OCT/NOV 2021 ENG2611
OCT/NOV END OF YEAR EXAMINATION 2021
ENG2611
APPLIED ENGLISH LANGUAGE FOR FOUNDATION AND INTERMEDIATE
PHASE: FAL
100 marks
Duration: 48 hrs
First Examiners: Dr C Mpanza, Dr V Pfeiffer, and Mr.R Baloyi
Second Examiners: Dr N Ndlangamandla, and Ms Zindela
This paper consists of 5 pages.
Instructions:
You are allowed to access your prescribed works and the study material. You are,
however, not allowed to copy verbatim from your study material. You should write the
answers in your own words and any sources consulted should be cited according to the
Harvard referencing method. In the case of plagiarism or cheating of any kind, you will
be awarded a zero and be reported to the University’s Student Disciplinary Section.
Please remember to fill in the plagiarism declaration.
This examination can be downloaded on the 27/09/2021 at 18:00hrs and must be
uploaded by the 29/09/2021 at 18:00hrs.
NO LATE SUBMISSIONS WILL BE ACCEPTED.
The answered examination script must be uploaded as a PDF electronic document.
1
Open Rubric
OCT/NOV 2021 ENG2611
ANSWER BOTH QUESTIONS 1 AND 2.
QUESTION 1
Read the following poem very carefully. The poem depicts diversity in South Africa
and answer the questions that follow.
Prayer about unity through diversity...
by Hermy Balcomb (H.L Balcomb)
Follow the rainbow
Mama Africa sings
"It will lead you
To a place in my heart
Called the Rainbow Nation
Many know of this world as South Africa
A place of rich colors, shapes, and textures.
It is there that you will find me waiting for you.
Around an open fire, as we cook pap
maize porridge
Together in my pot of unlimited blessings
It is there in the shade of our friendship,
I will share with you
All of the things that makes this nation so great.
Together, we will brew ourselves
Same rooibos tea and drink from
This cup of deeper understanding
As the fire burns in front of us,
And we quiet the chaos of the world around us.
And search for that common thread that connects all of us.
To these words from the Khoisan language
That says Diverse People Unite
"For when we unite, we create
A rainbow of hope, light, and combined might
Through our sense of compassion,
2
OCT/NOV 2021 ENG2611
That both honors and reflects our individuality
In a safe space that stills the darkness of judgment.
Yet, since there's so much to love about
South Africa,
I'll only be sharing a few of my favorite aspects,
Mama Africa reminds me...
Under the starry glow of the Southern Cross
As a spotted hyena echoes her excitement.
By fearlessly laughing far off in the bushveld.
Mama Africa isn't fazed by that sound,
As she stretches out her hand and says,
Welcome
1a) Write detailed descriptions of two activities you could ask/make your learners do
to help them appreciate cultural diversity among themselves.
The first activity must be a reading activity and the second one must be a writing
activity.
Use the poem ‘Prayer about unity through diversity...’ as the basis for the activities
you create (i.e., the activities you create must originate from/be sparked by aspects
contained in the poem).
Your descriptions must be presented in the sequence or order in which the activities
would follow each other if they were presented in an actual classroom. Your answer
must be presented in point (bullet) form.
(30 marks)
1b) Pretend you have to teach this poem outside South Africa. Using the poem as a
basis (i.e., use the poem as a reference for each activity), describe in detail two
research activities you could ask your learners to do, to help them learn more about
South Africa. In your description show how you will you integrate technology into the
research activities that you ask the learners to do? (Your answer must be presented
as two separate paragraphs; each paragraph detailing one research activity.)
(20 marks)
Total Marks for Question 1 [50 MARKS]
3
OCT/NOV 2021 ENG2611
QUESTION 2
Read the text below. This extract has been taken from the Journal of Language
Teaching.
Answer the question that follows.
“The notion that every teacher is a language teacher has its roots in the early
seventies, but gained particular attention as a result of the Bullock Report (1975); a
report compiled by a government committee set up to review the status of English
language
teaching in
the
United
Kingdom.
One
of
the most important
recommendations of this report was that “[e]ach school should have an organised
policy for language across the curriculum, establishing every teacher’s involvement in
language and reading development throughout the years of schooling” (Bullock
Report, 1975: 514). This in essence placed the responsibility for developing language
skills with every teacher and also made sure that content teachers focussed on how
language made content accessible in their classrooms. The purpose was to ensure
that learners left school with employable skills like writing letters, and reading and
responding to communications in appropriate ways”. [van der Walt & Ruiters, 2011,
Every teacher a language teacher? Developing awareness of multilingualism in
teacher education, Journal of Language Teaching, 45(2), 84-98].
Write an essay of 500 words in which you discuss your understanding of this extract.
In your discussion, refer to the study material you have worked through for the year.
Provide FIVE recommendations on how we, as teachers, can assist our learners to
develop their language skills such as writing and reading.
Your answer must be presented in essay format, i.e., it must be written in continuous
prose form and contain a clear introductory paragraph (in which you introduce the
purpose of the essay); two body paragraphs (in which you discuss your
understanding of the extract) and a concluding paragraph (in which you summarize
the key ideas presented in your essay).
N.B. Refer closely to the attached rubric, which will be used to assess Question 2
4
OCT/NOV 2021 ENG2611
Level
Marks
1
16 - 20
2
11 - 15
3
6 - 10
4
0-5
Content,
topic, and
ideas,
40%
20 marks
Content is focused on the
assigned topic and responds
appropriately to the topic.
Ideas are succinct and
clearly stated. Ideas are
logically sequenced; welldeveloped well
substantiated. Ideas are
largely original and mature.
The essay is outstanding to
exceptional.
Content is not always
focused on the topic. The
topic is insufficiently
developed. Ideas are
neither clearly stated,
logically sequenced, nor
adequately supported.
Ideas are partially relevant
to the topic and are not
original. There are major
incidences of plagiarism.
Content is not focussed on
the topic and is
underdeveloped. Ideas are
incorrect, flawed, and lack
support or details.
Mundane handling of the
topic. Content is largely
plagiarised and/or copied
from the internet or other
sources (other students,
Study material etc).
Language
usage and
vocab
Vocabulary: sophisticated
range, effective word/idiom
choice, mastery of word
form, appropriate register.
Language usage: effective
complex constructions, few
language problems
(agreement, tense, number,
word order, and parts of
speech).
Mechanics: negligible to no
mechanical problems:
spelling, punctuation,
capitalization and
presentation paragraphing
Referencing: Meticulous
and consistent referencing of
sources used.
Content is reasonably
focused on the topic and
is sufficiently developed.
At times ideas are not
always clearly stated,
logically sequenced and
supported. Mostly
relevant response to the
topic. Most ideas are
original, but lack the
maturity. The essay is
very good. Minor
indications of plagiarism.
Vocab: Satisfactory
range, occasional issues
of word choice, idiom,
form, usage, but meaning
not obscured.
Language usage:
effective simple
constructions, minor
problems in complex
constructions, several
language issues, but
meaning seldom lost.
Mechanics: occasional
problems in mechanics.
Referencing: some
incorrect citation of
sources and
incorrect/inconsistent
referencing.
6–7
The introduction, body,
and conclusion may be
well constructed; but
some parts are not well
developed. The structure
of the essay is
inadequately presented
and does not fully comply
with arguing or
discussing. There is an
attempt to include a thesis
statement and an overall
stance. There are some
flaws in paragraphing, and
unity. An attempt to
master the genre is
evident.
Vocab: small range,
frequent issues of
word/idiom, choice, usage.
Language usage: major
problems in sentence
constructions, frequent
language issues including
confused or obscured
meaning.
Mechanics: Frequent
problems in mechanics.
Referencing: lacking intext citation and
incorrectly listed
bibliography.
Vocab: Limited
vocabulary and sentence
variety, idioms, word order
and forms.
Language usage:
Inadequate use of
appropriate linking devices
Mechanics: Poor
punctuation and sentence
construction. Major flaws
in mechanics, illegible
writing.
Referencing: reference list
incomplete, incorrect
citation style used.
4–5
Loosely organized,
structure of an
introduction, body, and
conclusion. The structure
of the essay is inadequately
presented and does not
fully comply with arguing
or discussing. There may
be no thesis statement and
overall stance. There are
frequent flaws in
paragraphing, and unity.
The genre is poorly
portrayed.
0–3
Poorly organized
introduction, body, and
conclusion.
The structure is flawed and
does not resemble a
discussion or argument.
There is no clear thesis
statement or stance that is
taken. No evidence of
knowledge of features of
the genre.
Good-very good
Satisfactory – Good
Poor
40 %
20 marks
Marks
Organization
and structure
20%
10 marks
Overall
comment
8 – 10
The essay has a welldeveloped introduction,
body and conclusion. The
essay is in the form of an
argument or discussion with
a very good display of a
thesis statement and an
overall stance. There are
clearly defined paragraph
breaks. Evidence of mastery
of the genre of a
discursive/argumentative
essay.
Excellent-outstanding
Total Marks for Question 2: [50 marks]
5