ENG2611 PORTFOLIO (ANSWERS) October November 2025 - DISTINCTION GUARANTEED

Well-structured ENG2611 PORTFOLIO (ANSWERS) October November 2025 - DISTINCTION GUARANTEED. (DETAILED ANSWERS - DISTINCTION GUARANTEED!)..... October/November 2025 ENG2611 APPLIED ENGLISH LANGUAGE FOR FOUNDATION AND INTERMEDIATE PHASE - FIRST ADDITIONAL LANGUAGE First examiner: Dr P Scordis Second examiner: Ms N Best Refer to at least THREE academic sources to write your essay in the form of in-text references. 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 how the personal and professional experience of educators, as described by Meier and Hartell, contribute to a disconnect between their perceptions and the diverse backgrounds of their learners. 2) Explain why this disconnect between educators’ perceptions and students’ backgrounds might be problematic for fostering an inclusive learning environment in South African classrooms. ENG2611 October/November 2025 3) Suggest practical strategies that teachers can implement to address these challenges and create more inclusive, equitable classrooms for learners from different backgrounds. A concluding paragraph in which you summarise the points discussed in your three body paragraphs. Duration 48 Hours This paper consists of 5 pages. Instructions: You are allowed to access your study material. You are, however, not allowed to copy verbatim from your study material. You should write the answers in your own words and any sources consulted should be cited according to the Harvard referencing method. In the event of plagiarism or cheating of any kind you will be reported to the University’s Student Disciplinary Section. The answered exam script must be uploaded as a PDF electronic In an essay of between 800-1000 words discuss how the personal and professional experiences of educators may lead to a disconnect between their perceptions and the diverse backgrounds of their learners. In your essay you will need to explain why this disconnect may be problematic for fostering an inclusive learning environment in South African classrooms. Your essay should also include suggestions on how teachers can address these challenges and create more equitable, inclusive classrooms for learners from different cultural, social, and religious backgrounds. • Please do not password-protect your document • Do not submit answer files that are illegible and unclear • Poorly scanned and hard-to-read answer files will result in a zero mark • Guard against incomplete or incorrect conversion to PDF • Submission of corrupt files will result in penalisation of the mark • Convert all pages into a single PDF document Meier and Hartell (2009) suggest that ‘[educators’] perceptions and attitudes are formed, among other things, by their personal experiences and professional education’ and that ‘as a result, [their] perceptions, attitudes and personal experiences may fundamentally be at odds with the experiences of their learners who come from a different background in class, religion, gender and culture’ (187). Meier, C. & Hartell, C. 2009. Handling cultural diversity in education in South Africa. Education and Ethnicity/Special Edition, 6(2), 180 - 192. • Your answer file must not be more than 20mb in size The exam can be downloaded on 15 October at 8:00 a.m. and must be uploaded by 11:00 a.m. on 17 October NO LATE SUBMISSIONS WILL BE ACCEPTED. Answer both Section A and Section B Section A is worth 50 marks Section B is worth 50 marks Tick the Honour Pledge as your plagiarism declaration. ENG2611 October/November 2025 SECTION A Read the questions below carefully and write all your responses in paragraph form. Africa of proud warriors in ancestral Savannahs Africa of whom my grandmother sings On the banks of the distant river I have never known you But your blood flows in my veins Your beautiful black blood that irrigates the fields The blood of your sweat The sweat of your work The work of your slavery Africa, tell me Africa Is this your back that is bent This back that breaks under the weight of humiliation This back trembling with red scars And saying yes to the whip under the midday sun? But a grave voice answers me Impetuous child that tree, young and strong That tree over there Splendidly alone amidst white and faded flowers That is your Africa springing up anew Springing up patiently, obstinately Whose fruit bit by bit acquires The bitter taste of liberty. Three body paragraphs in which you: 1) Discuss how the personal and professional experience of educators, as described by Meier and Hartell, contribute to a disconnect between their perceptions and the diverse backgrounds of their learners. 2) Explain why this disconnect between educators’ perceptions and students’ backgrounds might be problematic for fostering an inclusive learning environment in South African classrooms. ENG2611 October/November 2025 3) Suggest practical strategies that teachers can implement to address these challenges and create more inclusive, equitable classrooms for learners from different backgrounds. A concluding paragraph in which you summarise the points discussed in your three body paragraphs. In a paragraph of 150 words explain why cultural awareness is important when analysing literature? How might it influence a reader’s interpretation of a character's actions or the conflicts within a story? Then, in another paragraph of 150 words illustrate the impact of cultural context on character interpretation using a Foundation Phase story of your choice. 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. Section Total: 50 Marks MARK/50 CRITERIA 45 – 50 (90% - 100%) EXCEPTIONAL Content Imaginative, authoritative, with original insight producing a subtle and nuanced piece of work. Sharply focused on response to the question; clear line of argument. Shows exceptional awareness of the complexities and wider ramifications of the issues raised. Perceptive and sophisticated throughout. Demonstrates an exemplary ability to analyze issues and texts. Three sources referenced. Structure and Organisation Fully coherent structure, fluently developed, logically organized. Language and Expression Cogent, eloquent, succinct, compelling. Fluent, sophisticated and mature writing. Sophisticated syntax, correct grammar. Expression that is apt and incisive. ENG2611 October/November 2025 40 – 44 (80% – 88%) EXCELLENT Content Perceptive, excellent understanding and in-depth interpretation of topic. All aspects of topic fully explored. Sharply focused on response to the question. Clear line of argument. Range of striking arguments extensively supported from text. Three sources referenced. Structure and Organisation Well-developed structure, coherent, logically organized. Language and Expression Cogent and succinct. Fluent, sophisticated and mature writing. Sophisticated syntax and correct grammar. 34– 39 (68% - 78%) VERY GOOD Content Very good understanding and interpretation of topic. Detailed response. Most aspects of the topic adequately explored. Shows very good awareness of the complexities and wider ramifications of the issues raised. Range of sound arguments given, well supported from text. Three sources referenced but these are not relevant to the essay/ referenced incorrectly. Structure and Organisation Well-developed structure, coherent, logically organized. Language and Expression Articulate, lucid, ideas clearly stated. Fluent and fairly sophisticated, concise writing. 30 – 33 (60% - 66%) GOOD/ ABOVE AVERAGE Content Solid understanding and interpretation of topic. Fairly detailed response. Many aspects of the topic adequately explored. Mainly relevant to the question but with some unevenness. Shows some awareness of the complexities and wider ramifications of the issues raised. Fair range of sound arguments given, generally well supported from text. Critically sound, constituting a serious attempt to engage with the question. in an analytical way and showing clear evidence of a perceptive response to the material, though without fully drawing out some potentially relevant nuances and implications; some original insight. Less than three sources referenced, but referenced correctly. Structure and Organisation Coherent, logical structure, consistently and effectively developed. Language and Expression Mostly correct grammar. Generally clear and precise but some inconsistencies. Mostly fluent. ENG2611 October/November 2025 25 – 29 (50% - 58%) AVERAGE Content Evidence of engagement with the question, though perhaps not addressing its terms successfully or fully; sometimes tending overly toward description and/or narration. One source referenced. Structure and Organisation Mostly coherent and a fair amount of logical development. Some areas of weakness in terms of ambiguity and/or repetition. Language and Expression Language errors minor, tone and style mostly appropriate. Writing reasonably fluent but with some awkwardness. 20 – 24 (40% – 48%) INADEQUATE Content Does the theme of the poem change? Quote from the poem to support your answer. Vague; not enough substance or relevance, insufficient support for ideas. Arguments not convincing and barely any justification from text. No sources referenced. Structure and Organisation Ideas confused or disconnected, not enough logical sequencing or development, little signposting. Language and Expression Unclear and imprecise Weak syntax, numerous grammatical and spelling errors Meaning sometimes obscured by poor expression. Provide one pre-reading activity that you could do before reading this poem to students? Explain how this activity will help prepare them better understand the poem. Quote two examples from the poem to support your pre-reading activity. (26% - 38%) VERY WEAK Content Argument difficult to follow or largely irrelevant. Provides no justification from the text. Very poor grasp of text and topic. Response repetitive and frequently off the point. No sources referenced. Structure and Organisation Largely incoherent and/or lacking in logical development. Language and Expression Weak syntax, many grammatical and spelling errors. Meaning often obscured by poor expression. 0 – 12 (0% - 24%) EXCEPTIONALLY WEAK Create three questions about this poem that you would use to help learners in either the Foundation or Intermediate Phases develop skills as text analysts. For each question, explain how it would guide learners in analysing the text and deepening their understanding. Wholly irrelevant. Seriously inadequate, with major omissions and/or serious inaccuracies. No apparent understanding of topic. No references included. OR Plagiarised. According to Leland et al. (2013) the concept of reading for pleasure at both home and school contributes to a student’s academic success and critical thinking skills. In a paragraph of 150 words, discuss how this approach contrasts with viewing reading solely as a skill to be learned and practiced. Structure and Organisation Wholly incoherent and/or compromised by lack of content No evidence of planned structure or logic. Language and Expression Severe weaknesses in syntax and grammar. Meaning consistently obscured by poor expression. Scanning and summarising are two techniques that could be used to teach the poem to Foundation/Intermediate phase learners. Discuss how you would use each technique to teach this poem to your learners. Each technique should be discussed in separate paragraphs consisting of 150 words. For each paragraph, you will need to explain the technique, explain why it is used, and show how you would use each technique to teach this poem.