ENG1515 Assignment 1 Memo | Due 15 April 2025

ENG1515 Assignment 1 Memo | Due 15 April 2025. All questions fully answered. SECTION A: CONTENT-BASED QUESTIONS Question 1 1. In Units 1 and 2 you were introduced to some of the central concepts in the module. In your own words, explain what you understand by the following terms. (You will be penalised for verbatim copying of the definitions from Tutorial Letter 501 or any source). 1.1. Critical literacy 1.2. Phonology 1.3. Coherence 1.4. Read the following speech that Mandela delivered during his inauguration as the first democratically elected president of South Africa. Answer the questions that follow. Let there be work, bread, water and salt for all. Let each know that for each the body, the mind and the soul have been freed to fulfill themselves. Never, never and never again shall it be that this beautiful land will again experience the oppression of one by another and suffer the indignity of being the skunk of the world. 1.4.1. In the speech the underlined sentence does not follow the basic sentence structure of English (i.e., subject + verb + object). The sentence starts with the word “Never”. Explain why you think Mandela deviated from the basic sentence structure of English. 1.4.2. What language aspect or component would you use to rearrange the underlined sentence? Why? Language components are discussed in Tutorial Letter 501. Question 2 2.1. English is known for the lack of one-to-one correspondence between speech sounds (phonemes) and letters (graphemes). To assist teachers to teach learners the complex sound structure of English, different methods are used, including analytic phonics and synthetic phonics. In your own words, explain the distinction between these two methods. 2.2. Read the following poem and answer the questions that follow. Imagine by Roland Egan Imagine a snail As big as a whale, Imagine a lark As big as a shark, Imagine a bee As big as a tree, ……………………… And a flea the same size as me. 2.2.1. Identify two pairs of rhyming words in the poem. 2.2.2. Which one of the methods mentioned in 2.1 would you use to teach the rhyming words you identified in 2.2.1. Justify your answer to demonstrate your understanding of the method. Question 3 3.Cohesive devices are used to achieve coherence in a text. In other words, cohesive devices are words that show how ideas and arguments are connected in a text to form a meaningful whole. Therefore, these words have grammatical functions, such as to show added information, causal-effect relationship between ideas, or a sequence in which ideas are presented. Read the following sentence and answer the following questions. I have always known that I would like to visit the beautiful islands of Mauritius; however, I may never realise this dream because of the exorbitant price of the cost of living in Mauritius. 3.1. Explain the grammatical function of the cohesive device “however” in the above sentence. 3.2. Create your own sentence and do the following: identify at least one cohesive device in the sentence and then explain the grammatical function of the device in the sentence. SECTION B: APPLICATION-BASED QUESTIONS  Question 4 4.1. Tone may be referred to as the writer’s attitude towards a particular topic in a text. Writers use certain words, phrases and clauses to express the tone being conveyed in a text. Read the following text and answer the question that follow. I have brown skin and curly hair 1. My sister’s hair is straight and her skin is kinda fair. 2. My brother’s curls are tight and his skin is really dark. 3. My daddy says we’re coloured and from Eldorado Park. 4. My daddy has a booming voice. 5. He is strong and tall. 6. He throws me up in a tumble and doesn’t let me fall. 7. My mommy is beautiful, with light brown hair and eyes so green. 8. She loves to tickle my tummy and make me laugh and scream. 9. I see how people look at us when we go out. 10. They wonder and ask what we’re all about. 11. Why is this one got curls and that one straight hair? 12. Why is this one so dark and this one so fair. ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, 13. “But anyhow, it matters not what curly, twirly or straight hair you’ve got! 14. Don’t you see? You don’t need to look the same to be family!” Source: Theunissen, K. (2020). I have a brown skin and curly hair. Jacana Media. 4.1.1. What is the tone in this text? 4.1.2. Justify your answer in 4.1.1 by referring to the text. 4.2. Find a text of no more than 10 sentences (or ten lines if it is a poem). The text could be from any source, including novels, short stories, newspapers or poems. Make sure that you have acknowledged the source; otherwise, you will be penalised. Do the following with the text: The Old House The old house stood silent on the hill. Dust lay thick on every forgotten thing, and shadows danced where laughter used to ring. A broken swing swayed gently in the breeze, a whisper of childhood amongst the lonely trees 4.2.1. Identify the tone used in the text. 4.2.2. Justify your answer in 4.2.1 by referring to the text. Question 5 5.1. Question 4.1 gives you a glimpse of diversity, but diversity in terms of physical features within the same family. Imagine you have been employed to teach a group of learners that is linguistically and culturally diverse. Briefly discuss three strategies you would use to ensure that all learners are accommodated in your English classroom regardless of their linguistic and cultural diversity. 5.2. As a teacher of English or an aspiring teacher of English, how do you think your cultural and linguistic background may influence or shape your teaching of English in your class? Briefly explain two factors that may shape or influence your teaching of English. 5.3. When teaching a classroom that is linguistically and culturally diverse, there is a danger in using a one-size-fits all approach. Bearing in mind this statement, answer the questions that follow. 5.3.1. In your own words, explain what you understand by a one-size-fits all approach. 5.3.2. Explain why this approach is not suitable for linguistically and culturally diverse learners.