ENG1516 Assignment 4 2026 Exam Portfolio 2026 - Due 8 October 2026

ENG1516 Assignment 4 2026 Exam Portfolio 2026 - Due 8 October 2026 ENG1516 Oct/Nov 2026 UNIVERSITY EXAMINATIONS MAIN EXAMINATION PAPER (Scenario-based open-book portfolio examination) ENG1516 Applied English Literature Foundation Phase First Additional Language Marks: 50 Duration: 48 hours Primary Examiner: Dr Mary-Anne Potter Secondary Examiner: Dr Lida Kruger INSTRUCTION: Examination Details • The examination will commence on 6 October 2026 at 12:00. • The duration of the examination session is 48 hours. • The assessment portal will close on 8 October 2026 at 12:00. No submissions will be accepted after the closing time. • The examination paper must be downloaded from the Assessment 4 portal on the module site (ENG1516-26-Y) under myModules. • The completed answer script must be submitted via the same Assessment 4 portal on the module site (ENG1516-26-Y) under myModules. Examination Format and Scope • This is a scenario-based, open-book portfolio examination based on the following prescribed texts: o Khaya Wants to Row (picture book) o “Row, Row, Row Your Boat” (nursery rhyme) • PDF copies of both prescribed texts are available in the Assessment 4 section where the examination instructions are posted. • You may also consult the following sources: 1 ENG1516 Oct/Nov 2026 o Tutorial Letter 501 (available under Additional Resources) o Evans, R. 2017. Introducing Children's Literature: A Guide to the South African Classroom. Pretoria: Van Schaik. • The examination paper consists of 15 pages and 3 questions. • You are required to answer all sub-questions for the 3 questions. • Your responses should draw on relevant details from the scenario, the prescribed texts, and appropriate course content in Tutorial Letter 501. • Any ideas, concepts, interpretations, or direct quotations taken from these sources must be acknowledged through in-text references. • Include a reference list at the end of your examination script containing only the prescribed sources that you consulted. • No external sources may be used or included in the reference list. • Write clearly, concisely, and in accordance with the requirements of each question. • Adhere to the prescribed word limits where indicated. The word limits are intended to help you provide focused and relevant responses. Slight deviations beyond the stated limit will not be penalised. Submission Requirements • All responses must be typed. Handwritten submissions will not be marked because they cannot be processed by Turnitin. • Combine all responses into one single text-based PDF document. • Do not upload individual pages or multiple files. • Do not password-protect your document. • The final PDF must not exceed 100 MB in size. • Submissions will only be accepted from the registered student's myModules account. Turnitin Submission Requirements • Turnitin is integrated into the Moodle/myModules assessment portal and is used to support academic integrity by generating a similarity report for each submission. • Before uploading your answer script, ensure that you have read and accepted the Turnitin End-User Licence Agreement (EULA) if prompted by the system. Failure to accept the EULA may prevent successful submission. • Submit your assessment as a single text-based PDF document to enable Turnitin to process and analyse the file correctly. • Once your document has been uploaded, Turnitin will automatically generate a similarity report by comparing your work with internet sources, published material and previously submitted documents in its database. • Students are responsible for ensuring that their submission is successfully uploaded and that a digital submission receipt is generated. • An unusually high similarity score may result in further scrutiny and, where appropriate, may be investigated in terms of the University's academic integrity policies. Important Submission Conditions 2 ENG1516 Oct/Nov 2026 • You are permitted one submission only. Once your answer document has been submitted, you will not be able to resubmit. • Incorrect answer scripts and/or submissions made on unofficial examination platforms will not be marked, and no opportunity for resubmission will be granted. • The mark awarded for an incomplete submission will be regarded as the final mark. No opportunity for resubmission will be granted. Academic Integrity • Students suspected of dishonest conduct during the examination will be subject to the University's disciplinary procedures. • UNISA maintains a zero-tolerance policy regarding plagiarism and all other forms of academic dishonesty. • The use of artificial intelligence (AI) tools to generate, draft, paraphrase, or otherwise assist in producing your examination answers is strictly prohibited. • Students are responsible for ensuring that all submitted work is their own original work. • Students experiencing technical challenges should contact the or email or refer to Student enquiries () for the list of additional contact numbers. Only communication received from your myLife account will be considered. Upload on MyUnisa ONLY Submissions via email, will NOT be accepted 3 ENG1516 Oct/Nov 2026 CHECKLIST Student Name and Surname: __________________________________________ Student Number: _____________________________________ Is there a student name and number on the cover page YES (put your initials here) Is this your original work? YES (put your initials here) Plagiarism declaration attached? YES (put your initials here) SECTION A: Did you answer it? YES (put your initials here) SECTION B: Did you answer it? YES (put your initials here) SECTION C: Did you answer it? YES (put your initials here) Are you submitting the correct portfolio and the correct file? YES (put your initials here) Format for typed submission: Arial font Font size 12 One and a half to double line spacing Leave sufficient space in the margins for marker notes. Did you edit your work? YES (put your initials here) Did you convert your document to textbased PDF? YES (put your initials here) Did you remove any password protection? YES (put your initials here) 4 ENG1516 Oct/Nov 2026 DECLARATION Name and Student number……………………………………………………….………… Assignment Topic……………………………………………………………………………. I declare that this assignment is my original work. Where secondary material has been used (either from a printed source or from the internet), this has been carefully acknowledged and referenced in accordance with departmental requirements using the Harvard referencing style. I understand what plagiarism is and am aware of the department's policy in this regard. I have not allowed anyone else to borrow or copy my work. No AI tools have been used in the drafting of my responses to this examination. I confirm that I have read and understood the following UNISA policies: 1. Policy for Copyright and Plagiarism 2. Policy on Academic Integrity 3. Student Disciplinary Code Student Signature __________________________ Date __________________________ 5 ENG1516 Oct/Nov 2026 Scenario Ms Dlamini teaches a Grade 2 (8 years old) English First Additional Language (EFAL) class at a public primary school. Her learners come from diverse linguistic, cultural and socio-economic backgrounds. Some learners are confident English speakers, while others rely on repetition, gestures, peer support and visual prompts. The school has a small classroom library, but many learners do not have books at home. Ms Dlamini plans a two-week mini-unit titled “Rowing into Stories: We Read, Sing, See and Perform.” The unit is built around two central texts: LaMvuleni, Z.M., Lebedeva, M. and Combrinck, W. (2025) Khaya Wants to Row. Cape Town: Book Dash. Available at: (Accessed: 13 August 2026). “Row, Row, Row Your Boat” (n.d.) Traditional nursery rhyme. In the picture book, Khaya Wants to Row, Khaya lives in Joza township with Gogo (grandmother) Lucy and Mkhulu (grandfather) Majozi. When Khaya sees rowers on television, he begins to dream of rowing himself. Gogo and Mkhulu encourage him, and Mkhulu later takes him to the Kowie River where Khaya sees rowing boats and rowers in real life. The story ends with Mkhulu telling Khaya that one day he will row like a champion. Ms Dlamini introduces the unit by teaching “Row, Row, Row Your Boat” using gestures, clapping and repetition. Learners sing the rhyme in pairs, pretending they are rowing together. She then reads Khaya Wants to Row aloud, pausing to discuss the illustrations, characters, setting and repeated rowing song in the story. During the unit, learners sequence pictures from the story, discuss Khaya’s dream of becoming a rower, draw themselves doing something they would like to learn or achieve one day, and role-play the scene in which Khaya watches rowing on television. Ms Dlamini notices that some learners focus mainly on pictures, some enjoy singing and movement, and some participate more confidently in role-play than in discussion. Some classroom comments concern her. One learner says, “Khaya can’t row because rowing is not something children from townships do.” Another says, “Boats are for rich people.” Some boys say nursery rhymes are “for babies,” while others say picture books are “too easy” or “for girls.” Ms Dlamini wants to reflect on whether her teaching choices are inclusive, developmentally appropriate, and effective in building literacy, empathy and a reading culture. Question 1: Children’s Literature Theory Multiple choice • Read each question carefully before selecting your answer. 6 ENG1516 Oct/Nov 2026 • Each question consists of a set of statements labelled i – iv, followed by four answer options (A – D). • Each option represents a combination of the statements. • Choose the option (A, B, C or D) that correctly identifies the appropriate combination of statements. • Only one option is correct for each question. • Write only the letter (A–D) next to the question number in your answer sheet. • Do not rewrite the question or the statements. • Pay attention to words such as only, all, and best, as these affect the correct answer. 1.1. Ms Dlamini uses singing, gestures and role-play during the unit. Which statements best explain how these activities can support learners in an EFAL classroom? i. They rely only on written language instruction ii. They include multimodal learning opportunities iii. They avoid movement during literacy lessons iv. They support different learning styles and strengths Options: A. i and iii only B. ii and iii only C. ii and iv only D. i, ii and iv only 1.2. The statement “Boats are for rich people” suggests that some learners: i. bring social assumptions into classroom discussions ii. should be discouraged from sharing opinions iii. interpret texts through their own experiences iv. are engaging with issues of identity and access Options: A. i, iii and iv only B. i and ii only C. ii and iv only 7 ENG1516 Oct/Nov 2026 D. ii, iii and iv only 1.3. Which teaching choices best support inclusive literacy learning in Ms Dlamini’s classroom? i. Allowing only fluent English speakers to answer questions ii. Reading aloud with discussion iii. Using visual prompts and gestures iv. Including singing and role-play activities Options: A. i and iii only B. ii and iv only C. i, ii and iii only D. ii, iii and iv only 1.4. The picture book Khaya Wants to Row can be considered developmentally appropriate because it: i. uses illustrations to support meaning ii. connects with children’s emotions and dreams iii. allows discussion of familiar and unfamiliar experiences iv. contains abstract academic language only Options: A. i and ii only B. i, ii and iii only C. ii, iii and iv only D. i and iv only 1.5. When learners sequence pictures from the story, they are developing: 8 ENG1516 Oct/Nov 2026 i. comprehension of narrative structure ii. memorisation without meaning-making iii. visual literacy skills iv. understanding of story events Options: A. ii and iii only B. i and ii only C. i, iii and iv only D. ii and iv only 1.6. The repeated rowing song in both texts is educationally valuable because it: i. limits learner participation ii. reinforces vocabulary through repetition iii. supports oral fluency and pronunciation iv. creates links between texts and experiences Options: A. i and ii only B. ii and iii only C. i, iii and iv only D. ii, iii and iv only 1.7. According to reader-response theory, which learner responses to the story are valued? i. That learners relate Khaya’s experiences to their own beliefs ii. That learners interpret the story differently based on background iii. That learners memorise the nursery rhyme perfectly iv. That learners discuss stereotypes presented during lessons 9 ENG1516 Oct/Nov 2026 Options: A. i, ii and iv only B. i and iii only C. ii and iii only D. iii and iv only 1.8. Why may the belief that picture books are “for girls” be problematic in a literacy classroom? i. Gender stereotypes may discourage some learners from participating in reading activities. ii. Boys should not read picture books. iii. Children’s literature can be used to question and challenge social biases. iv. Learners’ reading identities may be shaped by social attitudes towards books and reading. Options: A. i and iii only B. ii, iii and iv only C. i, iii and iv only D. i and ii only 1.9. Which activities used by Ms Dlamini in the scenario encourage learners to participate actively in making meaning from the texts? i. Role-playing scenes from the story ii. Singing the nursery rhyme with gestures and movement iii. Discussing the picture-book illustrations iv. Copying definitions from the board Options: A. ii and iv only B. i, ii and iii only 10 ENG1516 Oct/Nov 2026 C. i and iv only D. ii, iii and iv only 1.10. Ms Dlamini’s mini-unit is likely to strengthen a reading culture because it: i. Relies entirely on formal testing ii. exposes learners to enjoyable shared reading experiences iii. Connects literature to performance and creativity iv. Encourages participation with texts in multiple ways Options: A. i and ii only B. ii and iii only C. i, iii and iv only D. ii, iii and iv only (10) True or False Indicate whether each statement is True or False. If false, correct it in one sentence. 1.11. Nursery rhymes are useful in Foundation Phase classrooms because they are short, rhythmic and memorable. 1.12. Picture books should be removed once learners can read independently. 1.13. Visual literacy involves learning how to interpret images meaningfully. 1.14. Learners’ assumptions about texts are shaped by their social and cultural backgrounds. 1.15. A reading culture can only be developed if learners have books at home. (5) [15] 11 ENG1516 Oct/Nov 2026 Question 2: Applying Children’s Literature Theory 2.1: Learner diversity and teaching choices Complete three rows of the table. For each row, identify a different learning preference evident in the scenario, give one activity from the scenario that supports this preference, and explain why the activity is suitable. Use a different preference and activity in each row. Learning preference Activity used by Ms Dlamini Why this activity is suitable for Grade 2 learners (9) 2.2: Assumptions and inclusion Choose two problematic learner comments from the scenario listed below: • “Khaya can’t row because rowing is not something children from townships do.” • “Boats are for rich people.” • “Nursery rhymes are for babies.” • “Picture books are too easy” or “for girls.” For each comment: • Identify the assumption or stereotype. • Explain why it is problematic. • Suggest one appropriate teacher response. Write in short, clear paragraphs (about 40–50 words per comment). (6) [15] 12 ENG1516 Oct/Nov 2026 Question 3: Integrated Textual, Visual and Pedagogical Response Write an essay in which you discuss how Ms Dlamini can use the story Khaya Wants to Row and the rhyme “Row, Row, Row Your Boat” meaningfully in her Grade 2 classroom. In your essay, you must address the following: • how the story, Khaya Wants to Row, conveys the theme that children’s dreams can be encouraged and nurtured; • how Gogo and Mkhulu support Khaya’s interest in rowing, with reference to specific events in the story; • how the illustrator uses at least two visual elements (such as colour, line, shape, space, composition or perspective) to help young learners understand the characters, events or mood of the story; • how Ms Dlamini can use the story and rhyme to build a reading culture; • at least three practical classroom strategies; • how these strategies support literacy, inclusion, enjoyment, confidence and/or empathy. Your essay should show that you understand the story, the role of the illustrations, and how the text and rhyme can be used meaningfully in a Grade 2 classroom. Your response should be written as a coherent essay (i.e. introduction, body and conclusion) and should not exceed 400 words (one page in length). Your response to this question will be evaluated according to the following marking rubric: MARKING RUBRIC Criterion Excellent Competent Developing Limited / Not achieved 1. Message, theme and character support 5 4 2–3 0–1 Clearly explains the main message of Khaya Wants to Row, including Khaya’s dream of rowing, the support of Gogo and/or Mkhulu, and a relevant classroom value such as perseverance, Explains the main message and refers to Khaya’s dream and family support, although the link to a classroom value Shows some understanding of the story, but discussion of the dream, support or theme is underdeveloped, incomplete, overly Gives a very limited, inaccurate, copied, generic or uncontextualised account, with little or no reference to Khaya’s dream, family support or theme. 13 ENG1516 Oct/Nov 2026 confidence, empathy, respect or inclusion. may be general or less developed. general or not well contextualised. 2. Visual analysis of the picture book 5 4 2–3 0–1 Discusses at least two relevant visual elements, such as facial expression, setting, sequencing, movement/body language or objects, and clearly explains how these help Grade 2 learners understand meaning, character, action or plot. Identifies two visual elements and explains their effect, although one explanation may be less developed or more general. Identifies one or two visual elements, but the explanation is vague, brief, mostly descriptive, or could apply to almost any picture book. Makes little or no meaningful reference to visual elements; response may be copied, AI-generated, generic or unrelated to the specific text. 3. Pedagogical strategies for building a reading culture 5 4 2–3 0–1 Provides at least three practical and relevant classroom strategies using the story and rhyme, and clearly shows how these support an ongoing classroom reading culture beyond a once-off lesson. Provides three appropriate strategies, with some explanation of how they support a classroom reading culture. Provides one or two relevant strategies, or lists strategies without fully explaining how they build a reading culture; response may be formulaic or only loosely linked to the scenario. Provides very limited, impractical, copied or generic strategies, with little connection to Grade 2, the texts, or reading culture. 4. Literacy, inclusion and learner development 3 2 1 0 Clearly explains how the proposed strategies support literacy development, such as vocabulary, comprehension, oral language, sequencing, pronunciation or Explains how strategies support literacy and makes some reference to inclusion, enjoyment, Shows limited awareness of literacy or inclusion, but links are brief, vague or undeveloped. Makes little or no connection to literacy development, inclusion, enjoyment, confidence or empathy; response may be irrelevant, 14 ENG1516 Oct/Nov 2026 confidence, as well as inclusion, enjoyment, empathy and/or learner confidence. confidence or empathy. copied or not the student’s own work. 5. Essay structure, coherence and relevance 2 1 0–1 0 Response is well structured, coherent and focused; ideas are logically connected; the essay remains relevant and is approximately 400 words. Response is generally coherent and relevant, with minor lapses in structure, focus or length. Response has some relevant ideas but may be poorly organised, repetitive, too brief, too long, overly polished in a way that raises concern, or inconsistent in voice. Response is disorganised, unclear, largely irrelevant, not presented as an essay, copied, or substantially AI-generated. [20] TOTAL: 50 End of exam © Unisa 2026 15