ENG1501 Assignment 3 2025 (Year Module) - DUE 11 August 2025

ENG1501 Assignment 3 2025 | Answers | Due 11 August 2025 Fully trusted solutions and clear explanations to support your success. This assignment comprises two sections. Both sections are compulsory. Section A: Reflection: Novel (Unit 4) In a response of 300 to 400 words, reflect on Unit 4 of your Study Guide (Tutorial Letter 501) and your experience of the prescribed novel, Small Things. Write your reflections in paragraph form guided by the questions below. 1. Prior to embarking on your study of this module and this unit, did you read any novels? If you did previously read any novels: Share the title of one novel you liked, reflecting on what you liked about it (refer to specific aspects of the novel that appealed to you, such as, for example, its genre, setting and/or characters). If you can, also share the title of a novel you have (tried to) read but did not like, explaining what you did not like about it. If you did not previously read any novels, explain briefly why not: What prevented you from reading a novel (this could be external circumstances or simply your own interests)? 2. Reflecting closely on your study of Unit 4, explain which parts of the unit you understood well (be sure to state something specific you have learnt!), and explain which parts of the unit you found difficult to understand or grasp (remember, be specific!). Refer closely to the unit in your response. 3. Describe your experience of reading the prescribed novel, Small Things, and briefly relay your thoughts on the novel. Did you find it an ‘easy’ or a ‘difficult’ read? Did you find it interesting—why/why not? Who was your favourite character, and why? Who was your least favourite character, and why? How did reading the novel make you feel? What did you think of the ending of the novel? Reflection: 15 marks Unit 4 Reflections rubric: Level Mark Range Descriptor Excellent 14-15 • thorough engagement with the Study Guide • given prompts explored convincingly Good 11-13 • fair demonstration of engagement with the Study Guide using the given prompts Adequate 10 • generic response that skims the surface • poorly structured essay • response that is not always clear Inadequate 0-9 • AI-generated response • sourced response • unconvincing reflection Module Evaluation Survey For the ENG1501 module team to improve teaching and learning, complete the survey questions below. Copy and paste the tables below and complete your rating of each descriptor, which is rated between 1 and 5, with the following representations for each rating: 1 means strongly disagree 2 means disagree 3 means neutral 4 means agree 5 means strongly agree Learning Material Descriptor Rating out of 5 1. Tutorial Letter 101 was a useful tool to understand what is expected of me in this module. 2. Tutorial Letter 501 (Study Guide) helped me to understand the module content. 3. Tutorial Letter 501 (Study Guide) enabled me to analyse the various prescribed texts according to their genres. 4. The activities for all genres in Tutorial Letter 102 assisted me in developing my skill of literary analysis. 5. The Additional Resources helped me to navigate the module site and the module content. 6. Any further comments on the Learning Material: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Virtual teaching Descriptor Rating out of 5 1. The virtual classes were announced on time for me to prepare for attendance. 2. Where I could not attend, video recordings of virtual classes were always accessible for me to catch up. 3. In the virtual classes that I attended, I found that the lecturers presenting had prepared well for the classes. 4. The content of the virtual classes was relevant. 5. The content of the virtual classes addressed my learning needs as a student. 6. The presentation of the module content during the virtual class was clear. 7. During virtual classes, I was offered an opportunity to ask clarityseeking questions. 8. The lecturers answered questions that students asked during the virtual classes. 9. The e-tutor activities helped to improve my understanding of the module content. 10. The monthly Drop-in sessions were a useful way to engage with lecturers. 11. The Nudging emails helped me to keep up to date with my engagement in the module site and e-tutor group. 12. The Nudging emails helped to remind me of assignment due dates. 13 The Nudging emails helped to keep me motivated after the release of assignment results. 12. Discuss one thing that could improve virtual teaching in this module. ___________________________________________________________________ ___________________________________________________________________ Survey: 5 marks Sub-total for Section A: 20 Marks Section B: Small Things – Nthikeng Mohlele A central plot point and theme in the novel Small Things is the narrator’s love for Desiree. His love for her starts when he is a schoolboy and is the first thing relayed in the opening lines of the novel, and his feelings about her remain a significant focus throughout the novel, which spans across his life. His feelings about Desiree range from obsession to desolation, and he poignantly describes his love for her as being like a moth drawn to a flame, “Desiree the confident flame, and I the suicidal moth” (Mohlele 2013: 60).* Question: Using the extract detailed below as a starting point, write an essay in which you discuss the narrator’s love for and relationship with Desiree in the novel. In particular, focus on: the theme of love; on how the narrator summarises his relationship with Desiree in the extract; and on how the narrator describes his feelings towards Desiree, and hers towards him, throughout the novel. Your response should closely consider diction and other literary devices as relevant to the topic. *NB: This page reference is from the electronic edition of the book. In the electronic edition, the extract on which you are required to focus begins on p. 60 with the words, “Something unexpected happens. I watch a moth, …” and ends on p. 61 with the words, “To think. All of three hours” (Mohlele 2013: 60 – 61). If you are using the hardcopy (printed) prescribed edition of the book instead, the extract on which you are required to focus is the same, but it begins on p. 83 with the words, “Something unexpected happens. I watch a moth, …” and ends on p. 84 with the words, “To think. All of three hours” (Mohlele 2013: 83 – 84). When writing your essay: • Focus on the theme of love and how the narrator describes his love for Desiree, both in the given extract and elsewhere in the novel. • Consider how, in turn, Desiree’s love for the narrator (or lack thereof) is described in the novel. • You may also want to consider, as relevant, Desiree’s characterisation (which, remember, we only see through the subjective view of the first-person narrator) in general. • Focus on how the narrator’s relationship with Desiree is depicted throughout the novel. • Consider the impact of the ‘moth to a flame’ metaphor for describing their love and relationship; in particular, consider how Desiree, the flame, is described in this passage, and how the narrator, the moth, is described. • Reflect on how the narrator’s love for Desiree evolves throughout the novel, which spans across several decades of his life. • Ensure that you closely examine diction and other literary devices in discussing the above points. Before you start writing your essay, you should: 1. Revise the sections on ‘Characterisation’ (p. 45) and ‘Theme’ (p. 55) in Unit 3 of your Study Guide (Tutorial Letter 501). 2. Then, carefully study Unit 4 of Tutorial Letter 501. 3. Then, closely consider the given extract from Small Things. When performing your close reading of the extract, please do, as instructed, pay careful attention to diction (that is, how words are used and how they convey meaning). Remember that literary devices such as metaphor, imagery, hyperbole, and so on are all part of diction and are the building blocks of any novel. When doing a careful reading of a novel, or any literary work, examining diction (word choice) is where you start. 4. Carefully plan your essay, following the steps in the section on ‘How to Write about a Novel’ in Unit 4 of your Study Guide. Sub-total for Section B: 40 Marks The following rubric will be used to assess your essays. MARK/40 CRITERIA 36 – 40 (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. 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. 30 – 35 (76% – 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. 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. 28 – 29 (70% - 73%) 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. Structure and Organisation Well-developed structure, coherent, logically organized. Language and Expression Articulate, lucid, ideas clearly stated. Fluent and fairly sophisticated, concise writing. 24 – 27 (60% - 68%) 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. 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. 22 – 23 (55% - 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. 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 – 21 (50% - 53%) ADEQUATE Content Some relevance but lack of focus. Adequate but superficial. Attempts to answer the question but descriptive rather than analytical. Structure and Organisation Discernible argument but not consistently coherent or logically organized. Language and Expression Some grammatical and spelling errors, tone and style sometimes inconsistent. 16 – 19 (40% – 48%) INADEQUATE Content Vague; not enough substance or relevance, insufficient support for ideas. Arguments not convincing and barely any justification from text. 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. 13 – 15 (32% - 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. 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% - 30%) EXCEPTIONALLY WEAK Content Wholly irrelevant. Seriously inadequate, with major omissions and/or serious inaccuracies. No apparent understanding of topic. GRAND TOTAL: 60 MARKS For information about correct quoting and referencing, consult Unit 1 of the Study Guide (Tutorial Letter 501). Warning! Using ideas and facts from other people, books or web pages without saying where they come from is the same as stealing those ideas and facts. This is plagiarism and it is a serious offence. Also note that using AI tools as ghostwriters is cheating. If you are found guilty of any form of unethical conduct, you will fail this assignment.