ENG1517 ASSIGNMENT 2 2026
DUE JUNE 2026
Question 1.1
Question: Study frame seven of the above story. Write a paragraph in which you
identify the style and colours used, explain how the visuals convey the story and
then discuss whether the style and colour-use are likely or unlikely (or both) to
appeal to children below the age of six. Your answer must reference the study
guide to justify your claims.
Frame seven of No King Like God shows the moment when the man's son finds the
ram's horn inside the fish he is cleaning, and the father discovers the rings are safe. The
illustration style is cartoon-like, with simple shapes and clear, exaggerated expressions
on the characters' faces to show their emotions. The colours used are bright and warm,
including yellow, orange, red and brown, with some blue and green for the background.
These bright colours make the picture lively and exciting. The visuals tell the story
clearly because we can see the surprise on the son's face when he finds something
hard in the fish, and we can see the father's joy when he opens the horn and finds the
rings. The pictures help us understand what is happening without needing to read the
words. According to the study guide, children are attracted to bright colours and bold
lines, and visuals help make books interesting for young children (UNISA 2020:39). The
guide also says that visuals help children understand stories by themselves and can
help them learn to read (UNISA 2020:39). The cartoon style with exaggerated
expressions is very suitable for children under six because it helps them understand the
characters' feelings. Children of this age cannot read well, so they depend on pictures to
follow the story. The bright colours catch their attention and keep them interested.
Therefore, the style and colours used in frame seven are very likely to appeal to
children below the age of six.
,Question 1.2
Question: Legends and myths are similar in a number of respects. However, there
are also distinct characteristics that make them different from each other. Read
the story and write a paragraph in which you explain how No King Like God is
different from a myth and discuss specific characteristics that make it a legend.
Your answer must refer to specific sections of the story. You must also refer to
the relevant sections in the study guide.
No King Like God is a legend, not a myth, because it has several key characteristics
that make it different from myths. According to the study guide, the major difference
between myths and legends is that myths deal with gods, goddesses and divine beings,
while legends deal with people, heroes and heroines who are ordinary humans (UNISA
2020:63). In this story, the main character is an ordinary man, not a god or divine being.
The story also shows that legends are more recent than myths and are fixed to a
definite place and community (UNISA 2020:63). This story is set in a specific African
village and belongs to the Hausa people of Nigeria. Another characteristic of legends is
that they focus on human beings who perform heroic deeds (UNISA 2020:63). The man
in the story shows great courage when he refuses to greet the king like everyone else
and says "There is no king like God." He also faces the king's anger and survives
through his faith. When the king tries to trick him, the man's faith saves him. The story
also shows that legends explore qualities like bravery, moral greatness and a sense of
justice (UNISA 2020:65). The man in the story is brave and honest, and in the end,
justice is done when the king admits "Indeed, there is no king like God" and gives the
man half of his city. Unlike myths which explain the creation of the world or the actions
of gods, this legend teaches a moral lesson about faith and courage through the story of
a human hero.
, Question 2.1
Question: Read the section on Functions of Myths in your study guide. Then,
read the story, Nana Buluku, carefully to identify the four basic functions myths
are intended to serve, according to your study guide. Then, in your own words,
write two well-structured paragraphs in which you discuss in detail the four basic
functions of myths, which you have identified from the story. Your discussion
must also show how the four basic functions of myths could benefit both
teachers and learners in the Foundation Phase classroom.
The myth of Nana Buluku serves four basic functions, as explained in the study guide.
The first function is that myths help societies answer big questions about the world,
such as who made the world, who were the first people, and where we came from
(UNISA 2020:60). The Nana Buluku myth answers these questions by telling us that
Nana Buluku created the universe from an empty void and gave birth to Mawu and Lisa,
who then created the earth and all living things. The second function is that myths help
to explain and support the social order in a community (UNISA 2020:60). The myth
shows a clear hierarchy where Nana Buluku is the most powerful, then Mawu-Lisa, then
the lesser gods. This reflects human social structures where there are leaders and
followers. The third function is that myths teach us about gods and add a spiritual
meaning to our lives (UNISA 2020:60). The story of Nana Buluku teaches us about the
supreme mother goddess and encourages values like humility and respect for higher
powers. The fourth function is that myths are purveyors of culture - they help pass on
beliefs, values and unity from one generation to the next (UNISA 2020:60). The Nana
Buluku myth carries the cultural identity of the Fon and Ewe people and connects them
to their ancestors and traditions.
DUE JUNE 2026
Question 1.1
Question: Study frame seven of the above story. Write a paragraph in which you
identify the style and colours used, explain how the visuals convey the story and
then discuss whether the style and colour-use are likely or unlikely (or both) to
appeal to children below the age of six. Your answer must reference the study
guide to justify your claims.
Frame seven of No King Like God shows the moment when the man's son finds the
ram's horn inside the fish he is cleaning, and the father discovers the rings are safe. The
illustration style is cartoon-like, with simple shapes and clear, exaggerated expressions
on the characters' faces to show their emotions. The colours used are bright and warm,
including yellow, orange, red and brown, with some blue and green for the background.
These bright colours make the picture lively and exciting. The visuals tell the story
clearly because we can see the surprise on the son's face when he finds something
hard in the fish, and we can see the father's joy when he opens the horn and finds the
rings. The pictures help us understand what is happening without needing to read the
words. According to the study guide, children are attracted to bright colours and bold
lines, and visuals help make books interesting for young children (UNISA 2020:39). The
guide also says that visuals help children understand stories by themselves and can
help them learn to read (UNISA 2020:39). The cartoon style with exaggerated
expressions is very suitable for children under six because it helps them understand the
characters' feelings. Children of this age cannot read well, so they depend on pictures to
follow the story. The bright colours catch their attention and keep them interested.
Therefore, the style and colours used in frame seven are very likely to appeal to
children below the age of six.
,Question 1.2
Question: Legends and myths are similar in a number of respects. However, there
are also distinct characteristics that make them different from each other. Read
the story and write a paragraph in which you explain how No King Like God is
different from a myth and discuss specific characteristics that make it a legend.
Your answer must refer to specific sections of the story. You must also refer to
the relevant sections in the study guide.
No King Like God is a legend, not a myth, because it has several key characteristics
that make it different from myths. According to the study guide, the major difference
between myths and legends is that myths deal with gods, goddesses and divine beings,
while legends deal with people, heroes and heroines who are ordinary humans (UNISA
2020:63). In this story, the main character is an ordinary man, not a god or divine being.
The story also shows that legends are more recent than myths and are fixed to a
definite place and community (UNISA 2020:63). This story is set in a specific African
village and belongs to the Hausa people of Nigeria. Another characteristic of legends is
that they focus on human beings who perform heroic deeds (UNISA 2020:63). The man
in the story shows great courage when he refuses to greet the king like everyone else
and says "There is no king like God." He also faces the king's anger and survives
through his faith. When the king tries to trick him, the man's faith saves him. The story
also shows that legends explore qualities like bravery, moral greatness and a sense of
justice (UNISA 2020:65). The man in the story is brave and honest, and in the end,
justice is done when the king admits "Indeed, there is no king like God" and gives the
man half of his city. Unlike myths which explain the creation of the world or the actions
of gods, this legend teaches a moral lesson about faith and courage through the story of
a human hero.
, Question 2.1
Question: Read the section on Functions of Myths in your study guide. Then,
read the story, Nana Buluku, carefully to identify the four basic functions myths
are intended to serve, according to your study guide. Then, in your own words,
write two well-structured paragraphs in which you discuss in detail the four basic
functions of myths, which you have identified from the story. Your discussion
must also show how the four basic functions of myths could benefit both
teachers and learners in the Foundation Phase classroom.
The myth of Nana Buluku serves four basic functions, as explained in the study guide.
The first function is that myths help societies answer big questions about the world,
such as who made the world, who were the first people, and where we came from
(UNISA 2020:60). The Nana Buluku myth answers these questions by telling us that
Nana Buluku created the universe from an empty void and gave birth to Mawu and Lisa,
who then created the earth and all living things. The second function is that myths help
to explain and support the social order in a community (UNISA 2020:60). The myth
shows a clear hierarchy where Nana Buluku is the most powerful, then Mawu-Lisa, then
the lesser gods. This reflects human social structures where there are leaders and
followers. The third function is that myths teach us about gods and add a spiritual
meaning to our lives (UNISA 2020:60). The story of Nana Buluku teaches us about the
supreme mother goddess and encourages values like humility and respect for higher
powers. The fourth function is that myths are purveyors of culture - they help pass on
beliefs, values and unity from one generation to the next (UNISA 2020:60). The Nana
Buluku myth carries the cultural identity of the Fon and Ewe people and connects them
to their ancestors and traditions.
