The updated 2023 ENG2613 Exam Pack includes the first assignment of the year (2023), along with detailed answers and explanations. The pack also contains all previous exam papers up until the last one written in October 2022. The answers are comprehensive and searchable, making them easily accessib...
applied english literature for intermediate phases – first additional language fal
eng2613 applied english literature for intermediate phases – first additional language fal
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University of South Africa (Unisa)
ENG2613 (ENG2613)
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ENG2613
Applied English Literature for
Intermediate Phase First Additional
Language
LATEST EXAM PACK 2023
EXAM PACK FOR 2023
OLD TILL THE LAST EXAM WRITTEN
INCLUDES ASSIGNMENT 1 2023
, October/November 2022
ENG2613
Applied English Literature for Intermediate Phases:
First Additional Language
SECTION A: Short Paragraph Questions (60 marks)
Question 1: Please read the following poem by Marianne Moore and answer
the questions that follow.
A Jelly-Fish
Visible, invisible,
A fluctuating charm,
An amber-coloured amethyst
Inhabits it; your arm
Approaches, and
It opens and
It closes;
You have meant
To catch it,
And it shrivels;
You abandon
Your intent—
It opens, and it
Closes and you
Reach for it—
The blue
Surrounding it
Grows cloudy, and
It floats away
From you.
1
,1.1 In line 2, the jelly-fish is described as “A fluctuating charm”. Is this meant
literally or figuratively?
1.2 What does this image suggest about the jelly-fish’s movement and
appearance?
1.3 In your own words, briefly explain what is happening in this poem
1.4 Is the word choice of this poem appropriate for EFAL intermediate phase
learners? Give reasons for your answer and quote from the poem to support
your answer.
1.5 In this module you have learned about the FILMS (Form, Imagery, Look,
Meaning, Sound) method of analysing and teaching poems to learners.
In a short paragraph of 130 – 150 words, discuss how you would use this
method to teach the poem provided above. Your answer should include
examples from the poem (“A Jelly-Fish”).
1.1: The description of the jelly-fish as "A fluctuating charm" is meant figuratively.
1.2: The image suggests that the jelly-fish's movement and appearance are
constantly changing and unpredictable, like a fluctuating charm.
1.3: The poem describes a person attempting to catch a jelly-fish, but every time
they try, it eludes them and floats away.
1.4: The word choice of this poem may not be entirely appropriate for EFAL
intermediate phase learners, as it includes some complex vocabulary and syntax
that may be challenging for them. For example, the use of "amber-coloured
amethyst" in line 3 and "shrivels" in line 8 may be difficult for some learners to
understand. However, there are also simpler words and phrases used in the poem
that learners may be familiar with, such as "approaches" and "floats away".
1.5 The FILMS method is an effective tool for teaching poetry analysis to learners,
and it can be used to teach the poem "A Jelly-Fish" by Marianne Moore. To begin, I
would use the Form element of FILMS to discuss the structure of the poem, such as
its short lines and the use of enjambment. This would help learners understand the
flow of the poem and how it contributes to its meaning.
2
, Next, the Imagery element of FILMS can be used to explore the visual imagery in the
poem, such as the description of the jelly-fish as "an amber-coloured amethyst". The
Look element can be used to analyse the layout of the poem on the page, which is
important for understanding its meaning and effect.
The Meaning element of FILMS can be used to discuss the central idea of the poem,
which is the idea that the jelly-fish is a mysterious and elusive creature that cannot
be easily caught or understood. Finally, the Sound element of FILMS can be used to
analyse the use of rhyme and rhythm in the poem, as well as its tone and mood.
By using the FILMS method to teach "A Jelly-Fish", learners can gain a deeper
understanding of the poem and develop their skills in poetry analysis.
Question 2:
Read the short play below and answer the question that follows.
“Tomato Smoothie”
Setting: In the kitchen. The kitchen has a window on the one side looking out onto
the neighbour’s garden, and a door on the other side.
Characters: Two brothers, Stanley and Sibusiso, Danger their dog and Mr Neville
their neighbour.
Stanley
: (Looking out the kitchen window onto Mr Neville’s garden.) Oh no! Sibusiso! Come
quick! Look at what Danger has done!
Sibusiso
: (Standing next to Stanley. Also looking out of the window.) Ai, ai, ai! Not again!
Mama’s going to kill us! This stupid, stupid dog.
(There is a knock on the door. Stanley and Sibusiso look at each other nervously.
They cautiously walk to the door and open it.)
Mr Neville
: (Without greeting. Shouting at them.) You two! Did you see what your
mmm…mm…mm… mongrel has done to my vegetable garden? He’s destroyed
3
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