ENG2611 Assignment 2 (ANSWERS) 2024 - DISTINCTION GUARANTEED

Well-structured ENG2611 Assignment 2 (ANSWERS) 2024 - DISTINCTION GUARANTEED. (DETAILED ANSWERS - DISTINCTION GUARANTEED!)..... Text A Once there were four children whose names were Peter, Susan, Edmund and Lucy. This story is about something that happened to them when they were sent away from London during the war because of the air-raids. They were sent to the house of an old Professor who lived in the heart of the country, ten miles from the nearest railway station and two miles from the nearest post office. He had no wife and he lived in a very large house with a housekeeper called Mrs. Macready and three servants. (Their names were Ivy, Margaret and Betty, but they do not come into the story much.) He himself was a very old man with shaggy white hair, which grew over most of his face as well as on his head, and they liked him almost at once; but on the first evening when he came out to meet them at the front door he was so odd-looking that Lucy (who was the youngest) was a little afraid of him, and Edmund (who was the next youngest) wanted to laugh and had to keep on pretending he was blowing his nose to hide it. As soon as they had said good night to the Professor and gone upstairs on the first night, the boys came into the girls’ room and they all talked it over. 3 1. Would you consider this extract to be an example of children’s literature? Why? (2 marks) 2. Summarise the plot of this extract in one sentence. (2 marks) 3. We could state that the author has developed one character more than the others. Identify this character and explain why this statement is true. (4 marks) 4. Do you think that the extract would be relevant to Foundation/Intermediate Phase EFAL readers? In your response, you should consider the theme of the extract, and you should explain which aspects of the extract you think would be relevant to Foundation/Intermediate Phase EFAL readers and which aspects you think might be less relevant to them. (4 marks) 5. Identify and explain 4 stereotypes found in this extract. (8 marks) 6. Write a short paragraph of between 100-150 words in which you explain five changes that you would make to this extract to make it more relevant to a South African Foundation/Intermediate Phase EFAL classroom. (5 marks) Total for Section A = 25 Marks Section B Before attempting to address Section B you should read Unit 3 in TL501 (Pages 79-105). Please read the following extract from A Long Walk to Water by Linda Sue Park and answer the questions that follow. 4 1. From the information given above, who do you think is the narrator? Justify your answer with reference to the extract. (2 marks) 2. Identify three cultural groups that are represented in this extract? (3 marks) Text B The river’s surface was calm, and once the boats had pulled away from the shore, there was not much to see – just water and more water. They paddled for hours. The scenery and motion were so monotonous that Salva might have slept, except he was afraid that if he did, he might fall over the side. He kept himself awake by counting the strokes of Uncle’s paddle and trying to gauge how far the canoe travelled with every twenty strokes. Finally, the boats pulled up to an island in the middle of the river. This was where the fisherman of the Nile lived and worked. Salva was amazed by what he saw in the fishing community. It was the first place in their weeks of walking that had an abundance of food. The villagers ate a lot of fish, of course, and hippo and crocodile meat as well. But even more impressive were the number of crops they grew: cassava, sugar cane, yams . . . It was easy to grow food when there was a whole river to water the crops! None of the travellers had money or anything of value to trade, so they had to beg for food. The exception was Uncle. The fishermen gave him food without having to be asked. Salva could not tell if this was because Uncle seemed to be the leader of the group or because they were afraid of his gun. 5 3. Literature needs to excite young learners’ curiosity and encourage them to pursue reading. How would you make this extract seem more ‘real’ for your Foundation/Intermediate Phase EFAL learners? Discuss at least TWO ways that you would make your Foundation/Intermediate Phase EFAL learners a part of the text through multimodal responses. (5 marks) 4. How do you understand the relationship between the characters in the above text? (4 marks) 5. In a paragraph of 200 words discuss why you think this extract would be a good example of multicultural literature in a South African Foundation/Intermediate Phase EFAL classroom.