ENG1503: Academic Language & Literacy | Assignment 1
ENG1503 ASSIGNMENT 1 | ACADEMIC LANGUAGE & LITERACY |
COMPLETE ANSWERS & GUIDE 2026 | DISTINCTION GUARANTEED
UNIVERSITY OF SOUTH AFRICA
ENG1503
Academic Language & Literacy
ASSIGNMENT 1
Student Name Jane Doe
Student Number 12345678
Module Code ENG1503
Due Date 31 March 2026
Assignment Number 01
SECTION 1: INTRODUCTION
Academic literacy is the ability to read, write, and communicate effectively within an academic context.
It encompasses a range of skills, including critical thinking, the ability to construct coherent arguments,
proper citation practices, and an understanding of disciplinary conventions. In the context of higher
education, academic literacy is not merely a technical skill but a social practice that shapes how students
engage with knowledge.
This assignment explores the concept of academic language and literacy, with a specific focus on how
students at university level develop these competencies. Drawing on theoretical frameworks as well as
personal reflection, the discussion aims to demonstrate an understanding of why academic literacy
matters and how it can be cultivated in everyday learning environments.
Page 1 of 5
, ENG1503: Academic Language & Literacy | Assignment 1
The assignment is structured into three main sections: an introduction to key concepts, an analysis of a
provided text, and a personal reflection on the student's own academic literacy journey.
SECTION 2: ANALYSIS OF PRESCRIBED TEXT
2.1 Summary of the Text
The prescribed text for this assignment examines the role of language in shaping academic identity. The
author argues that students who enter university from non-English-speaking backgrounds often face a
double challenge: not only must they master the content of their disciplines, but they must
simultaneously acquire the language through which that content is communicated. This phenomenon,
sometimes referred to as the 'language burden,' can significantly affect academic performance and
student confidence.
2.2 Identification of Key Arguments
The author presents three central arguments in the text:
• Language is not a neutral tool: The text emphasises that language carries ideology and power.
Academic English, in particular, reflects the values and norms of dominant academic cultures.
• Literacy is context-dependent: What counts as 'literate' behaviour varies across disciplines
and institutions. A student may be considered literate in one context but not in another.
• Support structures matter: The author contends that universities have a responsibility to
provide scaffolded support for students who are still developing academic language skills,
rather than simply expecting all students to arrive 'ready.'
2.3 Critical Evaluation
The arguments presented in the text are largely persuasive and are supported by relevant research from
the fields of applied linguistics and higher education. The author draws on Cummins's (1979) distinction
between Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language
Proficiency (CALP), which provides a useful theoretical lens for understanding why students may
appear fluent in everyday conversation but struggle with academic writing.
Page 2 of 5
ENG1503 ASSIGNMENT 1 | ACADEMIC LANGUAGE & LITERACY |
COMPLETE ANSWERS & GUIDE 2026 | DISTINCTION GUARANTEED
UNIVERSITY OF SOUTH AFRICA
ENG1503
Academic Language & Literacy
ASSIGNMENT 1
Student Name Jane Doe
Student Number 12345678
Module Code ENG1503
Due Date 31 March 2026
Assignment Number 01
SECTION 1: INTRODUCTION
Academic literacy is the ability to read, write, and communicate effectively within an academic context.
It encompasses a range of skills, including critical thinking, the ability to construct coherent arguments,
proper citation practices, and an understanding of disciplinary conventions. In the context of higher
education, academic literacy is not merely a technical skill but a social practice that shapes how students
engage with knowledge.
This assignment explores the concept of academic language and literacy, with a specific focus on how
students at university level develop these competencies. Drawing on theoretical frameworks as well as
personal reflection, the discussion aims to demonstrate an understanding of why academic literacy
matters and how it can be cultivated in everyday learning environments.
Page 1 of 5
, ENG1503: Academic Language & Literacy | Assignment 1
The assignment is structured into three main sections: an introduction to key concepts, an analysis of a
provided text, and a personal reflection on the student's own academic literacy journey.
SECTION 2: ANALYSIS OF PRESCRIBED TEXT
2.1 Summary of the Text
The prescribed text for this assignment examines the role of language in shaping academic identity. The
author argues that students who enter university from non-English-speaking backgrounds often face a
double challenge: not only must they master the content of their disciplines, but they must
simultaneously acquire the language through which that content is communicated. This phenomenon,
sometimes referred to as the 'language burden,' can significantly affect academic performance and
student confidence.
2.2 Identification of Key Arguments
The author presents three central arguments in the text:
• Language is not a neutral tool: The text emphasises that language carries ideology and power.
Academic English, in particular, reflects the values and norms of dominant academic cultures.
• Literacy is context-dependent: What counts as 'literate' behaviour varies across disciplines
and institutions. A student may be considered literate in one context but not in another.
• Support structures matter: The author contends that universities have a responsibility to
provide scaffolded support for students who are still developing academic language skills,
rather than simply expecting all students to arrive 'ready.'
2.3 Critical Evaluation
The arguments presented in the text are largely persuasive and are supported by relevant research from
the fields of applied linguistics and higher education. The author draws on Cummins's (1979) distinction
between Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language
Proficiency (CALP), which provides a useful theoretical lens for understanding why students may
appear fluent in everyday conversation but struggle with academic writing.
Page 2 of 5
