ENG2611 PORTFOLIO
EXAMINATION
ANSWERS 2025
ENG2611 PORTFOLIO EXAMINATION
ANSWERS 2025
, ENG2611 PORTFOLIO EXAM
SECTION A
QUESTION 1
1.1 Leland et al. (2013) argue that reading for pleasure at home and at school
extends beyond mastering techniques; it builds a reservoir of knowledge,
vocabulary, and cognitive strategies that sustain academic performance and
foster critical thinking. Rather than isolating reading as a discrete set of skills—
decoding, fluency, and comprehension drills—this approach treats reading as an
authentic, purposeful activity in which students pursue meaningful texts, follow
their interests, and engage in interpretation, inference, and discussion. Pleasure
reading cultivates motivation, stamina, and identity as a reader, increasing
reading quantity and diversity of genres, strengthening schema and cross-text
reasoning. By contrast, a skill-centric view risks narrowing instruction to isolated
exercises, prioritizing speed or correct answers over comprehension and
argument evaluation. The pleasure-based model also recognizes social
contexts—library access, peer book talks, teacher support, and choice—that
shape sustained engagement. In sum, reading becomes an intellectual practice
rather than a finite set of teachable steps.
1.2 Cultural awareness is essential when analysing literature because stories are
embedded in particular social worlds. They encode shared beliefs, norms, power
relations, and historical moments that shape what characters know, value, and
fear. Without such awareness, readers risk projecting their own assumptions,
misreading motives, or judging actions through an inappropriate standard.
Awareness helps uncover why a character acts as they do—why a daughter
defies a tyrannical father, or why a hero prioritizes community over personal
ambition—because different cultures encode different priorities. It also clarifies
EXAMINATION
ANSWERS 2025
ENG2611 PORTFOLIO EXAMINATION
ANSWERS 2025
, ENG2611 PORTFOLIO EXAM
SECTION A
QUESTION 1
1.1 Leland et al. (2013) argue that reading for pleasure at home and at school
extends beyond mastering techniques; it builds a reservoir of knowledge,
vocabulary, and cognitive strategies that sustain academic performance and
foster critical thinking. Rather than isolating reading as a discrete set of skills—
decoding, fluency, and comprehension drills—this approach treats reading as an
authentic, purposeful activity in which students pursue meaningful texts, follow
their interests, and engage in interpretation, inference, and discussion. Pleasure
reading cultivates motivation, stamina, and identity as a reader, increasing
reading quantity and diversity of genres, strengthening schema and cross-text
reasoning. By contrast, a skill-centric view risks narrowing instruction to isolated
exercises, prioritizing speed or correct answers over comprehension and
argument evaluation. The pleasure-based model also recognizes social
contexts—library access, peer book talks, teacher support, and choice—that
shape sustained engagement. In sum, reading becomes an intellectual practice
rather than a finite set of teachable steps.
1.2 Cultural awareness is essential when analysing literature because stories are
embedded in particular social worlds. They encode shared beliefs, norms, power
relations, and historical moments that shape what characters know, value, and
fear. Without such awareness, readers risk projecting their own assumptions,
misreading motives, or judging actions through an inappropriate standard.
Awareness helps uncover why a character acts as they do—why a daughter
defies a tyrannical father, or why a hero prioritizes community over personal
ambition—because different cultures encode different priorities. It also clarifies
