ENG2611
PORTFOLIO ANSWERS
DUE DATE: 16 OCTOBER 2025
, ENG2611 EXAM PORTFOLIO 2025
DUE 16 OCTOBER 2025 SECTION A
QUESTION 1
1.1 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.
According to Leland et al. (2013:37), reading for pleasure both at home and at school helps
learners develop a love for reading, which leads to improved academic performance and critical
thinking skills. This approach differs greatly from viewing reading merely as a technical skill to
be learned and practiced. When reading is treated only as a skill, it becomes a mechanical
process focused on decoding words, memorising vocabulary, and meeting academic
requirements. In contrast, reading for pleasure encourages engagement, curiosity, and personal
connection with texts, motivating learners to read voluntarily outside the classroom. Leland et al.
(2013:41) further explain that learners should be given the freedom to choose what they read
and to explore various genres, as this nui1ures creativity and deeper understanding. So viewing
reading as an enjoyable and meaningful experience rather than a task, learners are more likely
to develop lifelong reading habits, enhance comprehension, and critically analyse diverse texts
(Study Guide /501/ Unit 1, p. 3).
PORTFOLIO ANSWERS
DUE DATE: 16 OCTOBER 2025
, ENG2611 EXAM PORTFOLIO 2025
DUE 16 OCTOBER 2025 SECTION A
QUESTION 1
1.1 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.
According to Leland et al. (2013:37), reading for pleasure both at home and at school helps
learners develop a love for reading, which leads to improved academic performance and critical
thinking skills. This approach differs greatly from viewing reading merely as a technical skill to
be learned and practiced. When reading is treated only as a skill, it becomes a mechanical
process focused on decoding words, memorising vocabulary, and meeting academic
requirements. In contrast, reading for pleasure encourages engagement, curiosity, and personal
connection with texts, motivating learners to read voluntarily outside the classroom. Leland et al.
(2013:41) further explain that learners should be given the freedom to choose what they read
and to explore various genres, as this nui1ures creativity and deeper understanding. So viewing
reading as an enjoyable and meaningful experience rather than a task, learners are more likely
to develop lifelong reading habits, enhance comprehension, and critically analyse diverse texts
(Study Guide /501/ Unit 1, p. 3).
