ENG2611 January/February Supplementary Portfolio (DETAILED ANSWERS) 2026 - DISTINCTION GUARANTEED

ENG2611 January/February Supplementary Portfolio (DETAILED ANSWERS) 2026 - DISTINCTION GUARANTEED - DISTINCTION GUARANTEED - DISTINCTION GUARANTEED Answers, guidelines, workings and references , Read the questions below carefully and write all your responses in paragraph form. QUESTIONS 1. When engaging in critical reading, we follow certain steps in order to make meaning of a literary text. Identify two pre-reading exercises we can use when we read a text for the first time and provide a brief explanation of each element. Do not simply duplicate the information in your study guide – your explanations should be phrased in your own words and demonstrate your own understanding of the concepts. (8 marks) 2. Read the poem below and answer the questions based on the poem: " The Road Not Taken ", Robert Frost. The Road Not Taken (first twelve lines) by: Robert Frost Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveller, long I stood And looked down one as far as I could To where it bent in the undergrowth; Then took the other, as just as fair, And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that, the passing there Had worn them really about the same, And both that morning equally lay In leaves no step had trodden black. 2.1 In a single sentence, explain what this poem is about. (2 marks) 2.2 Write a paragraph in which you describe an appropriate pre-reading activity that you could use for your learners if you were to teach this poem. Explain why the activity you describe would be an effective one to use when teaching this poem in particular – how does it relate to the poem's content and to aspects of the poem that learners might struggle to understand without the pre-reading activity? (5 marks) 2.3 Write a paragraph in which you explain how you would use your understanding of syntax to help learners explore this poem. Offer ENG2611 January/February 2026 examples from the poem to motivate your ideas and make your lesson specific. (5 marks) 2.4 "Robert Frost’s The Road Not Taken explores themes of choice, uncertainty, and consequence. In the first twelve lines of the poem, the speaker contemplates a decision at a crossroads. Write a paragraph in which you analyse how Frost uses imagery, symbolism, and language to portray the complexity of making choices. Discuss the significance of the two diverging roads and the speaker's decision-making process, and how these elements reflect broader themes of individual experience and life’s uncertainties. (5 marks) 2.5 Write a paragraph in which you design and describe a multimodal activity you could use when teaching this poem. Explain why the activity you describe would be an effective one to use when teaching this poem in particular – how does it relate to the poem's content and to aspects of the poem that learners might struggle to understand through reading alone? (8 marks) 2.6 Write a paragraph in which you create two post-reading questions for this poem. For each question, explain why the question would be effective in the teaching of this specific poem – how does each question relate to the poem's content and to aspects of the poem that learners might need help understanding? (8 marks) 3. In your own words, explain the concept of a focus study and its value in teaching literature. Do not simply duplicate the information in your study guide – your explanation should be phrased in your own words and demonstrate your own understanding of the concept. (4 marks) 4. Your study guide identifies two possible kinds of focus studies: focus studies that investigate genres and focus studies that investigate authors. Write a paragraph in which you briefly describe both types of focus studies, then choose the one you think would be the most effective for teaching the poem above. Explain your decision. (5 marks) Section Total: 50 marks ENG2611 January/February 2026 SECTION B QUESTION "The role of multilingualism in fostering cultural awareness and inclusion in South African schools." Write an essay of 800-1000 words in which you engage with the quote above to discuss how teachers can use multilingualism as a tool to promote cultural awareness and inclusion in the Intermediate Phases. In your essay, you should: Explore the concept of multilingualism in a South African context; discuss how teachers can create a learning environment that values and celebrates linguistic diversity in the South African teaching environment; highlight the potential of multilingualism to enhance learners’ understanding of different cultures in the Intermediate Phase classroom; refer to at least THREE academic sources to motivate your points; and provide practical examples of classroom strategies.