ENG2602 Assignment 2 (QUALITY ANSWERS) 2024 - Social Persuasion & Fiction

This document contains workings, explanations and solutions to the ENG2602 Assignment 2 (QUALITY ANSWERS) 2024 - Social Persuasion & Fiction. For assistance call or us on 0.6.8..8.1.2..0.9.3.4..... QUESTION 1: SOCIAL PERSUASION Read the following social persuasive text closely and answer the question that follows. In South Africa, pupils in more than 3 000 schools still use pit toilets At a high school in rural northern South Africa, more than 300 students and their teachers share three toilets, and that woefully lopsided figure is not the worst problem. The three toilets are pit latrines, effectively three-metre holes in the ground, which students line up during a lunch break to use. The pit toilets at Seipone Secondary School in the village of Ga-Mashashane, Limpopo, are at least covered by white toilet seats and enclosed by brick structures. Some of the pit toilets, still used at more than 3 300 schools in poor, mostly rural areas across South Africa, are not. It is a shameful situation for a country referred to as the most developed in Africa, and an indicator of its profound problems with poverty and inequality, say human rights groups, who are pushing the South African government to do away with the sub-standard facilities in schools. Unhygienic, the latrines present a much more direct danger. In January 2014, James Komape, at the nearby Chebeng village, received a phone call asking him to rush to his five-year-old son's pre-school. The little boy, Michael, was found dead, drowned at the bottom of a pit latrine. Michael's body had not even been removed from the pool of water mixed with faeces and urine at the bottom of the pit he fell into when his father got there. "What hurt me a lot about Michael's incident is that the people who were there saw that he had fallen in the toilet, but they did not remove him," said James Komape. […] Al Jazeera. 22 May 2023. “In South Africa, pupils in more than 3 000 schools still use pit toilets.” Available at: (Accessed on 04 June 2023) ENG2602/102/0/2024 11 Write a carefully-worded essay of 1000 – 1200 words (approximately 2 to 3 typed pages) in length in which you critically analyse the content of the persuasive text above. Begin your essay by BRIEFLY establishing what the text is about, who the target audience is, and what the persuasive purpose is. For each of these aspects, your response should not be more than two sentences. Secondly, you have to provide an extensive critical analysis of the persuasive strategies (persuasive appeals and linguistic devices) used in the text. NB: ‘Critical analysis’ in this case, does not necessarily mean to criticise or respond argumentatively to the text. Instead, it means students should probe or examine the persuasive strategies (i.e. persuasive appeals and linguistic devices) used in the text that help the text achieve its persuasive purpose. That is, students should be able to provide some form of critical insight when they analyse this text. Ignore the ellipses […] and do not comment on them! Consult the assignment guidance provided below for instruction on how to approach each of these aspects. NB: Do not use headings and sub-headings! Below are persuasive strategies that student responses need to focus on and critically analyse as used in the text: 1. Persuasive Appeals • Appeal to credibility or authority (ethos): trustworthiness and reliability (e.g., use of a credible figure with a lot of stature and reputation). • Appeal to emotion (pathos): appealing to readers’ emotions or feelings. • Appeal to logic (logos): use of reason or reasoning (e.g., researched facts or statistics). 2. Linguistic Devices • Diction and style: word choice and how the text is organized. • Tone and mood: speaker’s or writer’s attitude toward a topic, and the feeling the speaker/writer tries to create in a listener’s or reader’s mind. • Structure: the way in which the text is organisedin relation to its topic/subject and its purpose. • Emotive language: the type of emotive language that helps create the mood of the text. • Inclusive language: language use that makes the reader feel included or as a part of the text. • Imperative language: verbs or language employing the imperative mood. • Punctuation and sentence structure: The types of punctuation marks and the types of sentences used in the text. • Lexical cohesion: repetition, synonymy, antonymy, and collocation used in the text. • Figurative language: different types of speech used in the text (e.g., metaphor, personification, euphemism, contrast, juxtaposition, etc.). • And many other relevant linguistic devices. MARKS: 100 OR 12 QUESTION 2: FICTION Closely read the below extract from the novel Stirring the Pot (2022) by Quraisha Dawood and answer the question that follows. On the ground floor, behind the main building, were the open-air parking bays, bordered by a row of storerooms. Over the years, four of these two-metre-squared rooms had become maids’ quarters. Each offered just enough space for a single bed, a small table for a kettle and a two-plate stove, and a modest cupboard with a cooler box on top of it. Old televisions sets or bar fridges that had been discarded by the madams were fixed by Robert or Jabu, the window-cleaner, and fitted into the small rooms. These cold rooms were hot property among the residents. For some, having a maid ‘live in’ meant that these women didn’t have to travel long distances back home after a day’s work. For others, it was an exercise in convenience: all they had to do was phone their maids when they needed them. A communal bathroom with a basic shower and toilet sat at the end of the row of storerooms. It was dark and damp, like a mouldy crust nobody cared to look at. Many madams had never looked inside these rooms unless they parked their cars in front of them at night and the harsh headlights shone through any open doors. Sometimes, their eyes were drawn to the flickering fluorescence through the bathroom window, but they dared not look inside. They told themselves this was out of respect. […] But perhaps they didn’t want to make eye contact with the monster of apartheid, which was still very much alive after three decades of supposed liberation. Its poison still seeped and spilled into the crevices of the country. It breathed fire into the tongues of racists and controlled the hallucinations of many who imagined the past as ‘the good old days’. (Dawood, Quraisha. Stirring the Pot, p. 11-12.) Glossary: Apartheid: Translated from the Afrikaans meaning 'apartness', apartheid was the ideology supported by the National Party (NP) government and was introduced in South Africa in 1948. Apartheid called for the separate development of the different racial groups in South Africa. On paper it appeared to call for equal development and freedom of cultural expression, but the way it was implemented made this impossible. Apartheid-made laws forced the different racial groups to live separately and develop separately, and grossly unequally too. It tried to stop all inter-marriage and social integration between racial groups. During apartheid, to have a friendship with someone of a different race generally brought suspicion upon you, or worse. More than this, apartheid was a social system which severely ENG2602/102/0/2024 13 disadvantaged the majority of the population, simply because they did not share the skin colour of the rulers. Many were kept just above destitution because they were 'non-white'. South African History Online. Write a carefully-worded essay of 1000 – 1200 words (approximately 2 to 3 typed pages) in length in which you critically analyse the extract, showing how the depiction of setting is used to develop the theme of inequality. The novel explores the relationships between the residents and their domestic workers (called “maids” in the extract) in a Durban block of flats. Your essay must include an analysis of how this theme is linked to the legacy of apartheid in the passage. Please note: • You must quote from the text to substantiate your argument. Explain how each quotation supports your statements. • Do not discuss anything in your essay that you cannot relate to the depiction of inequality. • Do not provide definitions of literary devices; only explain how they are used to convey meaning in the extract relating to the essay topic. • Ignore the ellipsis […] and do not comment on it!