ENG1501
Jan/Feb Exam
Names:
Student no:
, Question 1
1.
Learning the poetic devices while reading Unit 2 (pages 20-36) was extremely
insightful. The breakdown of diction, imagery and rhythm alongside how the poets
structure their language was poetically moving. Sole’s “Whales” on page 21 for
instance was a superb examination for the word “lugubriousness” that put forth. It is
sufficient to say it captures the mood of the entire poem.
On the other hand, I felt less agitated with the Unit 1 (pages 13-18) technical essay
writing aspects. Whilst the concepts like “signpost words” and “in-text referencing”
were clear and helpful, their exploration felt a lot more tedious.
2.
While participating in ENG1501, the online learning dimension was favourable yet
problematic. The use of myUnisa was simple, particularly the eReserve section for
the poetry and short stories, but virtual attendance to class via MS Teams was often
problematic due to connection weaknesses and timetable issues. The Multimedia
Library and announcements were useful, but they could be more accommodating. A
more effective design or a more effective means of alerting students to changes
would considerably improve the situation.
3.
When familiarising themselves with ENG1501, i would advise first-year students to
gather their materials and devise a plan. I would also encourage students to
manipulate the study guide and perform the activities provided in it. For example,
summarising the given stanzas and answering the accompanying questions,
because it enhances their understanding of the subject. Also, it is very important to
go to e-tutor classes, and remember to apply the Toolkit located in the last section of
the guide provided (page 87). Finally, students should get into the habit of writing
essays from the beginning of the course to familiarise themselves with the academic
exercise and content, as well as to overcome the anxiety most students experience.
Always follow the instructions provided in Unit 1.
Jan/Feb Exam
Names:
Student no:
, Question 1
1.
Learning the poetic devices while reading Unit 2 (pages 20-36) was extremely
insightful. The breakdown of diction, imagery and rhythm alongside how the poets
structure their language was poetically moving. Sole’s “Whales” on page 21 for
instance was a superb examination for the word “lugubriousness” that put forth. It is
sufficient to say it captures the mood of the entire poem.
On the other hand, I felt less agitated with the Unit 1 (pages 13-18) technical essay
writing aspects. Whilst the concepts like “signpost words” and “in-text referencing”
were clear and helpful, their exploration felt a lot more tedious.
2.
While participating in ENG1501, the online learning dimension was favourable yet
problematic. The use of myUnisa was simple, particularly the eReserve section for
the poetry and short stories, but virtual attendance to class via MS Teams was often
problematic due to connection weaknesses and timetable issues. The Multimedia
Library and announcements were useful, but they could be more accommodating. A
more effective design or a more effective means of alerting students to changes
would considerably improve the situation.
3.
When familiarising themselves with ENG1501, i would advise first-year students to
gather their materials and devise a plan. I would also encourage students to
manipulate the study guide and perform the activities provided in it. For example,
summarising the given stanzas and answering the accompanying questions,
because it enhances their understanding of the subject. Also, it is very important to
go to e-tutor classes, and remember to apply the Toolkit located in the last section of
the guide provided (page 87). Finally, students should get into the habit of writing
essays from the beginning of the course to familiarise themselves with the academic
exercise and content, as well as to overcome the anxiety most students experience.
Always follow the instructions provided in Unit 1.
