Vanessa Carles – Student number: 64948722 ENG2611 – Unique number: 724774
Applied English Language for Foundation
and Intermediate Phase – First Additional
Language
ENG2611
September / October 2022
Examination Portfolio
Vanessa Carles
Student number: 64948722
Unique number: 724774
Due date: 28 September 2022
,Vanessa Carles – Student number: 64948722 ENG2611 – Unique number: 724774
DECLARATION REGARDING PLAGIARISM
I Vanessa Stephanie Carles, student number 64948722 declare that this assignment 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 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.
28 September 2022
, Vanessa Carles – Student number: 64948722 ENG2611 – Unique number: 724774
Section A
Question 1
a) In a paragraph of not more than 10 lines, briefly discuss THREE ways in which
literary studies can help promote multicultural awareness among English FAL
learners.
Literature can be seen as a powerful device to open the minds of learners and expose
them to new ideas and knowledge, as it encourages them to look critically at the world
by gaining a better understanding of both their own culture and the culture of others.
Literature can also be a positive influence and used as a starting point in a classroom, to
promote diversity awareness, accommodate the needs of different cultures and to
expand on cultural ideas, as it allows for learners to be part of an idealistic world where
they are able to learn from one another through seeing ideas and hearing thoughts from
a different perspective other than their own. It can also assist learners in imagining the
lives of others as the literature texts provides a “voice” and tells a “story” of minority
cultural groups in order to empower them and to raise awareness of inequalities and
injustices suffered by these cultural groups within society.
b) In your own words, briefly explain what you understand by the concept of
“reading and writing as symbiotic processes” and explain the implications this
has for language teaching.
Reading and writing are an intertwined and intimately connected process where you
cannot read without writing and you cannot write without reading. Without one another
they cannot exist, and it is therefor that reading and writing is referred to as a symbiotic
process where both elements work jointly together to the benefit of each other. The
division between reading and writing hinders the development of language learning in
general, therefor the more extensively we read, the more knowledge we acquire, which
in return is reflected in our writing. One of the primary reasons we read is to learn, but
reading is not enough, we need to write out what we are studying in our own words in
order to assist us with comprehension and understanding as well as an aid to memory.
Reading encourages writing and at the same time, practice in writing supports reading
skills, especially for Foundation Phase learners who are developing phonemic
awareness and phonic skills as they read and write new words. For older learners, the
process of writing their own text, helps them to critically analyse a text they have read
and then applying their knowledge in using particular language, structures and content
in that written text.
c) Is critical writing the same as criticism? Describe TWO ways in which the two are
similar OR different and give one suitable example to illustrate the similarities OR
differences between them.
No, critical writing is not the same as criticism. Critical writing is writing that forms an
argument based on analysis and evaluation of evidence from a variety of sources. It
consists of analysing and finding meaning in a piece of work, as well as looking at the
positive and negative aspects of it. Critical writing is normally academic writing, and it
assists in building our minds by developing the way in which we think, therefor allowing
Applied English Language for Foundation
and Intermediate Phase – First Additional
Language
ENG2611
September / October 2022
Examination Portfolio
Vanessa Carles
Student number: 64948722
Unique number: 724774
Due date: 28 September 2022
,Vanessa Carles – Student number: 64948722 ENG2611 – Unique number: 724774
DECLARATION REGARDING PLAGIARISM
I Vanessa Stephanie Carles, student number 64948722 declare that this assignment 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 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.
28 September 2022
, Vanessa Carles – Student number: 64948722 ENG2611 – Unique number: 724774
Section A
Question 1
a) In a paragraph of not more than 10 lines, briefly discuss THREE ways in which
literary studies can help promote multicultural awareness among English FAL
learners.
Literature can be seen as a powerful device to open the minds of learners and expose
them to new ideas and knowledge, as it encourages them to look critically at the world
by gaining a better understanding of both their own culture and the culture of others.
Literature can also be a positive influence and used as a starting point in a classroom, to
promote diversity awareness, accommodate the needs of different cultures and to
expand on cultural ideas, as it allows for learners to be part of an idealistic world where
they are able to learn from one another through seeing ideas and hearing thoughts from
a different perspective other than their own. It can also assist learners in imagining the
lives of others as the literature texts provides a “voice” and tells a “story” of minority
cultural groups in order to empower them and to raise awareness of inequalities and
injustices suffered by these cultural groups within society.
b) In your own words, briefly explain what you understand by the concept of
“reading and writing as symbiotic processes” and explain the implications this
has for language teaching.
Reading and writing are an intertwined and intimately connected process where you
cannot read without writing and you cannot write without reading. Without one another
they cannot exist, and it is therefor that reading and writing is referred to as a symbiotic
process where both elements work jointly together to the benefit of each other. The
division between reading and writing hinders the development of language learning in
general, therefor the more extensively we read, the more knowledge we acquire, which
in return is reflected in our writing. One of the primary reasons we read is to learn, but
reading is not enough, we need to write out what we are studying in our own words in
order to assist us with comprehension and understanding as well as an aid to memory.
Reading encourages writing and at the same time, practice in writing supports reading
skills, especially for Foundation Phase learners who are developing phonemic
awareness and phonic skills as they read and write new words. For older learners, the
process of writing their own text, helps them to critically analyse a text they have read
and then applying their knowledge in using particular language, structures and content
in that written text.
c) Is critical writing the same as criticism? Describe TWO ways in which the two are
similar OR different and give one suitable example to illustrate the similarities OR
differences between them.
No, critical writing is not the same as criticism. Critical writing is writing that forms an
argument based on analysis and evaluation of evidence from a variety of sources. It
consists of analysing and finding meaning in a piece of work, as well as looking at the
positive and negative aspects of it. Critical writing is normally academic writing, and it
assists in building our minds by developing the way in which we think, therefor allowing
