FULL NAMES:
STUDENT NUMBER:
MODULE CODE: ENG1501
MODULE NAME: FOUNDATIONS IN ENGLISH LITERARY STUDIES
ASSIGNMENT: 01 (POETRY)
YEAR MODULE 2025
DUE DATE: 23 APRIL 2025
, Section A: Reflective essay: Poetry (Unit 2)
Reflecting on Unit 2 of the ENG1501 study guide has been both enlightening and
challenging. I made a point to complete my activity journal because I found the
exercises useful in helping me break down poems using the tools discussed in the unit,
such as diction, tone, and poetic devices.
One of the activities I found most manageable was the one that asked us to identify
diction and connotation in Kelwyn Sole’s poem "Whales" (ENG1501/501/0/2022: 21). I
found this task enjoyable because it felt like I was decoding hidden messages in the
poem. Activities that required me to explore the mood and tone of a poem also felt
approachable, since the examples in the guide were clear, and I could match the
emotions in the words to the message being conveyed. The common thread between
the easier activities was that they focused on specific poetic tools like imagery or
diction, which were clearly explained with definitions and examples, making them easier
to identify and apply.
On the other hand, the activity that asked us to summarise each stanza of Ingrid de
Kok’s poem “Bring the statues back” (ENG1501/501/0/2022: 10–11) was quite difficult.
The imagery was subtle, and I struggled to capture the full meaning without
oversimplifying. I also found the reference to the Dutch Reformed Church and Apartheid
symbolism complicated to unpack.
The least enjoyable part was having to explain personification and oxymoron in
unfamiliar poems, particularly when these devices appeared subtly. Although the guide
did offer explanations (ENG1501/501/0/2022: 22), applying them without enough
background on the poem’s theme was not easy for me. Overall, even though some
activities tested my patience, the entire unit deepened my appreciation for poetry. I now
understand that every poetic choice, whether a line break or a single word, is loaded
with meaning. It taught me how to slow down, observe carefully, and think deeply about
language, which is something I never did before.
STUDENT NUMBER:
MODULE CODE: ENG1501
MODULE NAME: FOUNDATIONS IN ENGLISH LITERARY STUDIES
ASSIGNMENT: 01 (POETRY)
YEAR MODULE 2025
DUE DATE: 23 APRIL 2025
, Section A: Reflective essay: Poetry (Unit 2)
Reflecting on Unit 2 of the ENG1501 study guide has been both enlightening and
challenging. I made a point to complete my activity journal because I found the
exercises useful in helping me break down poems using the tools discussed in the unit,
such as diction, tone, and poetic devices.
One of the activities I found most manageable was the one that asked us to identify
diction and connotation in Kelwyn Sole’s poem "Whales" (ENG1501/501/0/2022: 21). I
found this task enjoyable because it felt like I was decoding hidden messages in the
poem. Activities that required me to explore the mood and tone of a poem also felt
approachable, since the examples in the guide were clear, and I could match the
emotions in the words to the message being conveyed. The common thread between
the easier activities was that they focused on specific poetic tools like imagery or
diction, which were clearly explained with definitions and examples, making them easier
to identify and apply.
On the other hand, the activity that asked us to summarise each stanza of Ingrid de
Kok’s poem “Bring the statues back” (ENG1501/501/0/2022: 10–11) was quite difficult.
The imagery was subtle, and I struggled to capture the full meaning without
oversimplifying. I also found the reference to the Dutch Reformed Church and Apartheid
symbolism complicated to unpack.
The least enjoyable part was having to explain personification and oxymoron in
unfamiliar poems, particularly when these devices appeared subtly. Although the guide
did offer explanations (ENG1501/501/0/2022: 22), applying them without enough
background on the poem’s theme was not easy for me. Overall, even though some
activities tested my patience, the entire unit deepened my appreciation for poetry. I now
understand that every poetic choice, whether a line break or a single word, is loaded
with meaning. It taught me how to slow down, observe carefully, and think deeply about
language, which is something I never did before.
