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ENG2611 ASSIGNMENT 1 ANSWERS 2023
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THIS DOCUMENT CONTAINS ANSWERS FOR ENG2611 ASSIGNMENT 1 2023. 90% PASS IS GUARANTEED. ALL THE BEST!!!!!!
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QUESTION 11.1) In your own words, briefly explain why critical reading is referred to as an
active process.
Critical reading is referred to as an active process because it requires the reader to
engage with the text actively, to analyse and evaluate it, and to consider its meaning
and implications. Rather than simply passively absorbing information, a critical
reader is an active participant in the reading process, using their critical thinking
skills to interpret and evaluate the text.
Critical reading involves paying attention to the language and structure of the text,
identifying the author's purpose, analysing the arguments and evidence presented,
and evaluating the credibility and reliability of the information. This requires the
reader to think critically, asking questions, challenging assumptions, and considering
alternative perspectives. For example, when reading a news article, a critical reader
might consider the source of the article, the evidence presented to support the
claims made, and the potential biases that might influence the author's perspective.
They might also ask questions such as "What evidence supports this claim?" or
"What assumptions is the author making?"
In academic reading, critical reading is especially important. It involves engaging with
complex ideas and arguments, analysing evidence, and evaluating the strengths and
weaknesses of different perspectives. By engaging with the text actively and
critically, the reader can gain a deeper understanding of the topic and develop their
own informed perspective. In summary, critical reading is referred to as an active
process because it requires the reader to engage with the text actively, to analyse
and evaluate it, and to consider its meaning and implications. It involves using critical
thinking skills to interpret and evaluate the text, asking questions, challenging
assumptions, and considering alternative perspectives.
1.2) Discuss your understanding of the relationship between literary texts and
language. Use examples to clarify the relationship.
Literary texts and language have a symbiotic relationship, in which literary texts
utilize language as a means of expression, while language is shaped and enriched
by literary texts. Literary texts are created with language, and it is through language
, that writers can convey their thoughts, emotions, and ideas. Language serves as the
medium through which literary texts are constructed, and it is the specific choice of
words, syntax, and style that gives each literary work its unique voice and character.
For example, in "To Kill a Mockingbird" by Harper Lee, the use of Southern dialect
and colloquial language helps to convey the setting, characters, and themes of the
story. The language used in the book is an essential part of its message and impact.
On the other hand, literary texts also shape and enrich language, as writers often
push the boundaries of language by inventing new words, phrases, and idioms.
Shakespeare, for example, is known for inventing many new words and expressions
that are still in use today, such as "eyeball," "bedazzled," and "foul-mouthed." These
literary creations become part of the broader linguistic landscape, enriching, and
expanding the language for future generations.
In conclusion, literary texts and language are deeply intertwined, with literary texts
using language to create meaning, shape our understanding of the world, and
influence the development of language itself.
1.3) Scanning, skimming, and summarising are some of the techniques that
could be used to teach the poem to Foundation/Intermediate phase learners.
Discuss how you would use each of the three techniques to teach this poem.
In your discussion explain each technique and its purpose and thereafter
demonstrate how you would use each technique to teach this poem.
Scanning is a technique used to locate specific information quickly in a text. It
involves running your eyes quickly over a text, looking for key words, phrases, or
information. This technique can be used to teach this poem by asking students to
scan the poem for the cardinal directions and the corresponding animal and trait
associated with each direction. This helps students to identify the central theme of
the poem, which is the connection between nature and personal qualities.
To apply this in teaching
Ask students to scan the poem and identify the four cardinal directions and the
associated animal and trait. For example, "North – craftiness of the fox." This helps
students to identify the key elements of the poem and the central theme of nature
and personal qualities.
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