ANSWERS TO ENG2611 EXAMINATION, 48 HOURS 2026 JAN
UNIVERSITY EXAMINATIONS
January/February 2026
ENG2611
APPLIED ENGLISH LANGUAGE FOR FOUNDATION AND INTERMEDIATE
PHASE - FIRST ADDITIONAL LANGUAGE
Supplementary Examination
100 Marks
Duration 48 Hours
This paper consists of 6 pages.
Instructions:
You are allowed to access your study material. You are, however, not allowed
to copy verbatim from your study material. You should write the answers in
your own words and any sources consulted should be cited according to the
Harvard referencing method. In the event of plagiarism or cheating of any kind,
you will be reported to the University’s Student Disciplinary Section.
The answered exam script must be uploaded as a PDF electronic document.
• Please do not password-protect your document
• Do not submit answer files that are illegible and unclear
• Poorly scanned and hard-to-read answer files will result in a zero mark
• Guard against incomplete or incorrect conversion to PDF
• Submission of corrupt files will result in penalisation of the mark
• Convert all pages into a single PDF document
• Do not load the pages one by one
• Your answer file must not be more than 20mb in size
, The exam can be downloaded on 14 January 2026 at 8:00 a.m. and must be
uploaded by 11:00 a.m. on 16 January 2026
NO LATE SUBMISSIONS WILL BE ACCEPTED.
Answer both Section A and Section B
Section A is worth 50 marks
Section B is worth 50 marks
Tick the Honour Pledge as your plagiarism declaration
SECTION A
Question 1
When approaching a literary text for the first time, pre-reading exercises are
essential in helping learners situate the text within a relevant context
(TUT501/0/2020: 13). Two practical pre-reading activities are often especially useful.
Firstly, learners can be guided to research or brainstorm the historical or biographical
background of the text. For example, they might read a short note on the social and
cultural context of the text’s era or explore the poet or author’s life in simplified terms.
This brief research not only creates a bridge between the learner’s experience and
the text but also encourages curiosity and a readiness to engage with themes.
Secondly, learners can engage in a thematic prediction activity. Here, the teacher
reveals a few keywords or images associated with the text’s subject matter and asks
UNIVERSITY EXAMINATIONS
January/February 2026
ENG2611
APPLIED ENGLISH LANGUAGE FOR FOUNDATION AND INTERMEDIATE
PHASE - FIRST ADDITIONAL LANGUAGE
Supplementary Examination
100 Marks
Duration 48 Hours
This paper consists of 6 pages.
Instructions:
You are allowed to access your study material. You are, however, not allowed
to copy verbatim from your study material. You should write the answers in
your own words and any sources consulted should be cited according to the
Harvard referencing method. In the event of plagiarism or cheating of any kind,
you will be reported to the University’s Student Disciplinary Section.
The answered exam script must be uploaded as a PDF electronic document.
• Please do not password-protect your document
• Do not submit answer files that are illegible and unclear
• Poorly scanned and hard-to-read answer files will result in a zero mark
• Guard against incomplete or incorrect conversion to PDF
• Submission of corrupt files will result in penalisation of the mark
• Convert all pages into a single PDF document
• Do not load the pages one by one
• Your answer file must not be more than 20mb in size
, The exam can be downloaded on 14 January 2026 at 8:00 a.m. and must be
uploaded by 11:00 a.m. on 16 January 2026
NO LATE SUBMISSIONS WILL BE ACCEPTED.
Answer both Section A and Section B
Section A is worth 50 marks
Section B is worth 50 marks
Tick the Honour Pledge as your plagiarism declaration
SECTION A
Question 1
When approaching a literary text for the first time, pre-reading exercises are
essential in helping learners situate the text within a relevant context
(TUT501/0/2020: 13). Two practical pre-reading activities are often especially useful.
Firstly, learners can be guided to research or brainstorm the historical or biographical
background of the text. For example, they might read a short note on the social and
cultural context of the text’s era or explore the poet or author’s life in simplified terms.
This brief research not only creates a bridge between the learner’s experience and
the text but also encourages curiosity and a readiness to engage with themes.
Secondly, learners can engage in a thematic prediction activity. Here, the teacher
reveals a few keywords or images associated with the text’s subject matter and asks
