ENG2613
Assignment: 01
Unique number: 637861
Due Date: 19 April 2023
, Section A: Knowledge-based Questions
Question 1
In your own words, explain why story telling – whether in oral or written form – is
important to human beings. (5)
A greater knowledge of a person is possible thanks to storytelling's ability to convey the
physical (body language, verbal language, voice and intonation), intellectual, mental, and
emotional components of a person in the context of their past or present experiences.
Question 2
In your own words, explain the difference between realism and non-fiction. (5)
Realism is defined as "true to life; based on reality; a portrayal of the world as it is and can
be viewed". Although while realistic stories are based in the real world, we all inhabit, they
are still made-up works of fiction. Instead of being real life, they are an imitation of it. Where
non-fiction is fact-based and based on actual people or genuine events. Books on history and
science, biographies, information on machinery or sports, and other materials might serve as
examples here.
Question 3
With books that are classified as ‘realism’, teachers must be sensitive to various aspects
of the text. In a paragraph, and in your own words, name five (5) of these aspects and
explain why teachers must be sensitive to these issues. (10)
All across the world, teachers prefer well-structured instruction over student-cantered
activities that give them more autonomy. Both of these teaching techniques are placed more
of an emphasis than expanded learning activities like project work. This pattern is present in
all countries. In all countries, teachers cooperate more frequently by exchanging and
organizing ideas and information than by coming up with lessons as a team.
Nearly all Norwegian teachers claim that their interactions with their students are above
average. The interactions between teachers and students differ greatly in other nations. This
variation is only partially explained by variations between schools. Although teacher-student
relationships are frequently considered a characteristic of schools as a whole, individual
teachers within schools have varying perspectives on them.
In most nations, more than 50% of instructors' class time is dedicated to teaching and
learning. However, disturbances and administrative activities cause one in four teachers in the
majority of countries to miss at least 30% of their lesson time and in some cases more than
half. This is directly related to the environment of classroom discipline. In this regard,
disparities between countries and schools are less significant than variations among teachers
within schools.
Assignment: 01
Unique number: 637861
Due Date: 19 April 2023
, Section A: Knowledge-based Questions
Question 1
In your own words, explain why story telling – whether in oral or written form – is
important to human beings. (5)
A greater knowledge of a person is possible thanks to storytelling's ability to convey the
physical (body language, verbal language, voice and intonation), intellectual, mental, and
emotional components of a person in the context of their past or present experiences.
Question 2
In your own words, explain the difference between realism and non-fiction. (5)
Realism is defined as "true to life; based on reality; a portrayal of the world as it is and can
be viewed". Although while realistic stories are based in the real world, we all inhabit, they
are still made-up works of fiction. Instead of being real life, they are an imitation of it. Where
non-fiction is fact-based and based on actual people or genuine events. Books on history and
science, biographies, information on machinery or sports, and other materials might serve as
examples here.
Question 3
With books that are classified as ‘realism’, teachers must be sensitive to various aspects
of the text. In a paragraph, and in your own words, name five (5) of these aspects and
explain why teachers must be sensitive to these issues. (10)
All across the world, teachers prefer well-structured instruction over student-cantered
activities that give them more autonomy. Both of these teaching techniques are placed more
of an emphasis than expanded learning activities like project work. This pattern is present in
all countries. In all countries, teachers cooperate more frequently by exchanging and
organizing ideas and information than by coming up with lessons as a team.
Nearly all Norwegian teachers claim that their interactions with their students are above
average. The interactions between teachers and students differ greatly in other nations. This
variation is only partially explained by variations between schools. Although teacher-student
relationships are frequently considered a characteristic of schools as a whole, individual
teachers within schools have varying perspectives on them.
In most nations, more than 50% of instructors' class time is dedicated to teaching and
learning. However, disturbances and administrative activities cause one in four teachers in the
majority of countries to miss at least 30% of their lesson time and in some cases more than
half. This is directly related to the environment of classroom discipline. In this regard,
disparities between countries and schools are less significant than variations among teachers
within schools.
