ENG3703/101/3/2023

Tutorial Letter 101/3/2023

Theoretical Approaches to English

Language and Literature
ENG3703

Semesters 1 and 2

Department of English Studies

This tutorial letter contains important information about your module.

BARCODE
 CONTENTS
Page

1 INTRODUCTION ............................................................................................................................ 4
2 PURPOSE AND OUTCOMES ........................................................................................................ 5
2.1 Purpose .......................................................................................................................................... 5
2.2 Outcomes ....................................................................................................................................... 5
3 CURRICULUM TRANSFORMATION ............................................................................................ 6
4 LECTURERS AND CONTACT DETAILS ...................................................................................... 6
4.1 Lecturers ......................................................................................................................................... 6
4.2 Department ..................................................................................................................................... 7
4.3 University ........................................................................................................................................ 7
5 RESOURCES ................................................................................................................................. 7
5.1 Prescribed books ............................................................................................................................ 7
5.2 Recommended books ..................................................................................................................... 8
5.3 Electronic reserves (e-reserves) ..................................................................................................... 9
6 STUDENT SUPPORT SERVICES ............................................................................................... 11
6.1 The Unisa First-Year Experience Programme .............................................................................. 11
7 STUDY PLAN ............................................................................................................................... 12
8 PRACTICAL WORK ..................................................................................................................... 13
9 ASSESSMENT ............................................................................................................................. 14
9.1 Assessment criteria ...................................................................................................................... 14
9.2 Assessment plan .......................................................................................................................... 15
9.3 Assessment due dates ................................................................................................................. 15
9.4 Submission of assessments ......................................................................................................... 15
9.5 The assessments .......................................................................................................................... 16
9.6 Other assessment methods .......................................................................................................... 16
There are no other assessment methods for this module. ....................................................................... 16
9.7 The examination ........................................................................................................................... 16
9.7.1 Invigilation/proctoring .................................................................................................................... 17
10 ACADEMIC DISHONESTY .......................................................................................................... 17
10.1 Plagiarism ..................................................................................................................................... 17
10.2 Cheating ....................................................................................................................................... 18
10.3 For more information about plagiarism, follow the link below: ...................................................... 18
11 STUDENTS LIVING WITH DISABILITIES ................................................................................... 18
12 FREQUENTLY ASKED QUESTIONS .......................................................................................... 18

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13 SOURCES CONSULTED ............................................................................................................. 18

14 IN CLOSING ................................................................................................................................. 18
15 ADDENDUM ................................................................................................................................. 18

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Dear Student

1 INTRODUCTION

Unisa, as a comprehensive open distance e-learning institution (CODeL), is moving towards

becoming an online institution. You will therefore see that all your study material, assessments
and engagements with your lecturer and fellow students will take place online. This tutorial letter
is intended to offer you some guidance in this regard.

A warm welcome to the module Theoretical Approaches to English Language and Literature.
Unlike the other four modules in English Level 3, which are devoted either to Language or
Literature, ENG3703 focuses on both fields, under the shared pursuit of exploring the relevance
and modes of employment of theory. This module, therefore, aims to offer you an accessible
introduction to the complexities and exciting discoveries which characterise the application of
theory to an analysis of language and literature in English.

We begin by investigating Pragmatics theory, which explores how context affects the language
we use and the utterances we make, as well as how that language and those utterances may be
interpreted. Pragmatics theory concerns itself with language in use and goes beyond looking at
the form and structure of language. George Yule (1996: 3) states the following:

Pragmatics is the study of contextual meaning. This approach also necessarily explores
how listeners can make inferences about what is said in order to arrive at an interpretation
of the speaker’s intended meaning. This type of study explores how a great deal of what
is unsaid is recognised as part of what is communicated. We might say that it is the
investigation of invisible meaning. Pragmatics is the study of how more gets communicated
than is said.

It is important to note that, although there are many areas of study under Pragmatics, we are
going to focus on three particular aspects: Politeness Theory, Implicature and Explicature and
Critical Discourse Analysis.

Our exploration of theory as applied to English literary texts will take us through an overview of
the theoretical frameworks that have exercised a major influence on the interpretation of literary
texts. As will become clear to you, this is a field rich in controversy, debate, and exciting
discoveries. The usefulness of theory itself has been challenged. However, we do well to note the
view of Jonathan Culler (2011: 132-133) quoted below:

At any rate, it is clear that in the 21st century, even if some people hope for the death of
theory so they will not have to cope with it, the work of theoretical reflection will not end
any time soon … If there is any general lesson … it is that theory does not give rise to
harmonious solutions. It doesn’t, for instance, teach us, once and for all, what meaning is:
how much the factors of intention, text, reader, and context each contribute to a sum that
is meaning ... Repeatedly I have found myself … invoking a tension between factors or
perspectives or lines of argument and concluding that you have to pursue each, shifting
between alternatives that cannot be avoided but that give rise to no synthesis. Theory,
then, offers not a set of solutions but the prospect of further thought. It calls for commitment
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to the work of reading, of challenging presuppositions, of questioning the assumptions on

which you proceed.

Theory, clearly, is not intended to provide definitive interpretations, but rather to challenge the
reader to explore different approaches and angles from which to view a literary text. Any stance
or interpretation will remain provisional, since no theory can provide definitive answers to the
ever-recurring, fundamental questions posed by literature.

We trust that you will find this module stimulating and challenging, and that it will change the way
you look at language and literature.

2 PURPOSE AND OUTCOMES

2.1 Purpose

The purpose of this module is two-fold:

• To extend students’ critical awareness and understanding of selected theoretical

approaches in English language and literature;
• To integrate selected theoretical approaches into the study of English non-literary and
literary texts.

We expect you to study the prescribed textbooks, study guide (Tutorial Letter 501), and e-
reserves with care and explore the ways in which diverse theoretical approaches may be
applied to the exploration of language and literature. This study will open up unexpected entries
into understanding the complex mechanism of linguistic and literary expressions. We hope that
you will respond to this module as an active reader and a dedicated student of language and
literature.

2.2 Outcomes

Specific outcome 1
Students develop an advanced awareness and understanding of selected theoretical
approaches to texts and will therefore be able to
• identify and discriminate between selected theoretical approaches;
• exercise basic discernment regarding the applicability of selected approaches to
particular texts.
Students learn to apply their knowledge of selected theoretical approaches to the interpretation
of English linguistic expressions and literary texts. They are able, therefore, to
• write well-structured essays in which the influence of selected theoretical approaches is
clearly discernible;
• employ appropriate interpretive paradigms in the production and interpretation of
selected English texts.

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Specific outcome 2
Students learn to think independently and self-reflexively about the issues raised in the study of
theoretical frameworks and concepts. They are able, therefore, to
• conduct a logical and coherent argument supported by textual evidence;
• express and support their own interpretations of theories and texts.

Specific outcome 3
Students learn to successfully integrate secondary critical source material into their discussions
in a scholarly manner and are, therefore, able to
• write responses in assignments and exams which show awareness of diverse scholarly
opinions and the ability to engage with them;
• actively participate in online discussions, indicating awareness of different points of view
presented in relevant scholarly debates and academic articles;
• scrupulously identify and cite sources.

Specific outcome 4
Students learn to employ accepted English conventions of academic discourse correctly and,
therefore, are able to
• employ terminology pertinent to theoretical concepts and frameworks;
• formulate their responses in logically structured paragraphs and essays;
• express their thoughts in sound academic English, paying close attention to grammar,
syntax and spelling.

3 CURRICULUM TRANSFORMATION
Unisa has implemented a transformation charter, in terms of which the university has placed
curriculum transformation high on the teaching and learning agenda. Curriculum transformation
includes student-centred scholarship, the pedagogical renewal of teaching and assessment
practices, the scholarship of teaching and learning, and the infusion of African epistemologies
and philosophies. All of these will be phased in at both programme and module levels, and as a
result of this you will notice a marked change in the teaching and learning strategy implemented
by Unisa, together with the way in which the content is conceptualised in your modules. We
encourage you to embrace these changes during your studies at Unisa in a responsive way within
the framework of transformation.

4 LECTURERS AND CONTACT DETAILS

4.1 Lecturers

To contact the lecturers responsible for this module, please use the following details:

Dr Lida Krüger (Primary Lecturer) Prof. Josephine Alexander

Email: krugeja@unisa.ac.za Email: busarjo@unisa.ac.za
Tel: 012 429 8732 Tel: 012 429 3904
Ms Nomsa Zindela
Email: zindenc@unisa.ac.za
Tel: 012 429 6208

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Since changes may happen in the course of the year, it is recommended that you check
myUnisa regularly for updates on the contact details of lecturers involved in the module.
If you have any queries about the module contents, you are welcome to contact any of the
lecturers in the team.

The Administrative Officer for English Level 3 will assist you with administrative queries. Her
contact details are:

Ms Sandra Mogoaneng
E-mail: mogoas@unisa.ac.za
Tel: 012 429 6774
Please have your student number and study material on hand when you contact us.

4.2 Department

If you want to contact the Chair of English Studies, Dr Thuli Shandu-Phetla, you are welcome to
do so via her PA, whose contact details are:
Mr Kutullo Makofane
Email: makofks@unisa.ac.za
Tel: (012) 429-6714

4.3 University

Contact addresses of the various administrative departments appear on the Unisa website:
http://www.unisa.ac.za/sites/corporate/default/Contact-us/Student-enquiries.

Please include your student number in all correspondence

5 RESOURCES
5.1 Prescribed books

Cutting, Joan. 2015. Pragmatics: A Resource Book for Students. 3rd Edition. London:
Routledge.

Venturino, Steven J. 2013. The Complete Idiot’s Guide to Literary Theory and Criticism.
New York: Alpha Books.

Please note: We have recently been made aware that Venturino’s The Complete Idiot’s Guide
to Literary Theory and Criticism is out of print. If you struggle to obtain a copy of the book, you
are welcome to use the excerpt placed on e-reserves.

We welcome your comments on the texts in this course, as well as contributions of texts you
think might be worth future students’ attention.

Please consult the list of official booksellers and their addresses in the Study@Unisa brochure.

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If you encounter any difficulty in obtaining books from these bookshops, please contact the
Prescribed Books Section, as soon as possible, at:
Tel.: 012 429 4152
Email: vospresc@unisa.ac.za

Be aware that books can also be bought online from sites such as:
www.takealot.com and www.loot.co.za

5.2 Recommended books

Your understanding of the prescribed books will be enhanced if you can read outside the list of
prescribed books. You are encouraged to use the Unisa library to find works on language and
literary theory. Besides checking books out of the library, you should also make use of the Unisa
library’s online journal databases. Using Google Scholar is a good way to locate articles that
you can then source from the e-journals or subject databases.

Please remember that critics’ opinions and pronouncements cannot replace your own responses
to specific theoretical constructs. Essays that consist mainly of quotations from critics and
theorists will be penalised.

The following books are recommended for consultation when doing your assignments:

Barry, Peter. 2017. Beginning Theory: An Introduction to Literary and Cultural Theory.
4th edition. Manchester: Manchester University Press.

Bertens, Hans. 2014. Literary Theory: The Basics. 3rd edition. Oxon: Routledge.

Culler, Jonathan D. 2011. Literary Theory: A Very Short Introduction. 2nd edition. Oxford:
Oxford University Press.

Goatly, Andrew and Hiradhar, Preet. 2016. 2nd edition. Critical Reading and Writing in
the Digital Age. Oxon: Routledge.

Rivkin, Julie and Ryan, Michael (eds). 2004. Literary Theory: An Anthology. 2nd edition.
Malden, MA: Blackwell Publishing.

Tyson, Lois. 2011. Using Critical Theory: How to Read and Write about Literature. 2nd
edition. London: Routledge.

You might also benefit from reading the following book:

Trimmer, Joseph F. 2004. The New Writing with a Purpose. 14th edition. Boston:
Houghton Mifflin Company.

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This book is a valuable aid to the art of writing essays and also contains a handy language
workbook section which we urge you to study carefully, as clear and correct English usage is a
prerequisite for passing third-level courses in English.

It is vital (and a lifetime investment) for you, as a student majoring in English, to possess
your own good dictionary and thesaurus. We recommend that you buy:

Hornby, Albert Sydney. (ed.). 2010. Oxford Advanced Learner’s Dictionary: International
Student’s Edition. 8th edition. Oxford: Oxford University Press.

Waite, Maurice (ed.). 2008. Compact Oxford Thesaurus. 3rd edition. Oxford: Oxford
University Press.

These tools contain valuable assistance in enhancing your skills in written English. Please consult
them frequently to be able to write good academic essays.

Recommended books can be requested online, via the library catalogue.

5.3 Electronic reserves (e-reserves)

Goodley, Dan. 2013. “Dis/entangling Critical Disability Studies” Disability & Society 28 (5):
631-644.

Haddon, Mark. 2003. The Curious Incident of the Dog in the Night-Time. London: Vintage,
pp. 62-87.

Lane, Harlan. 2002. “Do Deaf People Have a Disability?” Sign Language Studies 2 (4):
356-379.

Nović, Sara. 2022. True Biz. London: Little, Brown, pp. 3-38.

Strauss, Joseph N. 2013. “Autism as Culture.” In: Davis, Lennard J. (ed.) The Disability
Studies Reader. 4th Ed. New York: Routledge, pp. 460-484.

Venturino, Steven J. 2013. The Complete Idiot’s Guide to Literary Theory and Criticism.
New York: Alpha Books. (Chapter 15: “Disability Studies get Physical.”)

E-reserves can be downloaded from the library catalogue. More information is available at:
http://libguides.unisa.ac.za/request/request

5.4 Library services and resources information

The Unisa library offers a range of information services and resources:

• For brief information, go to https://www.unisa.ac.za/library/libatglance

• For more detailed library information, go to
http://www.unisa.ac.za/sites/corporate/default/Library

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 • For research support and services (e.g. the services offered by personal librarians and
the ‘request a literature search’ service offered by the information search librarians), go to
http://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Research-support
• For library training for undergraduate students, go to
https://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Training

The library has created numerous library guides, available at http://libguides.unisa.ac.za

Recommended guides:

• Request and find library material/download recommended material:

http://libguides.unisa.ac.za/request/request
• Postgraduate information services: http://libguides.unisa.ac.za/request/postgrad
• Finding and using library resources and tools:
http://libguides.unisa.ac.za/Research_skills
• Frequently asked questions about the library:
http://libguides.unisa.ac.za/ask
• Services to students living with disabilities:
http://libguides.unisa.ac.za/disability
• A–Z of library databases:
https://libguides.unisa.ac.za/az.php

Important contact information:

• Ask a librarian: https://libguides.unisa.ac.za/ask
• Technical problems encountered in accessing library online services: Lib-
help@unisa.ac.za
• General library-related queries: Library-enquiries@unisa.ac.za
• Queries related to library fines and payments: Library-fines@unisa.ac.za
• Social media channels: Facebook: UnisaLibrary and Twitter: @UnisaLibrary

Referencing method

The English Department uses The Harvard Method of Referencing, so you must become
familiar with this method. You can find a document on this referencing technique on the
following sites:

http://www.lib.uct.ac.za/sites/default/files/image_tool/images/25/resources/Harvard%20UCT
%202015.pdf

https://lo.unisa.edu.au/course/view.php?id=3839

Be sure to follow the referencing style strictly. Remember that a bibliography is NEVER
numbered. Arrange your bibliography in alphabetical order following the surnames of
authors.

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6 STUDENT SUPPORT SERVICES

The Study @ Unisa brochure is available on myUnisa: www.unisa.ac.za/brochures/studies

This brochure contains important information and guidelines for successful studies through Unisa.

If you need assistance with regard to the myModules system, you are welcome to use the
following contact details:

• Toll-free landline: 0800 00 1870 (Select option 07 for myModules)

• E-mail: mymodules22@unisa.ac.za or myUnisaHelp@unisa.ac.za

You can access and view short videos on topics such as how to view your calendar, how to
access module content, how to view announcements for modules, how to submit assessments
and how to participate in forum activities via the following link: https://dtls-
qa.unisa.ac.za/course/view.php?id=32130

Registered Unisa students get a free myLife e-mail account. Important information, notices and
updates are sent exclusively to this account. Please note that it can take up to 24 hours for
your account to be activated after you have claimed it. Please do this immediately after
registering at Unisa, by following this link: myLifeHelp@unisa.ac.za

Your myLife account is the only e-mail account recognised by Unisa for official correspondence
with the university, and will remain the official primary e-mail address on record at Unisa. You
remain responsible for the management of this e-mail account.

6.1 The Unisa First-Year Experience Programme

Many students find the transition from school education to tertiary education stressful. This is also
true in the case of students enrolling at Unisa for the first time. Unisa is a dedicated open distance
and e-learning institution, and it is very different from face-to-face/contact institutions. It is a mega
university, and all our programmes are offered through either blended learning or fully online
learning. It is for this reason that we thought it necessary to offer first-time students
additional/extended support to help them seamlessly navigate the Unisa teaching and learning
journey with little difficulty and few barriers. We therefore offer a specialised student support
programme to students enrolling at Unisa for the first time – this is Unisa’s First-Year Experience
(FYE) Programme, designed to provide you with prompt and helpful information about services
that the institution offers and how you can access information. The following FYE services are
currently offered:

• FYE website: All the guides and resources you need in order to navigate through your first
year at Unisa can be accessed using the following link: www.unisa.ac.za/FYE

• FYE e-mails: You will receive regular e-mails to help you stay focused and motivated.

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 • FYE broadcasts: You will receive e-mails with links to broadcasts on various topics related
to your first-year studies (e.g. videos on how to submit assessments online).

• FYE mailbox: For assistance with queries related to your first year of study, send an e-mail
to fye@unisa.ac.za .

7 STUDY PLAN
Before you start working on your assignments, please read the section below very carefully.

How to start answering the question

The first step to take when you begin working on an assignment (or examination) question is to
read the question several times, including extracts from the text or quotations, if they are
provided. In the course of such repeated reading, you will be able to decide what exactly it is
you need to focus on when you write the essay to answer the question. If a passage is
provided, the given passage is not just a contextualising effort; the question will ask you
specifically to show clearly and in detail how the passage functions in conveying the main ideas
of the text. It is therefore a good idea, in your third or fourth reading of the passage, to annotate
the passage by underlining, circling, connecting-up with arrows or indicating, in whatever way
suits you, what elements in the passage are relevant to the question.

Your essay should be a sustained argument in response to the question and not simply a
summary of rhetorical constructs.

Writing the essay

Unless otherwise stated, your answer to the assignment must be in the form of an essay, which
means that you must not use sub-titles, sub-headings or bullets, or write down a set of
unconnected comments. A formal academic essay for a literary English module is a unitary piece
of prose without sub-sections or sub-headings, but structured so as to contain an introduction, a
“body” or middle section containing your answer to the question, and a conclusion (though these
must not have headings). In the introduction, you briefly state what the main point is that you are
going to make, then you develop the argument in the body, and in the conclusion, you briefly
restate your contention. The body of the essay should be made up of a series of linked paragraphs
that follow each other in logical order, and within each paragraph each sentence should lead on
logically to the next.

In order to enable you to write a competent essay in answer to an assignment question, it is

essential to draw up a rough plan for your essay, write a draft, and then edit it, so that the
argument flows smoothly and every sentence can be easily read and understood. After the
penultimate step, proofread your essay carefully so that you can correct errors in the language,
spelling and punctuation. Then you can submit your essay.

An essay is designed to bring out your own reading of a text and, as such, will require you to
make an argument. (Remember, close analysis is not just a description of the text.) Include a
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brief statement of your argument in your introduction. It is best to write the introduction after you
have finished a draft of the essay so that you know what you are introducing. (You can also start
with a rough introduction that can be rewritten later.) An argument also depends on relating all
relevant details to the argument’s statement. Those ideas which do not support your argument
should be omitted from your essay. Excessive detail about unimportant features will draw
attention away from the argument itself (although you should make sure not to ignore details that
contradict your argument: reassess these details and use them to re-evaluate your argument).

In your essay, you must include

• the correct reference after every quotation, at the end of the sentence in the text, rather
than in footnotes. e.g. (William, 1999:27). The full reference will be provided in your
bibliography. If you do not do this, you are guilty of PLAGIARISM and you will be
penalised accordingly; and
• a complete list of references (a bibliography) at the end.

An important typographical point

Remember that you should indicate references to an extended work of literature (such as a novel
or a collection of poems) by typing its title in italics e.g. The New Century of South African Poetry
(or, if you are writing by hand, by underlining the title). If, in the case of a novel such as Mrs
Dalloway, you are referring to the character (Mrs Dalloway), you indicate it typographically by not
using either underlining (in handwriting) or italics (in typescript). By adhering to this typographical
convention, you will be able to avoid ambiguity and possible confusion and will be writing correctly.

Please go through this checklist before submitting your assignments. Make sure you
have:
• Focused on key instructions;
• Avoided simply providing a summary;
• Provided clear and well-expressed introductory and concluding paragraphs;
• Presented a clear, well-reasoned and well-supported argument;
• Referenced correctly and completely;
• Provided a list of references (a bibliography);
• Spelled character and place names correctly and consistently;
• Checked carefully to eradicate spelling errors;
• Checked for tense and agreement (concord) errors;
• Used the correct prepositions;
• Used an academic register (e.g. no slang or colloquialisms, no contractions, etc.); and
• Included your plagiarism declaration.

8 PRACTICAL WORK
This module does not make use of practical work and work-integrated learning.

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9 ASSESSMENT
9.1 Assessment criteria

We have set the assignments in order to allow you, the student, to show us what you have
learned from studying this module. We would like you to use these assignments as an
opportunity to explore interesting issues in relation to your prescribed works and to practise your
academic writing skills. The ENG3703 teaching team sees assignments as:
• An opportunity for students to focus their attention on the work of specific theorists,
exploring ways in which their theoretical approaches raise particular issues and express
specific views;
• An occasion for students to communicate what they think and have learned in relation to
the module and the prescribed books;
• A chance for students to respond thoughtfully to the works and issues studied; and
• An integral part of the teaching and learning involved in this module.

Our marking policy

We will be looking for the following things (among others) when we mark assignments:
• Clear expression in English;
• The ability to write grammatically correct sentences and paragraphs in an appropriate
register;
• The ability to follow instructions;
• Evidence that you have worked through the material related to the assignment;
• Evidence of a thoughtful engagement with the concepts and issues raised in the module;
• The careful substantiation of points; and
• Clear, well-structured and logical arguments.

From the points detailed above, you will realise that we are interested in the quality of your
thoughts and work. You are free to use any resources that may be available to you, as long as
these are duly acknowledged both in the main body of your essay (in-text references)
and in the bibliography. Work that is plagiarised will not receive any credit. On the other
hand, we will reward work that shows signs of honest effort, careful preparation and a
commitment to learning.

Commentaries and feedback on assignments

You will receive two forms of feedback on your assignment:

1. Generalised feedback in Tutorial Letters 201 and 202; and
2. Individualised feedback on your marked assignment.

Please compare the generalised feedback in Tutorial Letters 201 and 202 with your own essay.
Use the feedback as guidance in your preparation for the examination.

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9.2 Assessment plan

• To complete this module, you will be required to submit two assessments.

• All information about when and where to submit your assessments will be made available
to you via the myModules site for your module.
• Due dates for assessments, as well as the actual assessments are available on the
myModules site for this module.
• To gain admission to the examination, you will be required to submit Assignment 01.
• The assignment weighting for the module is 25%.
• You will receive examination information via the myModules sites. Please watch out for
announcements on how examinations for the modules for which you are registered will be
conducted.
• The examination will count 75% towards the final module mark.

9.3 Assessment due dates

• There are no assignment due dates included in this tutorial letter.

• Assignment due dates will be made available to you on the myUnisa landing page for this
module. We envisage that the due dates will be available to you upon registration.

• Please start working on your assessments as soon as you register for the module.

• Log on to the myUnisa site for this module to obtain more information on the due dates for
the submission of the assessments.

9.4 Submission of assessments

• Unisa, as a comprehensive open distance e-learning institution (CODeL), is moving

towards becoming an online institution. You will therefore see that all your study material,
assessments and engagements with your lecturers and fellow students will take place
online. We use myUnisa as our virtual campus.

• The myUnisa virtual campus will offer students access to the myModules site, where
learning material will be available online and where assessments should be completed.
This is an online system that is used to administer, document, and deliver educational
material to students and support engagement between academics and students.

• The myUnisa platform can be accessed via https://my.unisa.ac.za. Click on the myModules
2023 button to access the online sites for the modules that you are registered for.

• The university undertakes to communicate clearly and as frequently as is necessary to

ensure that you obtain the greatest benefit from the use of the myModules learning
management system. Please access the announcements on your myModules site
regularly, as this is where your lecturers will post important information to be shared with
you.

• When you access your myModules site for the module/s you are registered for, you will
see a welcome message posted by your lecturers. Below the welcome message you will

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 see the assessment shells for the assessments that you need to complete. Some
assessments may be multiple choice, some tests, others written assessments, some forum
discussions, and so on. All assessments must be completed on the assessment shells
available on the respective module platforms.

• To complete quiz assessments, please log on to the module site where you need to
complete the assessment. Click on the relevant assessment shell (Assessment 1,
Assessment 2, etc.). There will be a date on which the assessment will open for you. When
the assessment is open, access the quiz online and complete it within the time available
to you. Quiz assessment questions are not included in this tutorial letter (Tutorial Letter
101) and are only made available online. You must therefore access the quiz online and
complete it online where the quiz has been created.

• It is not advisable to use a cell phone to complete the quiz. Please use a desktop computer,
tablet or laptop when completing the quiz. Students who use a cell phone find it difficult to
navigate the Online Assessment tool on the small screen and often struggle to navigate
between questions and successfully complete the quizzes. In addition, cell phones are
more vulnerable to dropped internet connections than other devices. If at all possible,
please do not use a cell phone for this assessment type.

• For written assessments, please note the due date by which the assessment must be
submitted. Ensure that you follow the guidelines given by your lecturer to complete the
assessment. Click on the submission button on the relevant assessment shell on
myModules. You will then be able to upload your written assessment on the myModules
site of the modules that you are registered for. Before you finalise the upload, double check
that you have selected the correct file for upload. Remember, no marks can be allocated
for incorrectly submitted assessments.

9.5 The assessments

There are no assignments included in this tutorial letter. Assignments and due dates will be
made available to you on myModules for this module. We envisage that the due dates will be
available to you upon registration.

9.6 Other assessment methods

There are no other assessment methods for this module.

9.7 The examination

Examination information and details on the format of the examination will be made available to
you online via the myUnisa site. Look out for information that will be shared with you by your
lecturers and e-tutors (where relevant) and for communication from the university.

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9.7.1 Invigilation/proctoring

Since 2020 Unisa conducts all its assessments online. Given stringent requirements from
professional bodies and increased solicitations of Unisa’s students by third parties to unlawfully
assist them with the completion of assignments and examinations, the University is obliged to
assure its assessment integrity through the utilisation of various proctoring tools: Turnitin, Moodle
Proctoring, the Invigilator App and IRIS. These tools will authenticate the student’s identity and
flag suspicious behaviour to assure credibility of students’ responses during assessments. The
description below is for your benefit as you may encounter any or all of these in your registered
modules:

Turnitin is a plagiarism software that facilitates checks for originality in students’ submissions
against internal and external sources. Turnitin assists in identifying academic fraud and ghost
writing. Students are expected to submit typed responses for utilisation of the Turnitin software.

The Moodle Proctoring tool is a facial recognition software that authenticates students’ identity
during their Quiz assessments. This tool requires access to a student’s mobile or laptop camera.
Students must ensure that their camera is activated in their browser settings prior to their
assessments.

The Invigilator mobile application-based service does verification of the identity of an

assessment participant. The Invigilator Mobile Application detects student dishonesty-by-proxy
and ensures that the assessment participant is the registered student. This invigilation tool
requires students to download the app from their Play Store (Google, Huawei and Apple) on their
mobile devices (camera enabled) prior to their assessment.

IRIS Invigilation software verifies the identity of a student during assessment and provides for
both manual and automated facial verification. It has the ability to record and review a student’s
assessment session. It flags suspicious behaviour by the students for review by an academic
administrator. IRIS software requires installation on students’ laptop devices that are enabled
with a webcam.

Students who are identified and flagged for suspicious dishonest behaviour arising from the
invigilation and proctoring reports are referred to the disciplinary office for formal proceeding.

Please note:

Students must refer to their module assessment information on their myModule sites to determine
which proctoring or invigilation tool will be utilised for their formative and summative assessments.

10 ACADEMIC DISHONESTY
10.1 Plagiarism
Plagiarism is the act of taking the words, ideas and thoughts of others and presenting them as
your own. It is a form of theft. Plagiarism includes the following forms of academic dishonesty:

• Copying and pasting from any source without acknowledging the source.

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 • Not including references or deliberately inserting incorrect bibliographic information.
• Paraphrasing without acknowledging the original source of the information.
10.2 Cheating
Cheating includes, but is not limited to, the following:

• Completing assessments on behalf of another student, copying the work of another

student during an assessment, or allowing another student to copy your work.
• Using social media (e.g. WhatsApp, Telegram) or other platforms to disseminate
assessment information.
• Submitting corrupt or irrelevant files.
• Buying completed answers from so-called “tutors” or internet sites (contract cheating).
10.3 For more information about plagiarism, follow the link below:
https://www.unisa.ac.za/sites/myunisa/default/Study-@-Unisa/Student-values-and-rules

11 STUDENTS LIVING WITH DISABILITIES

The Advocacy and Resource Centre for Students with Disabilities (ARCSWiD) provides an
opportunity for staff to interact with first-time and returning students with disabilities.
If you are a student with a disability and would like additional support or need additional time for
assessments, you are invited to contact Dr Lida Krüger (krugeja@unisa.ac.za) to discuss the
assistance that you need.

12 FREQUENTLY ASKED QUESTIONS

Please see the ENG3703 myModules site for a list of FAQs.

13 SOURCES CONSULTED
Culler, Jonathan D. 2011. Literary Theory: A Very Short Introduction. 2nd edition. Oxford:
Oxford University Press.

Yule, George. 1996. Pragmatics. Oxford: Oxford University Press.

14 IN CLOSING
The ENG3703 team hopes that you will find your studies with us an enriching experience.

15 ADDENDUM
Declaration regarding plagiarism.

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DECLARATION AND CHECKLIST

Complete the following declaration and checklist.

DECLARATION

Name: ……………………………………………

Student number: ……………………………

Module code: ……………

Assignment number: ……

I declare that this assignment is my own, original work. Where I have used source material, it
is acknowledged in accordance with departmental requirements. I understand what plagiarism
is and I am aware of the departmental policy on it.

Signature: …………………

Date: ………………..…………

CHECK LIST

Please tick the appropriate box (√).

YES NO
1 I acknowledged all source material (study guide, tutorial letter, internet,
other sources) used in my assignment.
2 Irrespective of whether I participated in a study group or not, the wording
of the assignment is my own.
3 I indicated all sources used in my assignment by placing the quotation
in inverted commas and/or by providing the reference according to the
Harvard method.
4 At the end of my assignment, there is a bibliography reflecting all the
consulted sources.

MAKE A COPY OF THIS PAGE AND ATTACH IT TO YOUR ASSIGNMENT

©
Unisa 2022

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