UNIVERSITI TEKNOLOGI MARA

COURSE INFORMATION (SEMESTER OCT-FEB2021)

COURSE: EPE 630

RESOURCE PERSON: DR. MOHAMMAD RADZI BIN MANAP
MODE: ODL / *BL (*% F2F & ODL)
*For BL, please indicate the weeks for F2F

1. REVISED WEEKLY SCHEDULE

WEEKS (New) ALS426 LANGUAGE & LINGUISTICS

Course Introduction
Assessments for this course
1
Review of Reading Strategies: Literal Comprehension
Main/implied main ideas, supporting details,vocabulary

Applying of Reading Strategies:

Advanced level reading passage
2
Class Activity
Students to read text and answer questions applying the reading
strategies learnt.

Critical Comprehension: author’s intent, tone, argument

presented in the passage, drawing logical conclusions

Class Activity
Students to read the passage and critically analyse the text.
3
Students to identify the argument presented in the passage.
Comment on the attitude of the author. Pick out the language
depicting the tone.
Students to draw logical conclusions.

Cont.. Develop critical comprehension:

Identifying controversial issue
Making Assumptions

Watch the following video:

https://podcasts.apple.com/us/podcast/why-we-need-to-fight-
4
misinformation-about-vaccines/id470623037?i=1000443554866

Class Activity :
1. Discuss why vaccination is a controversial issue.
2.What are some of the assumptions the author made about
misinformation on vaccination.

1
 Writing:
Write to the editor of The Star on your views about vaccination in
Malaysia.

cont…. Critical Comprehension

Evaluate Argument Issues, Implications, assumptions,

completeness of argument, Inference vs Implication ,Inference vs
Conclusions
5
Class Activity
Students to watch https://www.youtube.com/watch?v=BqSxjmvXzzY
and write out 2 inferences and 2 conclusions based on the video they
watched

Revision for Test

Do past year tests.
6
Evaluation - TEST ( 2 Hrs)

Revision for Academic Writing

Literature Review Assignment to be given to students
Students to use the book “Academic Writing Matters! A comprehensive
Guidebook for Academic writing ( Feb 2020 Mc Graw Hill) Complimentary
book ( and hard /soft copy of answer key) for lecturer is available at ABA
Book Store.
Lecturer to revise the following topics
• APA Documentation
• Paraphrasing Summarising,
• Quoting,
• Synthesizing
7
Class Activity:
Students to do the following exercises
Chapter 3 pg 49-51
Chapter 4 pg 79 to 81
Chapter 5 Practice 3
Chapter 6 pg 165 to 168
Upload your answers to your personal folder in Google classroom .
The lecturer will discuss the answers with you and highlight the key
points on the above topics.

Writng literature review:

8
Students to watch https://www.youtube.com/watch?v=Ry_54WleO7Y
a brief introduction to literature review

2
 Go through the slides presented by your lecturer on
• What is Literature review?
• Why do literature review
• Different types of literature reviews
• Structure of literature review

Choosing Topic and

Literature review Matrix

***Students will work in groups of three or less.

Each group to decide on a topic and discuss with the class lecturer.
When choosing topic, each group to come up with two possible topics
which will be used for literature review assignment and poster
presentation project.
Class activity/Take Home exercise:
For each topic, read at least 4 articles and upload in the group’s
folder. To ensure that students read the articles, evaluative annotated
bibliography for each of the articles must be uploaded too. (Refer to
Academic Writing Matter! Chapter 7 for evaluative annotated
bibliography)
Each group to discuss topic with lecturer. Students can only use
lecturer approved topics. There should not be duplication of topics
and students caught using seniors’ work will fail this course.
Lecturer to instruct students on how to do a literature review matrix.
Sample of lit review matrix will be provided .
Students to search for suitable articles .
A minimum of 15 articles to be used for the lit review matrix.
Students to prepare the lit review matrix.

Writing a standalone literature review

( Work on assignment)

Discussion, practice ex on writng literature review, assignment

Provide students with ONE sample standalone lit review . Discuss

and analyse the standalone lit review.
9
Class Activity:
Practice writing standalone literature review
(All articles used need to be uploaded on the folder
Complete the assignment and submit to Turnitin. Similarity report
should be less than 30 % .
Assignment due on week 10 . Upload assignment to group folder.
Include literature review matrix and similarity report in the
appendices)
10
Project : Poster Presentation

3
 Project sheet to be distributed to students. Students will remain in the
same group. Lecturers to show sample posters.
Lecturer to go through slides on Steps to create a poster
Refer to chapter 11 : How to create a conference poster. From
Academic Writing Matters! Book

Class Activity
Do exercises on how to write research questions Page 223.

cont.. Create a research poster: extracting information,

synthesizing ,draft poster

Group activity:
Groups to come up with the 2 to 3 research questions based on the
lit. review topic . Groups to discuss the research questions with class
lecturer and fine tune the Research questions
11
Lecturer to check and monitor group’s work. Lecturer to check
research questions.

Groups to work on the findings for methods and findings of the poster

* All materials used and written for the poster presentation need to be
uploaded to the group folder.

Cont.. Discussion on content, layout, design , text, editing

Conclusion , Discussion, Introduction,
Finalizing content of Poster

12 Consultation with Lecturer:

Lecturers to supervise the content written for the poster.

Group Activity
Students to write the conclusion, discussion and introduction section

Virtual Poster Presentation Exhibition:

Preparation of additional material , handling questions/feedback,
uploading poster to YouTube.

Group Activity:
13 Students to start drawing out the layout of the poster in consultation
with the class lecturer.
Video recording and editing poster.
Uploading virtual poster to YouTube.

Oral Presentation
14
Oral presentation, submission of project, course feedback

4
 2. CHANGES IN ASSESSMENT

CURRENT (March 2020) PROPOSED (Oct-Feb2021)

CLO
Wk ASSESSMENT Wk ASSESSMENT*
Examine critically journalistic • TEST 6 • TEST
and academic articles in the
field of Social Sciences and
humanities
CLO 2
Demonstrate critical • Assignment : Standalone 10 • Assignment :
understanding and Literature Review + SLR Standalone Literature
professionalism through Matrix Review
literature review in the field
of social sciences and
humanities
CLO6
Organize information • VirtualPoster Presentation • VirtualPoster
management through poster 13 Presentation /Oral
presentation in the field of Presentation
Social Sciences and
Humanities
CLO8
Demonstrate effective • Oral Presentation 14 • Oral Presentation
communication in research
presentation in the field of
Social sciences and
Humanities
CLO5

3. ASSESSMENT INSTRUCTIONS

WEEK ASSESSMENT INSTRUCTION INFO

6 TEST

10 STANDALONE LITERATURE REVIEW (SLR) SLR (25%)

SLR is the second assignment that carries 30%. This includes 5% of SLR Matrix (5%)
SLR Matrix. Group/Individual

13 VIRTUAL POSTER PRESENTATION 30%

Poster presentation ( group work)carries 30 %.evaluated on the Group Work
poster itself ( content, visuals, layout etc refer to descriptors) . At
the poster presentation , audience may ask questions / comments
etc. Oral presentation ( individual marks) based on class
presentation of the poster ( to include questions, comments from
public and how they handled the Q&A. ( Refer to descriptors)
5
 For poster presentation , you can use the following book, Chapter
11: Creating Conference Posters
- steps to create a poster
- selecting content
- layout and design

Sample
https://www.youtube.com/channel/UCXMqvGBCagZU1mQXHKR98XA/.

14 ORAL PRESENTATION

6
SAMPLE OF POSTER
TITLES

7
 EPE630 Previously Chosen Topics (Semester 20202)

Topic: Lexical Ambiguities in Malaysia News Headlines and it's Psychological Effects
Members:1. Nik Zakwan 2. Amirul Iman3. Amirah Arizan4. Izleen Suraya

Topic : The Impact Of English Second Language Acquisition On Cognitive Development Among Children
Under 12 years old.1. Amaal Fatihah mohamed 2. Layla Salikin Razali 3. Nur Qamarina Najwa Hussin

Topic : English Language Learning Difficulties Encountered By Students With Dyslexia

1. Ahmad Ismail 2. Shahiran Suhairi 3. Nazirul Haziq

Topic : The Effects Of Task-Based Language Teaching On Efl Learners' Writing Performance
1. Muhammad Danial 2. Noor Fazreena 3. Fitri Nur Aina

Topic: Analysis of Grammatical Errors Among Malaysian ESL Students

1. Humaira Mohamad 2. Nur Syuhada Mohd Rozman 3. Nur Aidurrah Balqis Norazley
Topic: Integrating Audio Visuals For Teaching English Language Skills In Classroom Among Universities
Undergraduates in Malaysia
1. Nur Husna Ahmad Sazali 2. Wan Sahanaya Sukardi 3. Shafira Atika Abdullah

Topic: Problems In English communicating Skills Among Language Learners

(Fakhry, Nurin, Anis Aleeya)

Topic: Being A Bilingual Child (Asyirah, Insyirah & Phil)

Topic: Impacts of english language in tourism on the economy of third world nations.( Asma, Rahmah, Rabiatul)

Topic: Gamification as a medium for learning English language(Alina, Aliaa, Athirah)

Topic: Offensive Language among Youths(Cass, Hana, Azira)

Topic: The Impact Of English Language Proficiency In Corporate Communication(Nik, Juairiah, Anis Amiera)

Topic: Teaching English in Non-English Native Countries

Topic: How Music and Language Interact1. Adriana Vanessa 2. Aina Sofea 3. Angelina Sangan

Title: Malaysian English Slang Members:1. Hani2. Shahirah3. Shafina

Title: Language and Social Class Members:1. Halimatul Saadiah2. Alifah ilyana3. Wafanurusyida

Title: Language and Gender: Feminism language Members:1. Nurul Huwaida2. Nur Hanani3. Aimi

Title: Influence Of Social Media On Spoken Language Members: 1. Amira Shuhada2. Ummi Syaherah3. Shuhada
Nabila

Title: Effects of subtitling on Language Learning. Members:1. Nur Izzati Najihah2. Nur Hafizah3. Vanessa

Title: Gender Differences In Language Use Members:1. Nurul Nadia2. Norsyafigah3. Natalie Nicole

Title: Influence Of Movies On English Language Use Among Teenagers Members:1. Adhila2. Eliza 3. Batrisyia

Title: An Analysis of Different Communication Styles in the Workplace between Baby Boomers and Generation
Y GROUP MEMBERS: -NUR ALEA NATASHA BINTI HADDAD (2017133273)-NUR IMAN AYESYA BINTI SALLEH
(2017343447)-WAN MUHAMMAD ATIF BIN AHMAD TAJUDDIN (2017906553)

8
Title: The Impact of Youtube for Second Language Acquisitiin Among Learners
GROUP MEMBERS: -AIN NAJIHA BT AMEER SOEKRE (2017175545)-NUR SHAHMIRA HANIM BT DZAHARI
(2017525535)-NURUL IZZA BT MOHD ALIAS (2017301211)

Title: Internet And Technologies Of The Digital Era Are Killing Minority Languages
GROUP MEMBERS:-ADLIN NADHIRAH BINTI MOHD ROSLAN (2017159483)- NUR SYAFIQAH BINTI AB BASIR
(2017729011)-MUHAMMAD SHAZWAN BIN MOHD. RAZMAN (2017595569)

Title: Early Childhood: English Learning And Development As A Second Language.

GROUP MEMBERS:- INTAN FARHANA BINTI RAMLI (2017944047)- NUR HAYATI BINTI SALLEH (2017916677)
c. ZAHUREN ASHRAF BINTI AZHAN (2017113087)

Title : Language Revival: Revitalizing the Maori Language.

GROUP MEMBERS-MUHAMMAD NAJEEMY BIN SYAHRUL ARULDASS (2017128413)-WAN NUR SYAZWANI
HAZLIN BINTI WAN SUHAILI (2017951209)-WAN NUR SYAFIA BINTI WAN MUHAMED SABRI (2017306415)

Title : XENOGLOSSOPHOBIA: Causes and Effect towards Highschool Students in Malaysia

Members:1. Nur Syamin Azwin Binti Mohd Yusof (2017596201)2. Nurul Aqilah Binti Mohd Ali (2017623154)
3. Isaac Sebastian (2017537223)

Title: English Language in Malaysia: A Unifying Language in the Malaysian Education System
Members:1. Muhammad Syazwan bin Ahmad Nazri (2017383075)2. Nur Maizatul Aqmal binti Mohamad
(2017173885)3. Nur Alyaa binti Nazeri (2017725399)

Title: The Importance of Psychology of Language in the Modern Era.

GROUP MEMBERS:- AUNI FARAH AZIRA BINTI AZIZ (2017144705)- RABIATUL ADAWIYAH BINTI ZAINAL ABIDIN
(2017748411)

9
 STANDALONE
LITERATURE
REVIEW SCORING
RUBRIC

10
 EPE630
STANDALONE LITERATURE REVIEW SCORING RUBRIC
Name:___________________________ UiTM NO:_________________
Adapted from University of Pittsburgh , grading literature review
CRITERIA INADEQUATE DEVELOPING PROFICIENT Score
1-2 3-4 5
Introducing the Neither implicit nor Readers are aware of the The topic is introduced,
idea: Problem explicit reference is overall problem, and groundwork is laid
statement made to the topic that challenge, or topic that is as to the direction of the
(2x) is to be examined. to be examined report

/10
Body: Flow of the The report appears to There is a basic flow Readers are aware of the
report have no direction, with from one section to the overall problem,
(2x) subtopics appearing next, but not all sections challenge, or topic that is
disjointed. or paragraphs follow in a to be examined
natural or logical order. /10
Coverage of Major sections of All major sections of the The appropriate content
content pertinent content have content are included, but is covered in depth
(2x) been omitted or not covered in as much without being redundant.
greatly run-on. The depth, or as explicit, as Sources are cited when
topic is of little expected. Significance to specific statements are
significance to the purpose is evident. made. Significance to
purpose. purpose is
unquestionable /10
Clarity of writing It is hard to know what Writing is generally Writing is crisp, clear,
and writing the writer is trying to clear, but unnecessary and succinct. The writer
technique express. Misspelled words are used. Meaning incorporates the active
(1x) words, incorrect is sometimes hidden. voice when appropriate.
grammar, and Paragraph or sentence Meaning is explicit.
improper punctuation structure is too
make reading difficult. repetitive.
/5
Conclusion: A There is no indication The author provides The author was able to
synthesis of ideas, the author tried to concluding remarks that make succinct and
and evaluation or synthesize the show an analysis and precise conclusions
research question information or draw a synthesis of ideas based on the review.
(2x) conclusion. No occurred. Some of the Insights into the problem
evaluation or the conclusions, however, are appropriate.
evaluation is were not supported in the Conclusions and the
unfocused. body of the report. evaluation are strongly
evaluation is reached . supported in the review.
/10
Citations/Referen No in text-citations for Citations within the body All needed citations
ces: Proper APA statements were of the report and a were included in the
format included in the report, corresponding reference report. References
or references which list were presented. matched the citations,
(1x) were included were Some formatting and all were encoded in
not found in the text. problems exist, or APA format.
components were
missing. /5

/50

Total 50 marks convert to 25% /25

Literature Review Matrix 5% /5

Grand Total (30%) /30

11
ORAL PRESENTATION
SCORE SHEET

12
 ADVANCED READING
ORAL PRESENTATION (20 %) SCORE SHEET
NAMES INTRO CONTENT/ DELIVERY SYNTHESIS/ LANGUAGE HANDLING QUES/ TOTAL (divide by 3)
CLARITY SUMMARY FEEDBACK
4 marks 20 marks 8 marks 12 marks 12 marks 8 marks /60 20%
GROUP
1.
2
3
GROUP
1
2
3
GROUP
1
2
3
GROUP
1
2
3
GROUP
1
2
3
GROUP
1
2
3
GROUP
1
2
3

Class lecturer Signature:_________________________________________ Date of assessment: ____________________________________________

Class lecturer name:____________________________________________

13
 STANDALONE
LITERATURE REVIEW
ASSIGNMENT
INSTRUCTION

14
 UNIVERSITI TEKNOLOGI MARA
EPE 630 ASSIGNMENT

COURSE : ADVANCED READING

COURSE CODE : EPE 630
SEMESTER : MAY 2020

INSTRUCTIONS TO CANDIDATES

1. This question paper consists of one (1) question.

GROUP ASSIGNMENT: STANDALONE LITERATURE REVIEW

INSTRUCTION
Choose 15 journal articles from the year 2013 onwards that are related to your
topic. Your lecturer needs to approve your topic and selected articles. Write a
standalone literature review of about 1000 to 1250 words.

Areas:
a) English Language in Malaysia
b) Professional Communication
c) Language and Tourism
d) Language and Education
e) Language and Business
f) English Language Studies

Topics
To get approval of your topic , you need to show your lecturer that your group has
read and written annotated bibliographies on at least 5 articles on a chosen topic .
You are required to provide 3 research questions on the topic.

Your topic should not be a FYP topic used in you cohort. There should not be any
duplication of topics among the 4 classes. If you plagiarize or use your seniors’ work’,
your group will get zero marks for this assignment.

Notes:

15
What is a literature review?
A literature review summarizes, interprets, and critically evaluates existing
"literature" (or published material) to establish current knowledge of a subject.

What should I include in my literature review assignment?

Your literature review assignment should include the following:
• The main ideas, theories and concepts related to your topic.
• Areas of agreement and disagreement related to your topic
• Any problems or gaps in the literature related to your topic.

Here are some things to think about:

• What are some common themes?
• Compare and contrast the various findings, arguments, theories, and
methodologies in the literature.
• What do the authors agree or disagree about?
What are the major areas of disagreement, controversy, or debate?
• Critique the literature.
Synthesise and evaluate the research, do not just describe, or report it.
Look for any assumptions or bias in the literature.

What format should I use?

This standalone literature review is a piece of formal academic writing so include
the following sections:
Introduction
Body
Conclusion
References (Use APA style)

• Write the title of your research and your research questions at the
top of your paper before you start writing the literature review.
• Attach your group’s table of literature review matrix (minimum 15
entries) to the literature review assignment.
• Attach the Turnitin report with the assignment. The similarity index
should not be more than 30%.

Date of submission: Friday , Week 10

Prepared By:

Prof Madya Dr Krishnakumari

Resource Person EPE630

END OF QUESTION PAPER

16
SAMPLE OF TEST

17
 LG/MAY 2020 /EPE630
CONFIDENTIAL

UNIVERSITI TEKNOLOGI MARA

TEST

COURSE : ADVANCED READING

COURSE CODE : EPE 630
EXAMINATION : MAY 2020
TIME : 2 HOURS

INSTRUCTIONS TO CANDIDATES

1. Answer ALL questions.

2. Fill in the details below.

UiTM Student Card No : ________________________________

Programme Code : ________________________________

Group : ________________________________

Name of Lecturer : ________________________________

3. Do not bring any material into the examination room unless permission is given by
the invigilator.

18
TOTAL MARKS: 40 MARKS
Read the following article by Hannah Nichols (2017), and answer ALL the questions that
follow.

I There is increasing research focused on the impact of video gaming on the brain. At a
glance, more than 150 million people in the United States play video games regularly, or
for at least 3 hours per week. The average American gamer is a 35-year-old adult, with 72
percent of gamers aged 18 or older. For video game use by children, most parents – 71
percent – indicate that video games have a positive influence on their children’s life. Video 5
game sales continue to increase year on year. In 2016, the video game industry sold more
than 24.5 billion games – up from 23.2 billion in 2015, and 21.4 billion in 2014.

II The top three best-selling video games of 2016 were Call of Duty: Infinite
Warfare, Battlefield 1, and Grand Theft Auto V. These games fall into the first-person
shooter or action-adventure genres – the top two genres, accounting for 27.5 percent and 10
22.5 percent of sales, respectively. First-person shooter and action genres often stand
accused of stirring aggression and causing violence and addiction.

III Decades of research examining video gaming and violence have failed to reach consensus
among scientists. Scientists have been unable to find a causal link between playing video
games and acts of violence in the real world. A growing body of evidence, however, shows 15
that video gaming can affect the brain and, furthermore, cause changes in many regions of
the brain. Game addicts have functional and structural changes in the neural reward system.
Scientists have recently collected and summarized results from 116 scientific studies to
determine how video games can influence our brains and behaviors. The findings of their
review were published in Frontiers in Human Neuroscience. “Games have sometimes been 20
praised or demonized, often without real data backing up those claims. Moreover, gaming
is a popular activity, so everyone seems to have strong opinions on the topic,” says Marc
Palaus, first author of the review.

IV By looking at all research to date, Palaus and team aimed to observe whether any trends
had emerged with regard to how video games impact the structure and activity of the brain. 25
A total of 22 of the reviewed studies explored structural changes in the brain and 100 studies
analyzed changes in brain functionality and behavior. Results of the studies indicate that
playing video games not only changes how our brains perform but also their structure. For
example, video game use is known to affect attention. The studies included in the review
show that video game players display improvements in several types of attention, including 30
sustained attention and selective attention. Furthermore, the regions of the brain that play a
role in attention are more efficient in gamers compared with non-gamers, and they require
less activation to stay focused on demanding tasks.

V Evidence also demonstrates that playing video games increases the size and competence of
parts of the brain responsible for visuospatial skills – a person’s ability to identify visual 35
and spatial relationships among objects. In long-term gamers and individuals who had
volunteered to follow a video game training plan, the right hippocampus was enlarged.
Researchers have discovered that video gaming can be habit forming – a phenomenon
known as “Internet gaming disorder.” In gaming addicts, there are functional and structural
alterations in the neural reward system – a group of structures associated with feeling 40
pleasure, learning, and motivation. Exposing video game addicts to game-related cues that
cause cravings, and monitoring their brain responses, highlighted these changes – changes

19
 that are also seen in other addictive disorders. “We focused on how the brain reacts to video
game exposure, but these effects do not always translate to real-life changes,” notes Palaus.
The research into the effects of video gaming is still in its infancy and scientists are still 45
scrutinizing what aspects of gaming impact what brain regions and how. “It’s likely that
video games have both positive (on attention, visual and motor skills) and negative aspects
(risk of addiction), and it is essential we embrace this complexity,” Palaus continues.

VI A team of researchers from the Florida State University has stated that people should be
skeptical of adverts that promote an increase in the performance of the brain that results 50
from brain training games. They have said that science does not support these doubtful
claims. Playing brain-training games did not improve cognitive abilities in older adults.
“Our findings and previous studies confirm there’s very little evidence these types of games
can improve your life in a meaningful way,” says Wally Boot, associate professor of
psychology, an expert on age-related cognitive decline. People are increasingly under the 55
impression that brain-training apps will safeguard them against memory loss or cognitive
disorders.

VII Researchers tested whether playing brain-training games improved the working memory of
players and thus improved other cognitive abilities, including reasoning, memory, and
processing speed – a process scientists call “far transfer.” However, this was not the case. 60
“It’s possible to train people to become very good at tasks that you would normally consider
general working memory tasks: memorizing 70, 80, even 100 digits,” explains Neil
Charness, professor of psychology and a leading authority on aging and cognition. “But
these skills tend to be very specific and not show a lot of transfer. The thing that seniors, in
particular, should be concerned about is, if I can get very good at crossword puzzles, is that 65
going to help me remember where my keys are? And the answer is probably no,” he adds.
Charness points out that if your goal is to improve cognitive function, then aerobic exercise
may help. Some research has found that aerobic activity rather than mental activity
enhances the brain.

VIII In contrast, a study published in Nature found that through the use of a specially designed
3-D video game, cognitive performance could be improved in older adults and some of the 70
adverse effects on the brain associated with aging, reversed. A small amount of brain
training can reverse age-related brain decline. Scientists at the University of California-San
Francisco (UCSF) clarify that this provides a measure of scientific support in the brain
fitness arena – criticized for lacking evidence – that brain training can stimulate meaningful
and lasting changes. After 12 hours of training over the period of a month, study participants 75
aged between 60 to 85 years improved performance on the game that surpassed that of
individuals in their 20s playing the game for the first time. Moreover, two other significant
cognitive areas were improved: working memory and sustained attention. These skills were
maintained 6 months after completion of their training.

IX “The finding is a powerful example of how plastic the older brain is,” says Dr. Adam 80
Gazzaley, Ph.D., UCSF associate professor of neurology, physiology and psychiatry and
director of the Neuroscience Imaging Center. Dr. Gazzaley notes that it is encouraging that
even a little brain training can reverse some of the brain decline that occurs with age. A
recent study conducted by neurobiologists at the University of California-Irvine (UCI)
found that playing 3-D video games could exceed expectation of the formation of 85
memories. Participants were allocated to either a group that played video games with a 2-
D environment or a 3-D environment. After playing the games for 30 minutes per day for
2 weeks, the students were given memory tests that engaged the brain’s hippocampus.
The participants in the 3-D group significantly improved their memory test scores compared
with the 2-D group. The 3-D group’s memory performance increased by 12 percent – the 90
same amount that memory performance usually declines by between 45 and 70 years of
age.

20
 X “First, the 3-D games have a few things the 2-D ones do not,” says Craig Stark, of UCI’s
Center for the Neurobiology of Learning & Memory. “They’ve got a lot more spatial
information in there to explore. Second, they’re much more complex, with a lot more 95
information to learn. Either way, we know this kind of learning and memory not only
stimulates but requires the hippocampus.” Strategy video games, in particular, have shown
promise in improving brain function among older adults and may provide
protection against dementia and Alzheimer’s disease. “If the target is to improve older
adults’ cognitive control, reasoning, and higher-order cognitive skills, and stave off 100
dementia and Alzheimer’s disease as long as possible, then maybe strategy games are the
way to go,” informs Chandramallika Basak, assistant professor at the Center for Vital
Longevity and School of Behavioral and Brain Sciences at the University of Texas at
Dallas.

XI Basak, like Charness, agrees that cognitive training should come second to physical activity 105
programs when it comes to improving cognitive function. Physical fitness programs have
been linked with positive effects on cognition and brain function and structure. There is
evidence to suggest that video games may be a viable treatment for depression and improve
memory and mood in adults with mild cognitive impairment. The effect of video games on
the brain is a new area of research that will continue to be explored. We may just be scraping 110
the surface of the potential that video games could present in enhancing cognitive ability
and preventing cognitive disorders.

QUESTION 1
Find a word or phrase in the article that is similar in meaning to the following.

a) addiction (line 12) : ____________________________________

b) skeptical (line 50) : ____________________________________
c) enhance (line 57) : ____________________________________
d) surpass (line 76) : ____________________________________
e) stave off (line 99) : ____________________________________
(5 marks)

QUESTION 2

What is the issue being discussed in the article?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
(2 marks)

21
QUESTION 3
Write an inference that can be made based on the following statement made by the author in
Paragraph III.
“Games have sometimes been praised or demonized, often without real data backing up those claims.
Moreover, gaming is a popular activity, so everyone seems to have strong opinions on the topic,”
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
(3 marks)

QUESTION 4
Write TWO assumptions based on the statement in Paragraph V.
The research into the effects of video gaming is still in its infancy and scientists are still
scrutinizing what aspects of gaming impact what brain regions and how.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

(3 marks)

QUESTION 5
Name TWO intended audience of the text.
Explain why the author would want to direct this text for each of the particular audience.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
(3 marks)

22
QUESTION 6
Read the following statement in Paragraph VII
“The finding is a powerful example of how plastic the older brain is,”

What conclusion can you draw from the above statement?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
(3 marks)
QUESTION 7
Read the following exerpt in Paragraph XI.
The effect of video games on the brain is a new area of research that will continue to be explored. We may
just be scraping the surface of the potential that video games could present in enhancing cognitive ability
and preventing cognitive disorders.

What is the author’s tone and how is it conveyed in the excerpt. Provide examples from the exerpt.
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(3 marks)
QUESTION 8
What does the author imply when the author says “People are increasingly under the impression that
brain-training apps will safeguard them against memory loss or cognitive disorders.” (lines 55-56)
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(3 marks)
QUESTION 9
In your opinion, explain why do you think video gaming should be a suitable tool for cognitive
training.
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(5 marks)
QUESTION 10
State whether the argument in the essay above complete or incomplete.
Explain fully and support with evidence provided from the text as to why you think so.
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(5 marks)
QUESTION 11
Do you think video gaming can ever shed the stigma of being destructive and useless tools?
Discuss this in about 150 words.
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END OF QUESTION PAPER (5 marks)

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