ENG2614 EXAM 2023
NAME:
SURNAME:
STUDENT NUMBER:
HONESTY DECLARATION
I declare that this submission is my own 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.
I have not allowed anyone else to borrow or copy my work.
I understand what plagiarism is and have read the university’s policy in this regard,
available at:
http://www.unisa.ac.za/static/corporate_web/Content/Apply%20for%20admission/Documents/
Policy_copyright_infringement_plagiarism_16November2005.pdf
I understand that I will be reported to the University’s Student Disciplinary Section if any instances of
plagiarism are found in my submission. If found guilty, I may be suspended for up to two years.
Name:
Student number:
Signature:
Date:
, QUESTION 1
In the given passage, the writer engages in a conversation with a young boy about the relevance of
traditional fairy tales and their appeal to young readers. Through this dialogue, the writer highlights the
boy's preference for violence and excitement found in online games over the maudlin and outdated
nature of fairy tales. The writer utilizes various literary devices such as irony, dialogue, and allusion to
convey meaning and generate a thought-provoking discourse.
Firstly, the use of irony is evident throughout the passage. The writer opens by acknowledging the boy's
criticism of the traditional fairy tale introduction, "Once upon a time." However, the writer argues that
despite the boy's dissatisfaction, these fairy tales still continue to captivate young readers. The irony
here lies in the fact that the boy's own preferences for violent online games are also criticized and
deemed unsuitable by the writer. This irony creates a sense of contradiction and challenges the boy's
understanding of what constitutes meaningful and engaging storytelling.
Another significant literary device employed in the passage is dialogue. The conversation between the
writer and the boy allows for a dynamic exchange of ideas and perspectives. Through the dialogue,
readers are exposed to contrasting viewpoints, sparking a reflection on the value and relevance of fairy
tales in modern times. It also serves to illustrate the generation gap and the differing priorities and
interests of young readers.
Allusion is yet another literary device employed in the passage. The writer alludes to various fairy tales
and cultural references, such as "Sleeping Beauty," "Snow White," and "Red Riding Hood." By
mentioning these well-known stories, the writer underscores the enduring popularity and cultural
significance of fairy tales. However, the writer also subtly criticizes their moralistic and outdated nature,
suggesting that they may no longer resonate with contemporary young readers.
When teaching students about literary devices and their importance in reading and analyzing literature,
it is crucial to focus on both the technical aspects and the deeper meaning they convey.
To start, I would introduce students to a comprehensive list of common literary devices like irony,
dialogue, allusion, metaphor, symbolism, and foreshadowing. This can be done through engaging
discussions and hands-on activities where students can identify and analyze the use of these devices in
literary texts they are already familiar with.
Next, I would emphasize the importance of recognizing literary devices as tools used by authors to
enhance the meaning and impact of their work. Students need to understand that these devices serve
distinct purposes, such as creating irony, emphasizing themes, building suspense, or enhancing
character development. Through close reading and textual analysis, students can explore how these
devices contribute to the overall meaning and effect of a literary work.
Furthermore, I would encourage students to actively engage with literature by identifying and
interpreting literary devices during their reading process. By doing so, they can deepen their
understanding of the text and uncover hidden layers of meaning. This could involve highlighting
NAME:
SURNAME:
STUDENT NUMBER:
HONESTY DECLARATION
I declare that this submission is my own 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.
I have not allowed anyone else to borrow or copy my work.
I understand what plagiarism is and have read the university’s policy in this regard,
available at:
http://www.unisa.ac.za/static/corporate_web/Content/Apply%20for%20admission/Documents/
Policy_copyright_infringement_plagiarism_16November2005.pdf
I understand that I will be reported to the University’s Student Disciplinary Section if any instances of
plagiarism are found in my submission. If found guilty, I may be suspended for up to two years.
Name:
Student number:
Signature:
Date:
, QUESTION 1
In the given passage, the writer engages in a conversation with a young boy about the relevance of
traditional fairy tales and their appeal to young readers. Through this dialogue, the writer highlights the
boy's preference for violence and excitement found in online games over the maudlin and outdated
nature of fairy tales. The writer utilizes various literary devices such as irony, dialogue, and allusion to
convey meaning and generate a thought-provoking discourse.
Firstly, the use of irony is evident throughout the passage. The writer opens by acknowledging the boy's
criticism of the traditional fairy tale introduction, "Once upon a time." However, the writer argues that
despite the boy's dissatisfaction, these fairy tales still continue to captivate young readers. The irony
here lies in the fact that the boy's own preferences for violent online games are also criticized and
deemed unsuitable by the writer. This irony creates a sense of contradiction and challenges the boy's
understanding of what constitutes meaningful and engaging storytelling.
Another significant literary device employed in the passage is dialogue. The conversation between the
writer and the boy allows for a dynamic exchange of ideas and perspectives. Through the dialogue,
readers are exposed to contrasting viewpoints, sparking a reflection on the value and relevance of fairy
tales in modern times. It also serves to illustrate the generation gap and the differing priorities and
interests of young readers.
Allusion is yet another literary device employed in the passage. The writer alludes to various fairy tales
and cultural references, such as "Sleeping Beauty," "Snow White," and "Red Riding Hood." By
mentioning these well-known stories, the writer underscores the enduring popularity and cultural
significance of fairy tales. However, the writer also subtly criticizes their moralistic and outdated nature,
suggesting that they may no longer resonate with contemporary young readers.
When teaching students about literary devices and their importance in reading and analyzing literature,
it is crucial to focus on both the technical aspects and the deeper meaning they convey.
To start, I would introduce students to a comprehensive list of common literary devices like irony,
dialogue, allusion, metaphor, symbolism, and foreshadowing. This can be done through engaging
discussions and hands-on activities where students can identify and analyze the use of these devices in
literary texts they are already familiar with.
Next, I would emphasize the importance of recognizing literary devices as tools used by authors to
enhance the meaning and impact of their work. Students need to understand that these devices serve
distinct purposes, such as creating irony, emphasizing themes, building suspense, or enhancing
character development. Through close reading and textual analysis, students can explore how these
devices contribute to the overall meaning and effect of a literary work.
Furthermore, I would encourage students to actively engage with literature by identifying and
interpreting literary devices during their reading process. By doing so, they can deepen their
understanding of the text and uncover hidden layers of meaning. This could involve highlighting
