CHL2601 Assignment 3
(COMPLETE ANSWERS) 2026 -
DUE 30 July 2026
FOR ASSISTANCE CONTACT
EMAIL:
,1.1 FOUR Steps Related to Creative Writing in Children’s Literature
1. Planning (Pre-writing): Brainstorming ideas, selecting a topic, drawing up plot outlines, or using
visual aids and story maps to generate ideas before starting.
2. Drafting: Writing down the initial thoughts and creating the first version of the text or story
without focusing strictly on grammar or spelling mistakes.
3. Revising: Re-examining and evaluating the content of the draft to improve narrative flow,
paragraph structures, and descriptive clarity.
4. Publishing (or Editing/Finalizing): Polishing grammar, sentence mechanics, and spelling, and
preparing the final piece to be read or displayed to an audience.
The table below identifies the primary First Additional Language components outlined under structured
language curricula (such as the South African CAPS curriculum):
First Additional
Language Explanation Example
Component
Developing oral communication skills, A learner participates in a guided
1. Listening and
comprehension, and conversational classroom discussion about their
Speaking
abilities. favorite character in a storybook.
Developing the ability to read written texts A learner reads a short picture book
2. Reading and
for comprehension, and interpret visual and points out the main characters
Viewing
elements like illustrations. and the setting.
Creating written text using appropriate A learner drafts a short, three-
3. Writing and
language, sentence frameworks, and sentence paragraph detailing what
Presenting
vocabulary. they did over the weekend.
Learning grammatical rules, punctuation, A learner correctly applies a capital
4. Language
syntax, and spelling mechanics within letter at the start of a sentence and
Structure and Use
context. uses a full stop at the end.
1.3 THREE Aspects to Consider When Selecting Children’s Books for FAL Teaching
Language and Vocabulary Level: The complexity of the words, sentence structures, and
grammar must match or slightly exceed the learners' current proficiency level to scaffold their
learning without overwhelming them.
, Visual Support and Illustrations: Picture-to-text correlation is crucial; illustrations should
explicitly mirror the text to provide context clues that help language learners decode unfamiliar
words.
Relatability and Content Relevance: The subject matter should involve familiar everyday
contexts, experiences, or themes that enable learners to activate prior knowledge when
processing the second language.
1.4 Importance of Understanding Cultural Context When Selecting Books
1.5 THREE Challenges Teachers May Face When Selecting Books
1. Scarcity of Quality Multilingual and Culturally Diverse Literature: Finding books written in or
tailored to local cultures that support the required pedagogical steps for FAL acquisition can be
difficult.
2. Mismatched Reading Levels vs. Age Levels: Books that match a child's low language proficiency
level are often written for much younger children, which can make the content unengaging or
condescending for older students.
3. Budget and Resource Constraints: Schools often have insufficient funding or limited library
infrastructure, making it difficult to acquire a varied, modern collection of high-quality readers.
1.6 Overcoming the Challenges of Choosing Reading Books
1. To counter resource scarcity: Teachers can create custom, locally-relevant big books, download
open-source material from digital educational repositories, or encourage peer storytelling
where children dictate their own narratives.
2. To counter mismatched levels: Teachers can select visually rich graphic novels, comics, or folk
stories that feature mature themes or complex plots, but use simple, direct language structures
that accommodate FAL learners.
3. To counter budget limits: Educators can build partnerships with local public libraries, set up
classroom book-swapping clubs, or apply for book donations through educational NGOs and
community literacy drives.
QUESTION 2 (30 marks)
2.1 Mind Map: Five Types of Violence in Schools
Below is a text-based conceptual breakdown of the school violence mind map:
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(COMPLETE ANSWERS) 2026 -
DUE 30 July 2026
FOR ASSISTANCE CONTACT
EMAIL:
,1.1 FOUR Steps Related to Creative Writing in Children’s Literature
1. Planning (Pre-writing): Brainstorming ideas, selecting a topic, drawing up plot outlines, or using
visual aids and story maps to generate ideas before starting.
2. Drafting: Writing down the initial thoughts and creating the first version of the text or story
without focusing strictly on grammar or spelling mistakes.
3. Revising: Re-examining and evaluating the content of the draft to improve narrative flow,
paragraph structures, and descriptive clarity.
4. Publishing (or Editing/Finalizing): Polishing grammar, sentence mechanics, and spelling, and
preparing the final piece to be read or displayed to an audience.
The table below identifies the primary First Additional Language components outlined under structured
language curricula (such as the South African CAPS curriculum):
First Additional
Language Explanation Example
Component
Developing oral communication skills, A learner participates in a guided
1. Listening and
comprehension, and conversational classroom discussion about their
Speaking
abilities. favorite character in a storybook.
Developing the ability to read written texts A learner reads a short picture book
2. Reading and
for comprehension, and interpret visual and points out the main characters
Viewing
elements like illustrations. and the setting.
Creating written text using appropriate A learner drafts a short, three-
3. Writing and
language, sentence frameworks, and sentence paragraph detailing what
Presenting
vocabulary. they did over the weekend.
Learning grammatical rules, punctuation, A learner correctly applies a capital
4. Language
syntax, and spelling mechanics within letter at the start of a sentence and
Structure and Use
context. uses a full stop at the end.
1.3 THREE Aspects to Consider When Selecting Children’s Books for FAL Teaching
Language and Vocabulary Level: The complexity of the words, sentence structures, and
grammar must match or slightly exceed the learners' current proficiency level to scaffold their
learning without overwhelming them.
, Visual Support and Illustrations: Picture-to-text correlation is crucial; illustrations should
explicitly mirror the text to provide context clues that help language learners decode unfamiliar
words.
Relatability and Content Relevance: The subject matter should involve familiar everyday
contexts, experiences, or themes that enable learners to activate prior knowledge when
processing the second language.
1.4 Importance of Understanding Cultural Context When Selecting Books
1.5 THREE Challenges Teachers May Face When Selecting Books
1. Scarcity of Quality Multilingual and Culturally Diverse Literature: Finding books written in or
tailored to local cultures that support the required pedagogical steps for FAL acquisition can be
difficult.
2. Mismatched Reading Levels vs. Age Levels: Books that match a child's low language proficiency
level are often written for much younger children, which can make the content unengaging or
condescending for older students.
3. Budget and Resource Constraints: Schools often have insufficient funding or limited library
infrastructure, making it difficult to acquire a varied, modern collection of high-quality readers.
1.6 Overcoming the Challenges of Choosing Reading Books
1. To counter resource scarcity: Teachers can create custom, locally-relevant big books, download
open-source material from digital educational repositories, or encourage peer storytelling
where children dictate their own narratives.
2. To counter mismatched levels: Teachers can select visually rich graphic novels, comics, or folk
stories that feature mature themes or complex plots, but use simple, direct language structures
that accommodate FAL learners.
3. To counter budget limits: Educators can build partnerships with local public libraries, set up
classroom book-swapping clubs, or apply for book donations through educational NGOs and
community literacy drives.
QUESTION 2 (30 marks)
2.1 Mind Map: Five Types of Violence in Schools
Below is a text-based conceptual breakdown of the school violence mind map:
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