ENG2611
PORTFOLIO EXAM
DUE DATE: 15 JANUARY 2026
, ENG2611 PORTFOLIO 2026
DUE 15 JANUARY 2026
QUESTIONS
1. When engaging in critical reading, we follow certain steps in order to make
meaning of a literary text. Identify two pre-reading exercises we can use when we
read a text for the first time and provide a brief explanation of each element. Do
not simply duplicate the information in your study guide – your
2. Read the poem below and answer the questions based on the poem:
" The Road Not Taken ", Robert Frost.
The Road Not Taken (first twelve lines)
1. Two pre-reading exercises (each explained in your own words).
I would activate prior knowledge, before reading, ask learners to think about a time they
had to choose between two things for example, two clubs to join or two subjects to
study. Have them discuss in pairs or write a short sentence about how they decided.
This warms up their thinking about choices and makes the poem’s topic familiar and
relevant. Then, preview vocabulary and images: show learners key words and short
phrases from the poem for example diverged, undergrowth, trodden, plus a picture of
two paths in a wood, and briefly explain meanings. This reduces confusion during
reading because students won’t get stuck on unfamiliar words, and the picture gives a
concrete image to connect with the poem’s abstract idea of choice.
PORTFOLIO EXAM
DUE DATE: 15 JANUARY 2026
, ENG2611 PORTFOLIO 2026
DUE 15 JANUARY 2026
QUESTIONS
1. When engaging in critical reading, we follow certain steps in order to make
meaning of a literary text. Identify two pre-reading exercises we can use when we
read a text for the first time and provide a brief explanation of each element. Do
not simply duplicate the information in your study guide – your
2. Read the poem below and answer the questions based on the poem:
" The Road Not Taken ", Robert Frost.
The Road Not Taken (first twelve lines)
1. Two pre-reading exercises (each explained in your own words).
I would activate prior knowledge, before reading, ask learners to think about a time they
had to choose between two things for example, two clubs to join or two subjects to
study. Have them discuss in pairs or write a short sentence about how they decided.
This warms up their thinking about choices and makes the poem’s topic familiar and
relevant. Then, preview vocabulary and images: show learners key words and short
phrases from the poem for example diverged, undergrowth, trodden, plus a picture of
two paths in a wood, and briefly explain meanings. This reduces confusion during
reading because students won’t get stuck on unfamiliar words, and the picture gives a
concrete image to connect with the poem’s abstract idea of choice.
