ENG2611
EXAM PORTFOLIO
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 nurtures 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).
EXAM PORTFOLIO
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 nurtures 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).
