Exam (elaborations)
ENG2611 Full Exam 2022 Questions and Answers
- Course
- ENG2611 (ENG2611)
- Institution
- University Of South Africa (Unisa)
ENG2611 Full Exam 2022 Questions and Answers
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SECTION A Question 1 a)In a paragraph of not more than 10 lines, briefly discuss THREE ways in which literary studies can
help promote multicultural awareness among English FAL learners.
Purposefully translating
One of the most successful approaches to bilingual teaching and learning has been the purposeful
and simultaneous use of two languages in the same classroom, a process that is referred to as
translanguaging. The activities in this collection break new ground in being designed to enable
teachers to constantly draw on and make use of students’ emergent bilingual skills. The activities are
designed in a planned and purposeful way to encourage students draw on the most appropriate
linguistic resources they have, allowing teachers to design intercultural and inclusive lessons that
support English language learning but also draw on learners first languages and their community and
family funds of knowledge
Funds of knowledge in the classroom
It has long been recognised that one of the key characteristics of high-quality teaching is the ability
of teachers to engage students’ prior understandings and experiences and background knowledge.
This prior knowledge is encoded in their home languages, and therefore it is vital that teachers
facilitate the transfer of both concepts and skills from students’ home languages to English.
Multilingual classrooms are a growing phenomenon around the world, as a result of rapid increases
in global mobility and migration. Within these classrooms, students may have different linguistic and
cultural backgrounds, may speak one language at home and another language at school, or be
learning the language of instruction as an additional language. International agencies such as
UNICEF, UNESCO and the European Commission contend that multilingual education can play a
significant role in engaging diverse learners. As well as supporting academic success, classrooms that
promote multilingualism can foster positive identities associated with their home cultures.
b) In your own words, briefly explain what you understand by the concept of “reading and writing as
symbiotic processes” and explain the implications this has for language teaching. Reading is
predominantly passive, though energy is expended doing it.
Writing is primarily active, requiring the investment of physical and intellectual effort. The two are
related thus: by reading, one acquires knowledge and wisdom, and a better understanding of
aspects of life of which one might not otherwise be aware. This includes being entertained, or
informed, or provoked into action of some kind. By writing, one is engaged in the opposite:
attempting to entertain, or inform, or provoke into action the reader of one’s words. The two are
the opposite sides of one coin of literacy and intelligence and are, in their separate ways, equally
valuable. They are closely interdependent. One cannot truly live without the other. There is a
connection between what we read and what we write because what we write is based on our
experiences, observations, and the things we have learned. When we read, we are constantly taking
in new information that can help us improve our writing. In order to write well, it is important to be
well-read so that we can have a strong foundation of knowledge to draw from. Additionally, the
more we read, the better our writing skills will become. Therefore, reading and writing are
interconnected and rely on each other for proper development. When i hear people saying one time
is sufficient it makes me laugh, they have a very good impression of themselves and have no idea
how limited we are in our capacity to remember what we read. After you read a book you usually
, have a false sense that you know everything in the book but just a few questions from the book
quickly reveal that you have no idea what you are talking about. Depending on the type of content
and how much of it you want to remember i would say from 3 to 15 times. What is amazing is
everytime you re-read the book you will see some paragraphs in a completely different light and
understand things you completely missed before and actually amaze yourself asking how come you
completely missed the point before. That’s why for example the bible is “studied”, not read once
and forgot. Understanding is the key to remembering. To remember for an exam or a speech or
anything of the sort, understanding the concept is very important. When you understand the core
content of the information, you will have a better chance at remembering it. It also gives you the
freedom to use your own vocabulary and express in a way you see it. Personally, I favor writing over
reading. Grasping the meaning and writing it have a higher chance for your brain to remember it
better. Reading repeatedly mostly lead to learning it by heart. The memory may play tricks when you
read it out repeatedly, without knowing what you are reading. Sometimes, missing a single word in
the information you have read (and memorized) might be enough to erase the whole concept from
memory and send you into a panic mode. Knowledge on the topic in a nutshell is the real learning
and you may be able to expand it easily when you understand it. When you don’t know the content,
the whole purpose of the reading or writing the topic is lost.
C. Is critical writing the same as criticism? Describe TWO ways in which the two are similar OR
different and give one suitable example to illustrate the similarities OR differences between them.
I would not worry about the difference. Every teacher will have a different definition of what
analytical writing is and therefore different expectations of what their students should hand in. For
an exercise, I would simply take any of the instructions you found and follow that one. If you want
you can do different ones and see how the different instructions work for you and how they lead to
different outcomes, all of them valid. In "professional" academic writing, analytical writing is usually
a part of a larger work. For example, a doctoral dissertation starts out with a review of the relevant
literature that summarizes the findings of other researchers in the same area and explains how they
lay the groundwork for your own research or how your research can improve upon them. A meta-
analysis does the same, except that it restricts itself to the review and does not continue to describe
your own theories or research. Finally, any research article begins with a selective review of the
relevant literature (this is part of the "introduction") and deduces hypotheses for your own research
from this. So, if you want to see how analytic writing is done beyond homework exercises, any
scholarly literature in your field should provide examples. You will soon realize that there are
conventions that everyone follows, but that there are also a wide spectrum of how these
conventions are followed or deviations from them. Take this exercise not as something you learn
once and then know forever, but as a first step in building a habit of reading critically, taking concise
notes, and writing down what you found in differing formats and for different purposes. There is no
one correct format for analytical writing, but there is a correct way to approach this task. Learn this
approach. There are a host of books that explain how to write for science. Pick up a few from your
local library (don't buy any, you'll soon grow beyond them) and try to apply their recommendations.
As for your more specific question, their answer will depend on the circumstances of your writing,
such as allowed maximum length, amount of sources found, is it a single article review or a
metaanalysis of everything relevant, and so on. Try different things and see how they work out for
you. Studying is not about being perfect (although that's easy to forget when you get marks for
every comma you forget), but about trying out things and learning in the process.
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