SEEKING THE FACE comprises five chapters namely; vision, culture, ethnicity, corruption and natural resources. This book lays an academic foundation in the era of competence based curriculum through creating an equilibrium safety net between formal and informal knowledge. It focuses on knitting ethics, sustainability and civic nationalism in the souls of the upcoming generations. Mwongela reviews the political, social and economic factors under pool of various natures and nurtures that contribute to stability of nations including individual input in strengthening the vision of social responsibility . In addition, this book can be adopted as a supplementary book in English for learners at secondary and undergraduate level. Notwithstanding few controversies between The British and American English, it features common mistakes learners make in grammar and assist them to be good at language awareness, writing skills and vocabulary through cloze tests.The overviews, excerpts and essays of most chapters in this book are organised in emphatic rather the sandwich order to prioritise issues at the same time emphasise on: a) Writing effective introductions and introductions b) Arrange introductory, transitory and concluding paragraphs appropriately c) How to develop overview questions and multi-sentence summaries e) Critical thinking approach with thesis conclusion f) The correct use of prepositions such as accustomed to, deprive of, conform to, as opposed to, in comparison with, in exchange for, guard against e.t.c. g) The correct use of verbs often confused such as shall for will, sit for seat, deal in for deal with, lie for lay, hanged for hung, borrow for lend, convince for persuade e.t.c. h) Ensure appropriate use of adjectives often confused such as many for much, few for a few, each and every, older and elder, further for farther e.t.c. i) Ensure appropriate use of nouns often confused such as habit for custom, cause of for reason for, cost for price, appetite for desire and so on j) Ensure correct use of adverbs often confused such as very for too, before for ago, presently for at present, scarcely for rarely e.t.c. k) Confusion of parts of speech such as so and such, as and like, no and not, it's and its l) Make learners understand how to discern, discriminate and separate thought under critical thinking m) Enable students write critical thinking with supportive evidence which is persuasive n) Maintain the conservative style of the English literature