Technicalities in writing workshops indigenous language

OPEN AND DISTANCE LEARNING
MODULE WRITING WORKSHOP:
INDIGENOUS LANGUAGES
Venue: Belvedere Tech Trs’ College
Dates: 05-08 April 2016
Topic: Technicalities in Module Writing
Presenter:
Alice Kuyayama-Tumbare
University of Zimbabwe
Department of Teacher Education

PROCESSES IN WRITING A
MODULE
 Structure of a Book
-Foreword? Overview?
-Chapters? Units?
-Dedication? Acknowledgements?
-Introduction (take off point)
-Aims / Purpose
-Conceptual analysis
-Content
- Self-check exercise? Activities?
-Assessment? Evaluation ?
-Summary? Conclusion?
-References? Bibliography? Further reading? Other Resources?
-Glossary?
 Audience / Target group
 Planning content, selection of content
 Ordering & sequencing of content
 Use of illustrative devices
 Language & communication e.g. style of presentation, noise, interpretation etc

OVERVIEW OF THE
PRESENTATION
 Techniques to employ when stuck
 Time wasters
 Incorporate information
 Plagiarism
 Referencing
 Sections normally omitted
 Preliminary pages

TECHNIQUES TO EMPLOY WHEN YOU
ARE STUCK
Sometimes ideas run dry, or your thoughts are
disconnected .
You don’t know where to begin or what shape
your chapter should take.
1. Start where you are most comfortable
Often, once you have some ideas written, one will
lead to another

ARE STUCK CONT’D
2. Outlines
 A list of points you might use in your unit/chapter,
including examples that come to mind
 Jot them, a word or phrase for each item
 Keeping the points brief makes them easier to read
and re-arrange
 Group the items on the list, move related points
together
 Arrange points so that each leads logically to the next
 Jot practical examples to strengthen ideas on the list
 Now you have a plan, the writing of the chapter may
proceed smoothly

ARE STUCK CONT’D
3. Taking a break
 Listen to music, go for window shopping, go for a
walk, ‘play’ with your child/children (something that
refreshes your mind)
 Do not do things that dampen your mind
 Commence writing after 30 minutes, something
might work out

ARE STUCK
CONT’D
4. Discussing with a friend
 Target a friend who will help you discover and organise
your ideas, not to tell you his/her ideas
 The best person here is not necessarily a good writer
but a good listener
 As you discuss, jot down points that come out
 As your friend seeks clarification, you may find yourself
coming up with brilliant ideas
 Do not make your friend write or dictate words for you
 Once you have some notes, you can be alone to make
an outline

ARE STUCK CONT’D
5. Reading around the title of the chapter
This includes:
 text books;
 journals
 magazines;
 posters;
 articles from the internet; and
 students’ assignments among others

TIME WASTERS
1. Starting over repeatedly
 Write a complete draft before making
major revisions
 When an idea comes to you out of
sequence, write it down on a separate
page, do not start all over again

TIME WASTERS CONT’D
2. Spending hours on an outline
 Revise your outline after the first draft
 When ideas run dry in the process, you can do with
‘naming the idea for each paragraph without detail

3. Writing with distractions
These distractions include:
 loud music;
 television;
 conversations in the background; and
 a new girl/boy-friend.
When you write you need to be focused, putting both
your physical and mental energy together. The
room/place you choose to write from makes a
difference.

4. Working with only one draft
 You may think you can save time by writing only
one draft
 It is not always possible to get everything
perfect the first time
 Usually it pays to write a draft, revise and make
another draft until you have a relatively perfect
unit/chapter

5. Worrying about Spelling, Punctuation and
Grammar
 The three cover the most common mistakes
 When putting together a draft, do not get distracted
with correctness
 Delay your concern for spelling, punctuation and
grammar until you complete your first draft
 ‘Putting a chapter together” takes you through the
stages of writing an essay i.e. from coming up with
ideas (in this case research) to proof-reading and
formatting

INCORPORATE
INFORMATION
 Do not copy chunks of information, write information in
your own words
 Do not overload paragraphs with quotations
 Lead into facts or quotations gracefully; e.g.
i) According to Chivore (2008)…
ii) Dozva in Mpofu (2010) states that…
iii) Kangai, Mamvuto and Maushe (2013) contend
that…
 When you present a fact or quotation, link it to the main
idea you are making. In your own words, clarify the
importance of the fact or opinion
 [NB: The art of writing is to be understood when you are
not there.]

INCORPORATE INFORMATION
CONT’D
Fact, point, quotation
 a quotation illustrates a point / fact
 it can be an interpretation
Balance the 3 different ways of presenting
information:
1) direct quotation
2) paraphrase
3) summary
You can also include:
 photographs;
 charts; and
 other visuals.

CONT’D
Direct quotation
Use the exact wording from your source and put
quotation marks e.g.
“Teaching involves knowledge, concepts and skills”
(Chivore , 1999, p. 26).
Maphosa (2005), views research as “an exciting,
problem-solving undertaking” (p. 14).
According to Pesanai and Chivore (2010), “a flexible
mind is a healthy mind” (p. 143).
In 2010, Pesanai and Chivore noted that “a flexible

INCORPORATE INFORMATION CONT’D
In fact, “a flexible mind is a healthy mind” (Pesanai &
Chivore, 2010, p. 143).
“A flexible mind is a healthy mind,” according to Pesanai
and Chivore (2010, p. 143) longitudinal study.
Pesanai and Chivore (2010) results indicate that “a flexible
If you want to use a long quotation, omit sections that do
not apply and use an ellipsis (…) to indicate the part you
have left out
A long quotation should be immediately followed, in the
same paragraph, by a discussion of the ideas you are
making about that quotation

INCORPORATE
INFORMATION CONT’D
Paraphrase
 Paraphrasing is taking someone’s information and
putting it into your own words
 A good place for paraphrase, rather than a
quotation, is in telling basic facts: dates, statistics,
places etc
 e.g. Pesanai (2011) is of the view that an illegality
can be legalised.
 Do not write information from your source verbatim,
use your own words
 You cannot half paraphrase. If you lift some of the
author’s exact words, use quotation marks around
them

INCORPORATE
Summary
 Summarising is taking a substantial amount of
information and condensing it
 You can summarise a passage, several pages, a
chapter, an entire article or book
 Use a summary when you want to cover a related
idea without too much detail

INCORPORATE
Visuals
 Visuals include: charts, maps, drawings and
photographs. These communicate information in a
small space.
 Visuals should have a purpose beyond looking
attractive
 Illustrations must give additional information or
clarify a statement in a section
 Your illustrations should be clear, not too big-not too
small
 Give each illustration a title, and place it into the
text right at the point where you have discussed it
 Provide the source of the illustration

INCORPORATE
Visuals continued: Presentation
Fig. 1.2: Communication process
Source: Designed by the author (2013)

CONT’D
Fig. 2.5: Components of language
Source: Adapted from Machado (2010, p. 49)

INCORPORATE
Fig. 3.6: Consonants-Age of Acquisition
Source: Adapted from Machado (2010, p. 122)

INCORPORATE
Fig. 8.7: Vengere Primary School ECD “B” graduates
Source: Photographed by the author (2012)

PLAGIARISM
Plagiarism is writing someone else’s facts,
quotations or opinions without acknowledging the
source. In other words, it is the theft of ideas
from others; copying others’ ideas without
acknowledging them. One pretends its his/her
original information.
It is understood that no one develops ideas in a
vacuum. We all get ideas from each other.
However, in academic writing, it is fundamental :
 to acknowledge your sources;
 to use appropriate referencing conventions; and
 to rework ideas into your own thinking.

PLAGIARISM CONT’D
Plagiarism has legal implications. This means
writers who are found guilty of plagiarism may face
harsh penalties. Intentional / unintentional plagiarism
and 1st
/ 2nd
time offenders is still plagiarism.
Remember, ignorance of law is no defence.
The UZ regards plagiarism in very serious light and
has a specific plagiarism policy. Materials we are
going to produce are going to be subjected to
euphorus (test to detect plagiarism).
This is done to protect the integrity of the University of
Zimbabwe and possible prosecution.

PLAGIARISM CONT’D
To avoid plagiarism:
 write your draft with your books closed. Do not write
with a book, magazine or website open next to you;
 do not copy and paste downloaded material; and
 do not make your sources take over the essay. Use
your own words and style, stressing what you find
important.
In this workshop, we also learn how to reference and
incorporate the ideas of others into our chapters.

REFERENCING
Reasons for Referencing
In the academy, referencing is a requirement that is
non-negotiable. Referencing:
 gives credit to authors who have been consulted;
 keeps the writer safe from charges of plagiarism;
and
 allows readers to find sources with minimum
difficulty for verification or to follow leads.

REFERENCING CONT’D
Different subject areas/institutions use different methods of
referencing.
Referencing / Citation Styles vary from discipline to discipline.
Common citation styles include:
 APA (American Psychological Association): used in natural and
Social sciences
 MLA (Modern Language Association): used in English and
literature courses
 CMOS (Chicago Manual of Style) and Turabian: 2 separate styles
widely used in journalism, art, history & economics
 Vancouver: mainly used in medical & scientific papers
 Harvard: similar to APA. Most used in the UK & Australia, APA in
USA. Encouraged for use with humanities.

REFERENCE LIST: THE APA
STYLE
The most widely used style in the social sciences is that of
the American Psychological Association (APA). The APA’s
rules for referencing are contained in:
 its Publication Manual (2001); and
 APA Style Guide to Electronic References (2007).
The following should be adhered to:
the reference list must be arranged in alphabetic order, by
authors’ last names;
 second & subsequent lines must be indented;
list only the sources that you referred to in your chapter;
do not number the list; and
double space the entire list.

THE APA REFERENCING STYLE
The APA (American Psychological Association) style
1. Book or pamphlet
Author (year). Title. City: Publisher.
One author
Tumbare, A. (2011). Parenting education. Harare:
Mupamombe Press.
Note all the full stops.
The sub-title begins with a capital letter,
First names are never spelt out. Write initials only.
Second and subsequent lines are indented.
Two authors, 2nd
, 3rd
edition etc
Dozva, M., & Dube, C. (2008). Child care: A
handbook for caregivers. (3rd
ed.). Mutare:
University of Zimbabwe Press.
Use a comma, space and ampersand (&) between the two authors.

Three, four, five or six editors
Mutarisi, M., Kanda, M., Magande, S., Tagwirei, A., &
Nkomo, V. (Eds.) (2012). Introduction to child class
management. (5th
ed.). Gweru: Longman.
Seven or more authors
Mutarisi, M., Kanda, M., Magande, S., Tagwirei, A., Nkomo,
V., & Dozva, M., et al. (2012). Research methods. (5th
ed.). Kadoma: College Press.
Only the first six authors are given, followed by et al.
Book with subtitle
Chivore, B. R. S. (2004). Eddison Zvobgo: A bibliographic
commentary. Masvingo: Shumba Press.
Precede the subtitle with a colon, and begin it with a capital letter

Chapter in an edited book
Mamvuto, A. (2011). Art elements and principles of
design. In F. Pesanai (Ed.), Teaching of Visual Arts
(2nd
ed., pp. 25-54). Harare: Zimbabwe Publishing
House.
Note: F. Pesanai not Pesanai, F. in this situation.
The title of the parent publication is italicised, not that of the
chapter.
Note the comma after (Ed.), before the title of the book.
Note also that ‘2nd
ed.’ and ‘pp. 25-54’ have been enclosed in one
set of parentheses, not two.

2. Magazines and Newspapers
Magazine article, numbered
Author (complete date, year first). Title of article. Title
of periodical, Volume(issue number), page(s).
Dozva, M. (2001, March 24). Reading levels. Teacher in
Zimbabwe, 23(4), 5─6.
The title of the parent publication including the comma are italicised.
The ‘strong’ words in the magazine/newspaper title are capitalised.
Place a full stop after the page range.
Magazines tend to omit volume & issue number from the headers and
footers on each page, preferring to give the date. Hence the month or
even day must be included: (2001, March 24). The month is never
abbreviated.

Magazine article, no author, unnumbered
20 new rules for a healthy life. (2003, June 12). Your Family,
pp. 53-54.
Issues of some magazines e.g. Your Family are not numbered,
hence the page range needs clarification in the form of ‘pp.’.
In the reference list this article will file before A, starting as it does
with a numeral (20 new rules…).
Newspaper article
Sithole, M. (2003, August 29). Education funding for children in the
formative years. Sunday Times, p. 5.
Omit the volume and issue numbers.
Include ‘p.’.

3. Article in a collection or Anthology
Author of article (year). Title of article. In Editor of book (Ed.),
Title of book (pages covered by article). City: Publisher.
Kurima, D. A. (2008). The gifted child. In C. H. Macheme
& R. Chatizwa (Eds.), Handbook on Inclusion. (3rd
ed.,
pp. 58─62). Mutare: Tumbare Printers.
Note: C. H. Macheme & R. Chatizwa not Macheme, C. H., & Chatizwa,
R.
The title of the parent publication is italicised, not that of the chapter.
Note also that ‘3rd
ed.’ and ‘pp. 25─54’ have been enclosed in one set
of parentheses, not two.
(To achieve a professional look insert an en dash which is longer than
a hyphen. No spaces)

4. Article in a journal [one author]
Author (year). Title of article. Title of Journal Volume
number, pages covered by article.
Chivore, B. R. S. (2012). Fundamentals in teacher
development. Zimbabwe Journal of Teacher Education,
2(5), 89-99.
The title of the parent publication, including the comma and the volume
are italicised.
There is no space between volume and issue number.
The ‘strong’ words in the journal title are capitalised.
Place a full stop after the page range.
Prior to 2007 the APA style did not require the issue number where the
journal had continuous pagination. This rule has been changed for the
sake of consistency. The issue number must now always be included.
In cases where it is not known, as when found in an abstracting journal,
e.g., it may be omitted.

Article in press
Dozva, M. (in press). Development of scientific
concepts among preschoolers. Zimbabwe Journal
of Teacher Education.
Note: no date, no volume, no page range for an article in
press.

Article in a journal [two authors]
Chivore, B. R. S., & Tumbare, A. (2012). Teacher
education curriculum issues. Zimbabwe Journal of
Teacher Education, 4(7), 92─112.
Use a comma, space and ampersand (&) between the two
authors
Article in a journal [seven or more authors]
Kangai, P., Gatsi, R., Dozva, M., Manatsa, P.,
Munetsi, C., Mamvuto, A., et al. (2010). Inclusive
education in the scheme of association. Zimbabwe
Journal of Teacher Education, 34(15), 105─122.
Only the first six authors are given, followed by et al.

5. Online material
Article in online journal found in a database
Maphosa, N. (2006). Handling adult learners.
Zimbabwe Journal of Educational Research, 68(2),
225─239. Retrieved from JSTOR database.
JSTOR is a searchable database containing the full text of
numerous journals.
It is available only to subscribers. Hence it would be
unhelpful to provide the URL (address).
The contents of JSTOR is stable and hence no date of
retrieval is necessary.
For unstable sources, a date is required.

Article from Routledge Encyclopedia of
Philosophy
Tumbare, A. (2004). Class and classroom
management. In M. Nyakabau (Ed.), Routledge
encyclopedia of philosophy. Retrieved from the
online Routledge Encyclopeda of Philosophy
The online version is available on subscription only, hence
it is not necessary to provide the URL (address).
The print version is freely available in the UZ library.
The content is stable and hence no date of retrieval is
necessary.

Online Article, open access
Author. “Title of section.” Title of the complete
work. Date of publication or last revision.
Sponsoring organisation if different from author.
Date you viewed it<address of the website>.
Gatsi, R. (2010). Meeting children’s needs. Parenting
Practices. UNICEF. Retrieved May 28, 2014, from
http://parentingpractices.org/children/
It is helpful to provide the URL (address) and date the
material was retrieved because the content may not be
stable.

Online book, available for purchase
American Psychological Association. (2007). APA
style guide to electronic references. Available from
http://www.apa.org/book/
The exact URL of the book is not given, only the home page.
Online thesis
Magande, R. S. (2009). An analysis of the
effectiveness of instructional media and technology
in teacher development. (PhD thesis, University of
Zimbabwe, Harare, Zimbabwe.) Retrieved from
http://uz.ac.zw

6. Encyclopedias
Entire encyclopedia e.g. 1
The World Book encyclopedia. (2001). Chicago.
World Book is the name of a company, hence the capital
letters.
Entire encyclopedia e.g. 2
The new Encyclopedia Britannica. (2002). Chicago.
The EB has chosen to use edition to signify periodic
radically different versions. Each year a new edition
appears. So there is no need to record the edition.

Article in an encyclopedia (Typed work)
Mamvuto, A. (2003). Art elements. In The World Book
encyclopedia. (Vol. 5, p. 570). Chicago.
The title of the article is in roman, but the title of the parent
work, the encyclopaedia, is in italics (or underlined in
handwritten work: see the next example).
Article in an encyclopedia (Handwritten work)
Mamvuto, A. (2003). Art elements. In The World Book
encyclopedia. (Vol. 5, p. 570). Chicago.

7. Less Common Sources
Book, compiled by
Manatsa, P. (Comp.) (2001). Theory of music. Harare.
College Press.
Book, translated by
Mafunga, G. (2008). The teaching of reading. (R.
Gatsi, Trans.). Harare: ZPH. (Original work
published 1958)
Book, no date of publication, no city
Kuyayama, A. (n.d.). Child rearing practices in
Zimbabwe. Harare.

Conference proceedings, whole
Chivore, B. R. S., Maphosa, N., Pesanai, F. B., & Kuyayama-
Tumbare, A. (Eds.). (2012). Open and Distance Learning:
Proceedings of the Sixth National Conference of the
University of Zimbabwe Scheme of Association. Harare:
Fidelity Printers.
The ‘strong words’ of the title are capitalised.
Up to six editors: give all their names. Seven or more: give the first
only, followed by et al.
Some conference proceedings are published under the same title at
regular intervals in numbered volumes. Treat these as journals.
Unpublished conference papers should not be cited unless they are
retrievable on the Web.

Article in conference proceedings
Chivore, B. R. S. & Maphosa, N. (2012). Introduction to
open and distance learning. In Chivore, B. R. S.,
Maphosa, N., Pesanai, F. B., & Kuyayama-Tumbare,
A. (Eds.),Open and Distance Learning in SADC
Member States. Harare: Fidelity Printers.
Government publication
Ministry of Legal and Parliamentary Affairs. (2006).
Education Act as amended. Harare. (Government
Gazette, Vol.15, No. 23)

9. Audio-visual materials
Track on CD, no city
Chimbetu, S. (2002). Dzandipedza mafuta. [Recorded
by Urban Grooves]. The Greatest of Simon
Chimbetu [CD]. Harare. (Recorded 1998].
Chimbetu is the composer, Urban Grooves are the singers.
2002 is the copyright date ©, while 1998 is the recording
date.
DVD of motion picture, no place of publication
Manatsa, P. (Director). (2004). Expressive arts: Young
children in action [DVD]. UNICEF.

CD-ROM, full details
Kuyayama, A. et al. (2009). Language Arts learning
tools. [CD-ROM]. Harare: Hi-Tech.
CD-ROM, no author’s initials, no city
Kuyayama, et al. (2005). Play in ECD “A’ and “B”. [cd-
rom]. Hi-Tech.
9. Posters
Kangai, P. (Photographer). (2011). HIV and AIDS
[Poster]. Harare: Light House. (Poster for
Zimbabwe National AIDS Council)

10. Theses and/or Dissertations
Under/postgraduate dissertation
Maumbe, K. (2012). An investigation into parenting
practices in Zimbabwe. Unpublished
under/postgraduate dissertation, Faculty of
Education, University of Zimbabwe, Harare.
Doctoral thesis
Chivore, B. R. S. (1985). Recruitment and training of
non-graduate secondary teachers in Zimbabwe.
Unpublished doctoral thesis, Institute of Education,
University of London, London.

11. In-text references
These must contain enough information to direct the reader
to the source, and even to the specific page within that
source.
Paraphrase
Chivore (2008) claims that Chifamba, though of the
Karanga clan himself, was subversive to the Karanga
traditional norms.
Citing an entire book
Chigwedere (2008) has shown that Zimbabwean history is
incomprehensible unless one grasps the norms and
values of the Munhumutapa Kingdom.

Quotation, citation at the end
“Today the word ‘tyranny’ has pejorative connotations, but
these associations date only from the fifth century BC”
(Arnheim, 1977, p.121).
Double quotation marks for the main passage, single for the quote
within the quote. The full stop is placed after the citation.
Long (block) quotation
If you are quoting more than 4 words, start on a new line;
do not use quotation marks; indent the whole block
13mm, and place the citation after the last punctuation
mark; do not place a full stop after the citation.
_________________________. Gatsi, 2007, p. 26)

Quoting poems, plays
I saw the farmer plough the field,
On row, on row,
The farrows grow,
I saw the farmer plough the field,
And hungry farrows grow.
(Mungoshi, 2007, p. 26)
Note: The whole block must be indented 13 mm
No full stop after the citation.
Place the citation on the next line, to the right

Split quotation
“The description of Pericles as a democrat”, reads
one such attempt, “was not a contemporary
description” (Sealey, 1967, p. 61).
Two authors
(Dozva & Kuyayama, 2014, p. 74).
Dozva and Kuyayama (2014) argue that...
Three, four or five authors. First citation
(Dozva, Gatsi, Kuyayama, Manatsa & Kangai, 2007).
Dozva, Gatsi, Kuyayama, Manatsa and Kangai (2007)
contend that...

Six or more authors. Subsequent citation
Mavundutse et al. (2012) discuss...
(Mavundutse et al., 2012, pp.70─75).
If there are two Mavundutse et al.’s in 2012, add a second name to
distinguish them.
Two authors with the same surname
L. Sisimayi (2011) and L. B. Sisimayi (2008)…
Translation
Maphosa’s Letters on Seventh Day Adventist Church
(2001/2014)…
No spaces between date first published and date of translation.

Two works by one author in the same year
Nash discusses signatures on prints (2001b), the
millennium project of the Oxford Guild of Printers
(2001a)...”
In the reference list the ‘a’ and ‘b’ must be included
Book or article in press
(Kuyayama & Mudhimba, in press).
Kuyayama and Mudhimba (in press) assert that...

REFERENCING MLA STYLE
The MLA (Modern Language Association) style
1. Book
Author. Title. City: Publisher, Date.
Chifamba, Svinurai. Challenges of Adolescents. Bulawayo. Musoni
Press, 2003.
2. Article in a Magazine
Author. “Title of Article.” Title of Periodical Date: page(s).
Ncube, Siphiso. “Child Abuse in Communities.” Teacher in
Zimbabwe Feb. 2006: 192.
3. Article in a Newspaper
Author. “Title of Article.” Title of Newspaper Complete date,
name of edition (if given), section number or title: page(s).
Tachivona, Bernadette. “Children Are a Protected Market.” Sunday
Times 27 Nov. 2002, late ed., sec.5.9.

REFERENCING: MLA CONT’D
The MLA (Modern Language Association) style
4. Article in a Journal
Author. “Title of Article.” Title of Journal Volume number
(Complete date): pages covered by
article.
Tumbare, M. A., “The Language Policy: An Analysis.” Zimbabwe
Journal of Teacher Education 72 (Nov. – Dec. 2012): 524-28.
5. Article in a collection/Anthology
Author. “Title of Article.” Title of Book. Editor of Book. City:
Publisher, date. Pages covered by
article.
Kuyayama, Tapiwa A., “Nutrients: Metabolism Requirements.”
Handbook of Clinical Nutrition. Ed.
Tapiwa A. Kuyayama and Mazarura Albert. 5th
ed. Harare: Kugarika
Press, 2007.32-61.

REFERENCING MLA CONT’D
6.Encyclopedia
“Title of Article.” Title of Encyclopedia. Number of
edition. Year.
“Nutrients.” Encyclopedia Britannica: Micropaedia.
13th
ed. 2004.

LIST OF REFERENCES
Reference List vs Bibliography
A reference list includes only the sources that
were used in the research & preparation of
your chapter. It cites works that specifically
support a particular chapter. In contrast, a
bibliography cites works for background or for
further reading.

SECTIONS NORMALLY OMITTED BY
WRITERS
 Organisation of the chapter
 Activities (Progress self-check after every section)
 Assessment
 Summary
 Conclusion
 Further Reading
 Glossary
Ensure your chapter has all these sections

PRELIMINARY PAGES
These include:
 Bio-sketches
 Publisher, ISBN, typesetter, cover designer, printer,
copyright, authors
 Dedication
 Acknowledgements
 Foreword, Overview/Abstract, Preface
 Table of contents
 List of Figures
 List of Tables
 List of Acronyms / Abbreviations

PRELIMINARY PAGES: TITLE
PAGE
UNIVERSITY OF ZIMBABWE
HEALTH AND LIFE SKILS
Diploma in Education (primary)
Open and Distance Learning
Boniface R. S. Chivore
Ketiwe Zenda
Miriro Masvosva
Ruth Mupanda
FACULTY OF EDUCATION
DEPARTMENT OF TEACHER EDUCATION
Knowledge Diligence Integrity

PRELIMINARY PAGES: PUBLISHER, ISBN,
TYPESETTER, COVER DESIGNER, PRINTER,
COPYRIGHT
University of Zimbabwe
Published by the Department of Teacher Education, Faculty of Education
P.O. Box MP 167
Mt. Pleasant
Harare, Zimbabwe
E-mail: dte@education.uz.ac.zw
ISBN 9866-01-042-0
All rights of reproduction are reserved. All material published in this book is protected,
covering all exclusive rights to produce and distribute the material. No material
published here may be reproduced or stored on microfilm or electronic, optical or
magnetic form without the written permission from and authorisation of the Publisher.
Typesetter : Dick Masala, University of Zimbabwe
Book cover designer : Dick Masala
Project Coordinator: Prof B. R. S. Chivore
Language Editor: David Mungoshi
Copyright: Department of Teacher Education, 2013

PRELIMINARY PAGES:
DEDICATION
This book is dedicated to all the teachers and
students who trained, are training and will train
under the innovative teacher education mode
that combines face-to-face, on-job and Distance
and Open Learning. This mode of teacher
education was instituted in 1980. It contributed
towards reduction of illiteracy and produced
effective, competent and quality primary teachers
for Zimbabwe.

PRELIMINARY PAGES:
ACKNOWLEDGEMENTS
The authors express their most sincere appreciation to all who have
contributed in the development of this book. They wish to
recognise….., ………., and ……… for participation in the
discussions that motivated the development of this book. They
also wish to thank students of ……, …….,……… and ……..
teachers’ colleges for sharing their experiences during their training
sessions.
Special thanks go to……. for reading through the manuscript and
offering valuable insights. We wish to sincerely thank the University
of Zimbabwe and the Associate Colleges for their financial support
which made it possible to compile this module.

PRELIMINARY PAGES: BOOK OVERVIEW
Health and Life Skills module deals with real life issues. These issues affect us
in Zimbabwe, like in any other country, in our everyday lives. The book we
present to you student teachers and those who may find it useful has eight
chapters. These chapters are as follows:
Chapter One: Infectious diseases;
Chapter Two: Non-communicable diseases;
Chapter Three: Sexuality education;
Chapter Four: Sexually transmitted infections;
Chapter Five: Factors contributing to the spread of HIV;
Chapter Six: Reproductive health education;
Chapter Seven: Positive living; and
Chapter Eight: Child Abuse.
As a student, one of the most important things as you pursue your studies is
interest. You must be interested in your work. That way, you will enjoy your studies
during the period you are deployed in schools.

PRELIMINARY PAGES: TABLE OF
CONTENTS
Chapter One: Nature and Functions of Language
Alice Kuyayama-Tumbare
1.0 Organisation of the chapter………...…………………….…...1
1.1 Introduction…………………….…………………………….….3
1.2 Aims………………………………….………………….…….…3
1.3 Objectives/Expected Learning Outcomes……….……...…...3
1.4 Key Concepts……………………………………….……......…4
1.5 Content…………………………………………………...……...6
1.5.1 Conceptual analysis: Language..........................................6
1.5.2 Human versus animal language………………………….....6
1.5.3 Human versus Animal Communication……………….….....7
NB: All headings & sub-headings should be sequentially
numbered

PRELIMINARY PAGES: LIST OF FIGURES
List of Figures
Pages
Figure 1.1: Four components of language……….5
Figure 1.2: Communication process……………...8
Figure 1.3: Stages in learning a language………..9
Figure 1.4: Components of language …………....17
Figure 2.1: Consonants-Age of Acquisition……...25
NB: Figure 1.1, 1.2 and 1.3 means these illustrations
are in Chapter 1 and Figure 2.1 is in Chapter 2.

PRELIMINARY PAGES: LIST OF
TABLES
Table 1.1: Overview of Language Development……8
Table 1.2: Syntactical Aspects……………………….12
Table 1.3: Common gestures during infancy……….29
Table 1.4: Reading levels..…………………………...58
Table 2.1: Pre-linguistic phase……………………….64
Table 2.2: Linguistic phase……………………….....125

PRELIMINARY PAGES: LIST OF
ACRONYMS/ABBREVIATIONS
AIDS - Acquired Immune Deficiency
Syndrome
ARV - Antiretroviral
ECP - Emergency Contraceptive Pill
SDM - Standard-Day Method
TB - Tuberculosis
WHO - World Health Organisation
VFCI - Victim Friendly Court Initiatives

END OF PRESENTATION
Thank you,
Siyabonga, Taboka, Reaboka
Twalumba, Ro
livhuwa, Mazvita.

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