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ENG2611 PORTFOLIO (ANSWERS) 2024 - DISTINCTION GUARANTEED

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Well-structured ENG2611 PORTFOLIO (ANSWERS) 2024 - DISTINCTION GUARANTEED. (DETAILED ANSWERS - DISTINCTION GUARANTEED!)..... QUESTION 1 1.1. According to Leland et al. (2013), we need to understand that texts often embrace cultural ideas and, therefore, we should be sensitive to the ideas associated with specific cultures when reading. How can being sensitive to the cultural context of a text help readers avoid misunderstandings or misinterpretations of its themes and characters? (5 marks) 1.2. ‘Fan fiction is a genre of writing usually on the internet where people add, extend or create new storylines to existing narratives’ (Leland et al., 2013: 54). Consider the above quote from Leland et al. and discuss how fan fiction allows for the exploration of themes, characters, or perspectives that may be underrepresented or marginalised in the original works? What cultural significance does this hold? (5 marks) [Total: 10] QUESTION 2 Study the extract below (Text A) from ‘Eight Days: A Story of Haiti’ by Edwidge Danticat (2010:4) and answer the questions that follow. ENG2611 October/November 2024 3 Text A 2.1. In your own words explain the difference between foundation phase and intermediate phase. (4 marks) 2.2. Text A could be suitable for both Foundation Phase and Intermediate Phase literacy lessons, depending on how it is used and the objectives of the lesson. In two paragraphs, discuss the suitability of Text A for both phases. Each paragraph must contain FOUR different points on why it would be suitable for each phase. (16 marks) 2.3. Discuss FIVE different ways multicultural texts can be used to engage students with real-world issues beyond the classroom? ENG2611 October/November 2024 4 (10 marks) 2.4. With reference to Text A, explain how the narrative and visual elements can facilitate multidisciplinary learning and understanding in an English FAL class. (5 marks) 2.5 Create TWO post-reading multimodal activities based on Text A for an English FAL class. Explain why you have chosen these activities with reference to the text. (5 marks) [Total: 40] Section Total: 50 Marks SECTION B QUESTION 3 Meier and Hartell (2009) suggest that because [South Africa] is a diverse country, it is understandable that South African classrooms will be highly diversified. The problem, however, is that although democracy has been a critical characteristic of South Africa for over two decades, it is still a vague concept to many. Meier, C. & Hartell, C. 2009. Handling cultural diversity in education in South Africa. Education and Ethnicity/Special Edition, 6(2), 176-179. In an essay of between 800-1000 words discuss why this vague understanding of democracy is a problem for multicultural learning. Your essay should also touch on some ways in which inclusive and fair education in South African classrooms could be implemented. ENG2611 October/November 2024 5 Refer to at least THREE academic sources to write your essay. Include a reference list of all the sources you have referred to at the end of your essay. Your discussion should include the following: An introductory paragraph in which you outline the topic and your understanding of the question. Three body paragraphs in which you: 1) Discuss the statement made by Meier and Hartell. What do they mean that democracy is a vague concept in the classroom? 2) Discuss why classrooms may not be as inclusive as they should be. 3) Suggest some ways in which classrooms could become more diversified. A concluding paragraph in which you summarise the points discussed in your three body paragraphs. NB: Remember to write in full, flowing, grammatically correct sentences and paragraphs. Remember to acknowledge any sources that you consult; sources must be cited in the body of your essay and in your bibliography. DO NOT use subheadings or bullet points. DO NOT exceed the word limit; any content presented after the word limit has been reached will not be marked.

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ENG2611
PORTFOLIO 2024
Unique Number:
Due Date: 23 October 2024

SECTION A

QUESTION 1

1.1.

Being sensitive to the cultural context of a text helps readers avoid misunderstandings or
misinterpretations of its themes and characters by allowing them to recognize the values,
beliefs, traditions, and historical background that shape the narrative. Cultural context
provides insight into why characters behave in certain ways and why certain events unfold

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SECTION A

QUESTION 1

1.1.

Being sensitive to the cultural context of a text helps readers avoid
misunderstandings or misinterpretations of its themes and characters by allowing
them to recognize the values, beliefs, traditions, and historical background that
shape the narrative. Cultural context provides insight into why characters behave in
certain ways and why certain events unfold as they do. It helps readers appreciate
the text’s deeper meaning, instead of imposing their own cultural biases or
assumptions on it.

For example, actions or attitudes that may seem unusual or wrong from the reader’s
cultural perspective may hold a different meaning in the culture depicted in the text.
Understanding this allows readers to engage more empathetically with characters
and themes, leading to a more accurate interpretation. Furthermore, being aware of
the cultural background helps readers identify themes that are specific to the societal
issues or historical events that inform the narrative, ensuring that they grasp the full
significance of the text rather than misreading it through the lens of their own
experiences or preconceptions.



1.2.

Fan fiction provides a platform for the exploration of themes, characters, and
perspectives that may be underrepresented or marginalized in the original works by
giving readers and writers the freedom to expand on narratives in ways that reflect
their own cultural experiences, identities, and worldviews. In traditional media,
certain groups—such as people of color, LGBTQ+ individuals, women, or those from
non-Western cultures—often find their stories overlooked, minimized, or
misrepresented. Fan fiction allows writers to address these gaps by developing the
stories of background or minor characters, introducing new narratives that
foreground diverse experiences, or reinterpreting the original content through
alternative cultural or social lenses.

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