of AI outweigh the perceived risks. The arguments that have been made include: 1. “Let’s rethink what we are assessing”: The introduction of AI has fired up some necessary conversations around probing what is assessed, how it is assessed, and why. These are important questions, especially given the urgency of developing a wide range of skills for students to be able to participate in an unknown future workforce. But creating opportunities for collaboration, creativity or communication, for example, does not always neutralise the risks posed by ChatGPT’s superlative ability to mimic insightful descriptive text; 2. “Luddites”: Those of us who are deeply worried about generative AI are often dismissed as being unreasonably resistant to change, described by one scholar as “Luddites” and by another as “vilifying innovation”. It is often argued that concerns over generative AI are no different to concerns over the impact of the internet two decades ago. But I think this oversimplifies the case: while plagiarised content that is available on the internet has a clear linguistic and substantive fingerprint that can be traced back to its original source, the same cannot be said for the almost infinitely “original” content generated by AI. Put differently, when it comes to it, students can simply deny using generative AI and there is simply no surefire way to prove otherwise; V3. “To compete in the future, all students must be able to work with AI”: This, of course, is undoubtedly true. In fact, I believe that most degrees should now include compulsory modules on AI. I have seen first-hand the extraordinary interventions being developed to prepare students for a digital future (see, for example, here and here). But just because AI literacy is important, it does not mean that it should be casually allowed to overrun all other learning areas. Being able to discern the accuracy of AI-generated text, to use advanced technologies, or to formulate appropriate AI writing prompts, for example, does not replace the depth of knowledge and critical independent thinking that traditional degree programmes offer. AI literacy skills should be developed, and modules should teach and assess core disciplinary knowledge and critical thinking skills. But there is no reason that the use of the former should be allowed to replace the latter; and 4. “If we trust students, they will be ethical”: While this argument is often advanced by well-meaning academics who believe in inculcating cultures of integrity, it tends to rely on the idea that academic staff can manifest ethical conduct by sheer force of will. But the evidence globally is overwhelming that many students will cheat if they are unlikely to face consequences (see here, here and here). ‘But where are we supposed to get our ideas?’ A group of my undergraduate students recently responded with confusion when they were told that they may not use ChatGPT in their upcoming assessment, with one student asking: “But where are we supposed to get our ideas?” The other students nodded vigorously, looking bewildered. This question shocked me: universities serve a key social and economic function in which graduates are equipped with advanced critical thinking and problem-solving skills. It is these skills that are developed across university curriculums, ranging from disciplines such as literary studies, art history and philosophy, to modules in professional programmes such as contract law, educational psychology, and public administration. But with some students relying on ChatGPT for their assessments, they do not need to learn how to formulate original ideas or respond independently and innovatively to problems, nor do they ever have to master skills such as synthesising contrasting perspectives or organising their ideas logically. So, what can we do? Academics across many institutions were recently left dismayed by a Daily Maverick article by Rebecca Davis which quoted university leaders who seemed to be underestimating the challenges of AI (“CheatGPT crisis – SA universities faced with a burgeoning degree of AI-written academic assignments”, 5 April 2025). The responses from various institutions appeared disconnected from our experiences on the frontline. While developing alternative assessments is a valuable intervention that we must pursue with rigour, we also need to recognise that fostering certain skills, content knowledge and intellectual orientations might require more traditional assessment models. Many bold academics are starting to insist on a return to in-person discussions, tests and examinations that assess the application of core knowledge and critical thinking skills. This may go against the enthusiastic embrace of technological innovation, but, for many disciplines, I am left wondering: what other choice do we have? The study also found that teachers have strong geographic preferences. The Western Cape and Gauteng were the most desirable locations, while rural provinces such as Limpopo and the Eastern Cape are expected to face significant teacher shortages. “Alarmingly, 40% of teachers stated that nothing would convince them to take a job in a rural area,” the report said. Poor infrastructure as well as limited resources and career development opportunities deter many teachers from considering rural placements. The advocacy group, Equal Education, found that in cases where teachers are willing to teach in rural areas or resource-constrained schools, their training does not prepare them to facilitate teaching and learning in such environments. In a paragraph, identify the target audience(s) of the text and justify your answer with at least three examples. “This indirectly affects learning outcomes and not only jeopardises the quality of education but also undermines efforts towards achieving inclusive and equitable quality education for all,” said Equal Education researcher Kimberly Khumalo. Another factor that contributed to low job satisfaction was violence perpetrated by learners against educators. In , summarise the main points of the text, demonstrating your understanding of the key issues and findings. “This is an issue that is often overlooked in South Africa’s education crisis. While headlines often spotlight learner struggles, there is a growing threat of violence faced by teachers,” said Siboniso Mcobothi, an education researcher at Stellenbosch University. Mcobothi researched attacks on teachers in the township areas of KwaZulu-Natal in districts such as Pinetown, Inanda, Ntuzuma and KwaMashu, where people are plagued by poverty and crime. “These areas are crime hot spots,” Mcobothi said. “Teachers find themselves caught in the crossfire, facing threats from learners who are often affiliated with gangs or exposed to violent environments.” Research from the South African Human Rights Commission (SAHRC) states that teachers experience various forms of violence, including physical assaults, verbal abuse, and non-verbal harassment. The commission said it received a complaint from a teacher in Gauteng who recounted an incident where a learner physically attacked him using a chair and table. The educator had repeatedly asked the learner — who was not part of the class and was causing a disturbance during an exam — to leave the room. The learner refused and instead attacked the teacher, causing serious injuries. In other reported cases, learners were said to have snuck out of their hostels to consume alcohol or drugs, returning intoxicated and then verbally abusing and assaulting teachers. A study by the University of Free State found that in Gauteng at least two in every 10 teachers encountered some form of violence, ranging from being sworn at to having objects thrown at them. “The lack of support from school leadership further exacerbated the issue, leaving teachers feeling vulnerable and unsupported,” the research noted. The Western Cape education department has also seen a surge in violence against educators. In the first quarter of 2023 alone, 23 staff members, including teachers and support staff, were assaulted by learners. The South African Democratic Teachers’ Union (Sadtu) has expressed “deep concern” about the increasing number of incidents of violence in schools. The union’s general secretary, Mugwena Maluleke, said schools are becoming dangerous environments for teachers and learners. “As Sadtu, we called for the establishment of a dedicated police unit to address school violence and the provision of psycho-social services to support affected individuals,” he said. In 2023, Sadtu’s Eastern Cape branch raised the alarm on school safety after three educators — including a school principal — were gunned down in the Lusikisiki area. Although Sadtu did not provide evidence or explanations about why the union believed women teachers seemed to face greater disciplinary problems, it maintained that schools with a higher proportion of male educators experienced fewer such issues. Source: Bakharia, U. (2025). Half of SA teachers want out because of violence, exhaustion. Mail&G:// 5. If a church becomes highly integrated into the dominant culture, it may join with the state. A state religion, or theocracy, is formed when government and religion work together to shape society. Citizenship automatically makes one a member, so most citizens belong to the dominant religion. For example, Iran has a theocratic government and goes so far as to place religious leaders at the pinnacle of executive government decision-making. identify and explain two ways in which ChatGPT threatens the integrity of university degrees. Support your discussion with clear examples from the text. The Grand Ayatollah holds the highest political office and is the moral authority in Iran. Vatican City is another example of a theocracy because the community is ruled by an established religious organization, and the Pope is the head of state. 6. As societies modernize, religions begin going through secularization, which is the overall decline in the importance and power of religion in people’s lives. Institutional religion weakens as societies become more scientifically advanced. Sociologists generally argue that as a civilization becomes more complex, people become less tied to the “old ways” and are more inclined to pursue other avenues. paragraph discussing how ChatGPT might affect your own studies at UNISA. In your discussion, identify and explain three positive impacts and three negative impacts This phenomenon seems to indicate that secularization is inevitable. According to the Web site PollingR, there has been a decline in the number of people in the United States who say that religion is very important in their lives, while the number of people who say it is fairly important has risen. The number of people who say that religion is not very important in their lives has doubled since 1965. 7. Durkheim argues that religious beliefs are intrinsically connected. Cults begin by endorsing practices outside of the dominant religion, but eventually some cults integrate into society. Religions in general function to provide cultural norms and values that bind followers together. Because human beings desire knowledge about the meaning of life and the purpose of death, they have developed complex belief systems, which have developed into various great religions. Short Paragraph Questions: Each question is worth 10 marks. 1) Read chapter 16 of the prescribed book (from page 224) and summarize the developmental stages of religion in your own words. 2) Compare and contrast a theocratic government with a democratic government. 3) Imagine that you are ‘Emile Durkheim’ the sociologist. Write a short argument stating her position on religion. (Do not paraphrase or copy directly from the text, use your own research-based ideas, and cite sources accordingly). Begin this way: ‘Religion binds the community together through ritual and tradition.’ 4) Now write a counterargument or an opposing argument. (Do not paraphrase or copy directly from the text, use your own research-based ideas, and cite sources accordingly). Begin this way: ‘Religion divides the community apart through ritual and tradition’ 5) As societies modernize, they also become more secular. In one paragraph, describe the causes and effects of secularization based on any society of your choice. 1) In a 150-word paragraph, identify the target audience of the text and justify your answer with at least three specific examples from the text. (5 marks) • Target audience = 1 mark • Justification = 2 marks • Language and structure = 2 marks 2) In 150 words, summarise the main points of the text, demonstrating your understanding of the key issues and findings. (10 marks) • 3 main points = 6 marks • Language = 2 marks • Structure = 2 marks 3) Propose and discuss three innovative solutions the government could implement to address student-on-teacher harassment and abuse in South African schools, within a 150-word paragraph. (15 marks) • Three innovative solutions 3x3= 9 marks • Three discussions 1x3 =3 marks • Language =2 marks • Structure =1 mark 4) Recently there has been an increase in violence in South African schools. However, literature indicates that this is not only unique to South African schools, but it is a universal problem. Smith and Sandhu (2004) contend that over the past decade, society has witnessed an outbreak of school violence, both in the United States and in other countries. They further assert that this has altered the perception of safety previously thought to exist on school campuses. With this background in mind, write an essay in which you argue for or against a visible presence of the police in schools as one measure of curbing the scourge of violence. Smith, D.C. & Sandhu, D.S (2004). Towards a positive perspective on violence prevention in schools: Building connections. Journal of Counselling and Development, Vol.82 pp 287-293 Find and paste a relevant newspaper article that illustrates incidents of learner-on-teacher violence or abuse in South African schools. (5 marks) 5) Recently there has been an increase in violence in South African schools. However, literature indicates that this is not only unique to South African schools, but it is a universal problem. Smith and Sandhu (2004) contend that over the past decade, society has witnessed an outbreak of school violence, both in the United States and in other countries. They further assert that this has altered the perception of safety previously thought to exist on school campuses. With this background in mind, write an essay in which you argue for or against a visible presence of the police in schools as one measure of curbing the scourge of violence. Smith, D.C. & Sandhu, D.S (2004). Towards a positive perspective on violence prevention in schools: Building connections. Journal of Counselling and Development, Vol.82 pp 287-293 In a 300-word paragraph, compare the incidents in the pasted newspaper article and the original text in this assignment, highlighting similarities and differences in causes, effects, and responses. (15 marks) • Similarities=5 marks • Differences=5 marks • Language =3 marks • Structure =2 marks How Cults Become Religions by John D. Carl John D. Carl is a college professor and textbook author. In the following adapted essay, he discusses how religious institutions evolve. 1. Sociologist Emile Durkheim believed that religion binds the community together through ritual and tradition. Although most societies have some sort of dominant religion, there are many different religions, each of which comes with its own set of beliefs and customs. But how does a set of beliefs become an accepted religion? Religions go through a series of stages as they become an integrated part of society. 2. Sociologically, all religions begin as cults. Cults are new religious movements led by charismatic leaders with few followers. The teachings and practices of cults are often at odds with the dominant culture and religion, so society is likely to reject the cult. For example, since the Chinese revolution, the Chinese government has cracked down on any faith-based group that it considers to be nonconformist, according to Jonathan Kaiman, journalist for the Guardian. The Chinese authorities consider a cult such as Falun Gong to be subversive and have tried to obliterate it. In 1999, the Chinese authorities initiated a crackdown on Falum Gong members. According to human rights groups, thousands of practitioners have been imprisoned. 3. A cult demands intense commitment and involvement of its members, and it relies on finding new adherents by using outside recruitment. Most cults fail because they cannot attract enough followers to sustain themselves. However, once a cult has enough members to support itself, it becomes a sect. Sects still go against society’s norms, but members have greater social standing and are usually better integrated into society than cult members are. As a result, sect members are less likely to be persecuted by the dominant society. For instance, in the United States, the Church of Scientology and the Unification Church are more or less integrated into society. As time passes and the sect grows, the members tend to become respectable members of society. For example, the Church of Scientology boasts Tom Cruise and John Travolta as followers. 4. Eventually, sects can evolve into a church. The term church does not specifically refer to a building or a denomination of a religion; instead, it is a large, highly organized group of believers. Churches are bureaucratized institutions and may include national and international offices, and leaders must undergo special training to perform established rituals. A good example is the Catholic Church, where priests go to special colleges to get ordained. The Catholic Church maintains a strict hierarchy in the offices of the Church. According to the Pew Research Center, about 25 percent of the population of the United States is Catholic. There are just under two hundred dioceses overseen by bishops, and each diocese has individual parishes, which are run by priests. 5. If a church becomes highly integrated into the dominant culture, it may join with the state. A state religion, or theocracy, is formed when government and religion work together to shape society. Citizenship automatically makes one a member, so most citizens belong to the dominant religion. For example, Iran has a theocratic government and goes so far as to place religious leaders at the pinnacle of executive government decision-making. The Grand Ayatollah holds the highest political office and is the moral authority in Iran. Vatican City is another example of a theocracy because the community is ruled by an established religious organization, and the Pope is the head of state. 6. As societies modernize, religions begin going through secularization, which is the overall decline in the importance and power of religion in people’s lives. Institutional religion weakens as societies become more scientifically advanced. Sociologists generally argue that as a civilization becomes more complex, people become less tied to the “old ways” and are more inclined to pursue other avenues. This phenomenon seems to indicate that secularization is inevitable. According to the Web site PollingR, there has been a decline in the number of people in the United States who say that religion is very important in their lives, while the number of people who say it is fairly important has risen. The number of people who say that religion is not very important in their lives has doubled since 1965. 7. Durkheim argues that religious beliefs are intrinsically connected. Cults begin by endorsing practices outside of the dominant religion, but eventually some cults integrate into society. Religions in general function to provide cultural norms and values that bind followers together. Because human beings desire knowledge about the meaning of life and the purpose of death, they have developed complex belief systems, which have developed into various great religions. Short Paragraph Questions: Each question is worth 10 marks. 1) Read chapter 16 of the prescribed book (from page 224) and summarize the developmental stages of religion in your own words. 2) Compare and contrast a theocratic government with a democratic government. 3) Imagine that you are ‘Emile Durkheim’ the sociologist. Write a short argument stating her position on religion. (Do not paraphrase or copy directly from the text, use your own research-based ideas, and cite sources accordingly). Begin this way: ‘Religion binds the community together through ritual and tradition.’ 4) Now write a counterargument or an opposing argument. (Do not paraphrase or copy directly from the text, use your own research-based ideas, and cite sources accordingly). Begin this way: ‘Religion divides the community apart through ritual and tradition’ 5) As societies modernize, they also become more secular. In one paragraph, describe the causes and effects of secularization based on any society of your choice.