ENG2613 Portfolio October November (DETAILED ANSWERS) Semester 2 2023 - DUE 25 October 2023
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Course
ENG2613
Institution
University Of South Africa
ENG2613 Portfolio October November (COMPLETE ANSWERS) Semester 2 2023 - DUE 25 October 2023
Questio 100% TRUSTED workings, explanations and solutions. For assistance call or us on +/ 2/ 5/ 4 /7 /7 /9 /5 /4 /0 /1 /3 /2 .
Question 1: Please read the following poem by Marianne Moore and answer
the questions that follow.
1.1 In line 2, the jellyfish is described as “A fluctuating charm”. Is this meant
literally or figuratively? 1
figuratively
1.2 What does this image suggest about the jelly-fish’s movement and
appearance? 2
The jellyfish swims by tensing and relaxing muscles in a ring around the bell. The
muscles move the bell open and shut, allowing water to be drawn in and then forced
back out to propel the jellyfish along. With tentacles that are 118 feet (36 meters)
long, the lion's mane jellyfish is the largest in the entire globe.
1.3 In your own words, briefly explain what is happening in this poem 2
"A Jelly-Fish," from her early work, foreshadows the existential terror of H. P.
Lovecraft's singular "At the Mountains of Madness" by providing a brief, spare
vignette of primordial dread. Amethyst is a priceless gemstone. The jellyfish's body in
the water has an appearance similar to the changing light reflections on an amethyst.
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 5
Yes, because learners like to laugh a lot this poem jellyfish can make children laugh
and have a good fun
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”).10
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The teacher requests that two or three students each recite the poem in the same
style as him. This necessitates a lot of work on the side of the pupils and aids in their
enjoyment of the recital as well as their ability to appreciate the language's beauty
and musicality. Students can be paired together to share written assignments in
buddy pairs. This is fantastic because it's a small group and fosters confidence and
relationships in the classroom. Students are then invited to offer constructive
criticism on the poem that their companion created. #2: Request that students read
aloud their poetry to the class.
Spend time studying poetry to fully grasp the author's intent. Finding out what the
poet was attempting to convey is the enjoyable part of poetry analysis. Here is when
metaphorical language is useful. The poetry's musical-like rhythm and flow are a
result of it. It's the carefully chosen words that flow, beat in rhythm, have a certain
sequence of syllables, and evoke specific images in the reader's head. Before
attempting to teach a poetry to kids, it's crucial that you read the poem thoroughly for
yourself. Poetry analysis isn't something you can just pick up and teach kids; certain
poems are challenging enough for adults, let alone kids.
You should truly take the time to understand the poetry on your own by thinking,
pondering, and asking questions about what you've read. During the poetry section, I
like to begin each day with a read aloud. Children adore reading poetry and hearing
the literary styles of many authors. If reading isn't your thing, you can also include a
YouTube video of someone reading poetry. Shel Silvertein has produced a good
number of videos for YouTube and reads them with a lovely voice. Always read a
range of poetry to your children to ensure that you connect with them all.
Question 2
Read the short play below and answer the question that follows
This play contains words that are not grammatically correct or are informal.
Write a paragraph of 200 - 250 words in which you respond to the following:
How does the play benefit from the use of informal or grammatically
incorrectlanguage?
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