EVIDENCE OF PERFORMANCE

2023

English for the Senior/FET Teacher:

Understanding text and context in a
postmodern era

Created by: Prof K. Kaiser, Dr S. Romylos, Ms C. Bansen, Ms K. Martens and Ms M. Annandale

Adapted by: Dr T. Mokgadi, Dr M. Uys, Ms C. Bansen and Ms F. Bdair
School of Language Education, English for Education: General Subject
Policy

MEMORANDUM OF UNDERSTANDING

This Memorandum of Understanding (hereinafter referred to as MOU) is an attempt to

facilitate teaching and learning in ENGLISH FOR EDUCATION, and to clarify expectations,
obligations, responsibilities, and duties. It draws from the experiences of lecturers and
students working under lockdown during the Covid-19 pandemic and seeks to address the
challenges presented by these conditions.

Students are requested to read and sign the document. The MOU is consistent with the
policies and principles of North-West University.

1. Completion of assessments

All assignments must be completed as per the module programme. If there are
circumstances that stand in the way of your completing a task, proof of this must be
produced. Note that a claim may or may not be accepted; each instance is considered on its
own merits. You must complete assignments in order to reach the outcomes of your
modules. Formative assessments facilitate the successful completion of summative
assessments, and should therefore be completed meticulously, even if no marks are
awarded in some cases. Please note that being enrolled for the module and completing
assignments does not guarantee a pass.

2. Study and completion of EPs

The EP is a core resource in any module. You are expected to study it, and to conduct the
requisite research, follow all links, watch visual materials, and read all suggested materials.
It is also compulsory to use the blank spaces provided for your answers and thoughts on the
topics in the EP. Whenever there is a dispute about a student’s marks or if the student is a
border-line case, the EP will be requested to verify whether the student worked continuously.
Study the EP from cover to cover and communicate with your lecturer if there is anything you
do not understand.

3. Due dates and extensions

Deadlines for the submission of assignments are stipulated by lecturers and these should be
adhered to strictly. Extension may be granted in cases with merit and when arranged with
lecturers prior to the date of submission. It remains the prerogative of lectures to grant or
deny requests for extension. There may be unforeseen delays, so sometimes we will have to
shift due dates.

4. Missed assignments

If you fail to complete an assignment, be aware that because of schedules and (often) large
classes, the lecturer will in all probability not have the time or space to set an assignment
exclusively for the few students who have not completed the assignment as required. At the
end of the semester there will be a second opportunity task. If your module mark is between
40% and 49%, you will have the option of doing the second opportunity assignment. This
assessment is for students who have not passed, and not for students who are unhappy with
their mark (if it is 50% and over) and want to improve it. It is best to put as much as you can
into your first attempts in all the tasks, to guarantee the mark you are aiming for.

5. Assessments uploaded to platforms as instructed

Submit assignments as per instruction, on the platform the lecturer asks you to use. Work
uploaded to the wrong platform may incur a penalty or may not be marked at all. For
example, many of the tasks need to go through Turnitin, so if you upload them to Dropbox,
they are not processed in Turnitin, which means that they have not been checked for
plagiarism or copying. Read instructions carefully and submit in the right place.

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WhatsApp groups are to be utilised for work related issues and should not be used as
platforms for making derogatory remarks about fellow students, staff, or the university. Use
the group as directed by your lecturer.

7. Dissemination of (inaccurate) information on WhatsApp and other groups

It is best to leave the sharing of module information to your lecturers. Very often, inaccurate
information is passed on, with negative consequences. Please avoid in particular the
copying and pasting of communications out of context, in WhatsApp groups. Every student
must check eFundi as often as possible (at least once a day) and read announcements for
themselves, to avoid the “broken telephone” effect.

8. Communication with lecturers

The first thing to do is to find out who your module lecturers are as early in the semester as
possible. Use the email address your lecturer has asked you to use, and no other. Keep
emails courteous and professional. Do not contact lecturers on other campuses not your
own. Refrain from calling lecturers’ private numbers unless the lecturer has given you
permission to do so.

9. Grievance and query procedure

First, contact your own lecturer if you have a query or complaint. If after you have made
every effort to communicate with your lecturer, but you feel the matter is not resolved, then
follow this procedure:
Contact the module leader: this information may be obtained from your lecturer.
If you are still not satisfied, then contact:
The Subject Group Leader: Dr S. Romylos (Potchefstroom: Salome.Romylos@nwu.ac.za);
Deputy Subject Leaders: Ms J Kruger (Vaal) or Dr Sifiso Sibanda (Mahikeng)
If you are still not satisfied, contact the Director of SLE: Prof. Kaiser (Potchefstroom),
Deputy Director: Prof. LM Hove (Mahikeng) or Dr R. Botha (Vaal). Other lecturers should
not be burdened with complaints.
If you skip the line of inquiry and contact for example the Dean, your query is ultimately
referred to your lecturer. Save time and follow the grievance procedure.

10. Time elapsed between query/grievance and response

There cannot always be an immediate response to your query or grievance. It will be

addressed when the relevant parties can manage to deal with it, so your patience would be
appreciated.

11. Turnaround time for feedback on tasks and assignments

Lecturers will always endeavour to give timeous feedback after submission of assignments.
This is, however, subject to class size and type of assignment. The normal turnaround time
is two weeks. The turnaround time for large classes (80+) will be longer than two weeks.

12. Problems with electronic devices and access

If your device is not working optimally, make sure that by the time a task is due to be
submitted, you have done everything possible to sort out the problem. Screenshots of
technical glitches should be sent to lecturers on WhatsApp groups as proof of difficulty
experienced. Be aware that claims will be checked with eFundi staff.

13. Studying full time and working

If you are a full-time student, whether contact or distance, you are responsible for meeting all
the requirements of your modules. The fact that you are employed cannot be used as a
reason for the late or non-submission of assignments, or for failing to follow announcements
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Part-time students are advised at the beginning of their studies not to try to complete their
studies in the shortest possible time. This implies that you have familiarised yourself with the
content, assessment schedule and all other aspects of this choice. The workloads remain
the same for all campuses.

14. Interaction with eFundi

If you experience issues with your access to eFundi, contact eFundi staff on the following:

http://services.nwu.ac.za/ctl/student-efundi-support

The various eFundi Helpdesk numbers below are available between 8:00 AM and 16:45 PM.

Central Helpdesk:
018 285 5930

Mahikeng Campus:
018 389 2312
018 389 2447
Potchefstroom Campus:
018 299 2003
018 285 2295

Vanderbijlpark Campus:
016 910 3035
016 910 3038
It remains your responsibility to ensure that you do everything in your power to ensure
connectivity. Some factors such as load-shedding are beyond your control, but others are
not.

15. Use of nicknames, aliases, and alternative names on official documents

Please use the names on your official documents (ID, passport, etc.) rather than a nickname
or alias. The use of alternative names leads to administrative confusion.

16. Context of “bonus marks”

Bonus marks are awarded for submissions to Voices (creative writing competition).

17. Plagiarism

Plagiarism is a serious academic offence and has dire consequences. Read and digest
every communication regarding plagiarism and the use of AI. There may be various
consequences for such transgressions.

18. Participation

Every student should participate in discussions and group work and attend sessions as
required. Your lecturer will inform you if there is a percentage weighting for professional
conduct in the module.
WEEKLY PLANNER
ENGV 321
Planning 2023
 UNIT 1: Linguistics - Tenses in English and
textual editing
WEEK 1: Tenses - present and past

Pertinent question
Why do learners, and specifically First Additional Language learners struggle with tenses in
English? You may remember your own experience. Answer on the forum groups.

Activity 1.2
Read the articles posted on eFundi - Helping Students Make Appropriate English Verb
Tense-Aspect Choices by Diane Larsen-Freeman, Tom Kuehn, and Mark Haccius.
Summarise the article in terms of the main points concentrating on the problems learners
experience with tenses, why they experience these, and how these may be avoided. Upload
to assignments.

Activity 1.3
Look at the sentences below and say whether they are grammatically correct. If not, correct
them in the right-hand column, and provide an explanation as to why the tenses are used
incorrectly. Upload to assignments

Sentence Correction Explanation

1.3.1 a) Ona has been to

Disneyland last year.

1.3.1 b) They read books at the

moment.

1.3.1c) Tumi just did her

chores.

1.3.1 d) They arrive in the

country next week Friday at
20:00 at Oliver Tambo.

1.3.1 e) Since he studied more

regularly, his marks improved.

1.3.1 f) After Jason had felt

sick for a while, he faints.
Activity 1.4
Follow the PowerPoint presentation of the present (4) and past tenses (4) afterwards. Make
notes in your EP.
Activity 1.5
Complete the activities on the present and past tenses below.

Put the verbs into the simple present, present continuous, present perfect, or present perfect
continuous tense. Note that this is an activity that is not in context. It is preferable to provide
learners with a context rather than giving discrete sentences, as is the case with this activity
and some of the other activities. This activity is to test your knowledge of the tenses
involved.

1.5.1 a) You can’t speak to Paul now; he (work).

1.5.1 b) Karen usually (read) a book at night.
1.5.1 c) I smell something strange. I think the supper (burn).
1.5.1 d) We (have) a party next week.
1.5.1 e) Mother (taste) the cake to see if it (taste) good.
1.5.1 f) My father used to smoke a lot, but not anymore. He (not smoke) for a whole
year.
1.5.1 g) I (work) on my new book for nine months.
1.5.1 h) I want them to go home. They (be) here for seven hours.
1.5.1 i) I (clean) the house all day and it’s still dirty.
1.5.1 j) We (try) to contact the security office for three days but we (not manage) yet.
1.5.1 k) Margaret and Barbara (know) each other for years.
1.5.1 l) How many times (you/use) the telephone lately?
1.5.1 m) They (live) in the same area for ten years.
1.5.1 n) Presently, she (reside) in Germany.
1.5.1 o) The door bel (ring) for five minutes; (anybody/decide) to open it yet?

Activity 1.5.2: Homework

Explain the differences in meaning between the sentences in each of the following
groups, referring where appropriate to contexts in which one or the other might be
preferred. Note that this activity is also not entirely in context, but requires learners to
think about the use of different tenses.
1.5.2. a She runs.
She’s running.
1.5.2. b Are you wanting to go home?
Do you want to go home?
1.5.2.c Are you liking the novel?
Do you like the novel?
1.5.2.d He always brings me chocolates.
He’s always bringing me chocolates.
 1.5.2. e Linda’s got a shower.
Linda has a shower.
Linda is having a shower.

Activity 1.5.3
Read the extract below and answer the questions that follow.
Language in context:
The following is part of an interview with Judy Bennett. She and her husband Charles
both act in a popular soap opera called ‘The Archers’. Read the text below and answer
the questions that follow:
There is no set pattern to our days. Whichever one of us is not working (1) does the
house work and cooking. Charles does (2) his own washing and if I’m working, he’ll do
(3) mine too. He quite enjoys it; we have always done things that way. He does the
flowers too. I like (4) flower arranging, but I can’t do it and Charles is quite critical, so I
don’t try it now. I like weeding and reading – I’m never without a book, especially on my
journeys to Birmingham! What we do in the evenings depends on Jane. She gets (5)
home from school between 4 p.m. and 6 p.m. I like watching soaps on television. Well,
you have to keep up with the opposition! We also listen to ‘The Archers’ from time to
time – we don’t always know (6) what is happening (7) if we’ve not been in a few
episodes.
1.5.3.1 Identify the tense in each of the verbs which is printed in italics and
underlined in the text. In each case account for the choice of tense.
1.5.3.2 Look at the following words or expressions: always, never, now. What tense
or tenses do you generally associate them with? Check which tenses these
words or expressions are used with in the text. Explain any examples of
‘untypical’ use.

Activity 1.5.4
Recap: The infinitive is the simplest form of a verb. It is exactly the same as the base
form that follows I, you, we in the present simple tense of all verbs other than be (e.g. I
drink, they believe). Sometimes the infinitives follow to, and we call this full infinitive (He
wanted to ask a question).

The text which follows discusses Guy Fawkes night, which is celebrated in Britain with
fireworks and parties for children. Some of the verbs in the text have been modified and
three possibilities are provided. Read the text and then answer the questions.

Guy Fawkes makes me think/to think/thinking (1) principally of three things: the
dangerous thrill of handle/to handle/handling (2) fireworks, the shocking expense of
buy/to buy/buying (3) them, and the burning question of what cook/to cook/cooking (4).
This is an occasion when young and old take their evening meal together.
Accommodate/To accommodate/Accommodating (5) both tastes can be tricky, since the
young eaters don’t appreciate the bold flavours beloved of their palate-hardened elders.
There are three ways of dealing with the problem. One is find/to find/finding (6) a bland
menu that children eat happily and grown-ups grudgingly. The second is cook/to
cook/cooking (7) whatever you feel like eat/to eat/ eating (8) and let/to let/letting (9) the
 children fend/to fend/fending (10) for themselves. The third solution is a compromise
approach, and its central tenet is make/to make/making (11) spiciness an optional extra.

a) Choose the correct option in each case.

b) In each case, give a reason for your answer.

Did not do so well?

Watch the YouTube video on the present tenses at: https://www.youtube.com/watch?
v=X6LuWwb9whM

Activity 1.5.5
Attend the live session and follow the PowerPoint presentation afterwards.
Put the verbs into the past indefinite, past continuous, past perfect or past perfect continuous
tense.

a) She (open) the window and (look) outside. She (see) some children who (play) in the
school yard across the street. In fact, it (be) they who had woken her up. They
(make) all kinds of noises. She (closed) the window and (make) her way towards the
kitchen. As she (pass) the dining-room door, she (hear) voices and she (look) inside.
She (see) her parents (have) breakfast. She (say) ‘Good morning” and (head) for the
bathroom. While she (have) a shower, she (think) about her day.

b) How long he (wait) to see the doctor before he was allowed in the examination room?

c) Jeff (become) the manager of the company in 1985.

d) She (sleep) for two hours when the fire started.

e) Joe (not/finish) the test when the bell rang.

f) The two boys came into the house looking very tired as they (play) football for three
hours.

g) If only I (not drink) so much coffee. Now, I can’t sleep.

h) After she (leave), she realised that she (forget) to take her umbrella.

i) They (swim) for three days before they were rescued.

j) The game did not start until the referee (blow) the whistle.

k) I (daydream) when mother (call) me.

l) What you (do) while I (make) the cake?

Activity 1.5.6
Explain the difference in meaning between the sentences in these groups. Upload to
assignments.

1.5.6 a) I left when he arrived.

1. 5.6 b) I had left when he arrived.

1.5.6 c) I was leaving when he arrived.

1.5.6 d) She pointed out he spoke English.

1.5.5.e) She pointed out he had spoken

English.

1.5.6.f) She pointed out he was speaking

English.

1.5.6.g) She’d been painting the room when

she was taken into hospital.

1.5.6 h) She had painted the room when

she was taken into hospital.

1.5.6 i) She was painting the room when

she was taken into hospital.

Activity 1.5.7
Read the following extracts, in which some of the verbs have been printed in italics. Answer
the questions about the verbs.
A)

It was the end of a startling social experiment which had begun (1) at
midnight on January 17, 1920 – when constitutional prohibition made (2)
America ‘dry’. But less than two years later, the experiment had patently
failed (3) and Americans were paralysing, blinding and killing themselves
with huge quantities of bootleg (i.e. illegal) liquor. Gangsters were making
(4) millions from the licensing trade and the most inoffensive citizen
regularly defied (5) the law in order to get a little of what he fancied.

B) From a TV programme about the war poet, Siegfried Sassoon:

He was one of the people whom the war rescued in the sense that it gave
his life meaning. He had been dreaming (6) in the garden at home, writing
poems, having them privately printed, and it had been (7) a very drifting,
purposeless kind of life. It didn’t satisfy him and he didn’t know what to do
about it.

C) From a newspaper article about McCarthy, a political hostage:

 Oswald was shot by a distraught Dallas nightclub owner, Jack Ruby, when
officers were driving (8) him from a jail cell to an interrogation office.

For A, B and C, answer the following:

1) What is the tense?

2) What reasons are there for choosing this tense in this context?
3) What other tenses may also be possible here? How might these affect meaning?

Activity 1.5.8
Read the following extract, in which some verbs are provided only in their infinitive form.
Study these and answer the questions.

My most memorable Christmas has to be 1970, when my eldest son, Robert, was 6
months old and I play (1) Aladdin in panto at the London Palladium. We wake (2) up on
Christmas Day to find it snow (3) during the night. In the middle of the lawn was a single
rose, which my husband Bobby put (4) there. The day was perfect from then on.

a) What tense do you think was used in the original text?

b) Might any other tense form be acceptable in the same context? What difference (if
any) might this make to the meaning?

Activity 1.5.9
Write a paragraph based on the following pictures using the words provided to fit the title A
burglary.

Connectors: when, as soon as, after, and, while.

You may start as follows: When Mr Jones returned home…
Did not do so well?
For more scaffolding watch the YouTube video on the past tenses at:
https://www.youtube.com/watch?v=e0q24_bB_54

WEEK 2: Future tenses

Activity 1.6
Follow the PowerPoint Presentation of the future tenses (4)
Activity 1.7.1
Complete the activity on the future tenses below.
Put the verbs in brackets in the future indefinite, future continuous, future perfect or future
perfect continuous tense.

1.7.1 a) She (type) about 8 letters by lunch time.

1.7.1 b) The film (start) by the time we arrive at the cinema.
1.7.1 c) We (go) sailing when the exams have finished.
1.7.1 d) By next summer, I (work) here for three years.
1.7.1 e) By the end of the 21st Century, I think that someone (find) a cure for COVID-
19 variants.
1.7.1 f) Tina (revise) her test all day tomorrow.
1.7.1 g) By the end of this week, we (work) on this project for three years.
1.7.1 h) The students (notice) how difficult the exercise is by now.
1.7.1 i) I (tidy) your room by the time you come back.
1.7.1 j) They (publish) the book by the end of the month.
1.7.1 k) “What are you doing tomorrow?” I (work) as usual.
1.7.1 l) It (rain) today. Look at the clouds.
1.7.1 m) I (write) to you as soon as I reach America.
1.7.1 n) I (have) dinner with Peter tonight.

Activity 1.7.2:
Read the extract below and answer the questions that follow.

We may be (1) lonely, miserable, and scavenging in skips for the crumbs from some
young man’s table, but we will not be bored (2) because we’ll be working (3). The
answer to the question posed by the Beatles all those years ago – will you still need me,
will you still feed me (4) – is respectively ‘yes’ and’ no’. Yes, we (the young) need you to
pay our pensions. And no, we won’t feed (5) you just yet. Sixty-four? A mere stripling!
According to Lord Turner, the Government’s pensions Supremo, we’ll soon need (6) to
work until we’re 70. And, that of course, is not for a nice index-linked pension, but for the
stately sum of 97.50 pounds a week. Quite, who is going to employ (7) us remains, at
this stage, vague.

a) Name the tense forms that are highlighted.

b) Speculate as to why these choices have been made. (Refer to the context in which
these forms are used and consider the full range of factors that influence our choice
of future tenses).
c) Consider which alternative forms might have been used and in what ways this might
have affected meaning or emphasis.

Activity 1.7.3: Comment on the difference in meaning between the two sentences below.
When will we arrive?
When shall we arrive?

Activity 1.7.4:
Consider the sentences written by learners and specifically their use of the future tenses.
Speculate on why the errors in tense were made in each case and correct the tense.
1.7.4 a) Will you go out this weekend?
1.7.4 b) A: I’m afraid he isn’t here this week.
B: Don’t worry, I’m going to phone him tomorrow then.
1.7.4 c) We’ll call you as soon as he’ll get here.

Activity 1.7.5:
Read the extract below taken from A prayer for Owen Meany by John Irving and answer the
questions that follow.
I am (1) doomed to remember a boy with a wrecked voice – not because he was (2) the
smallest person I ever knew (3), or even because he was (4) the instrument of my
mother’s death, but because he is (5) the reason I believe in God; I am a Christian
because of Owen Meany. […]
In Sunday school, we had developed (6) a form of entertainment based on abusing Owen
Meany, who was so small that not only did his feet not touch the floor when he sat in his
chair – his knees did not extend to the edge of his seat; therefore, his legs stuck out
straight, like the legs of a doll. It was as if Owen Meany were (7) without realistic joints.

1.7.5a) Identify each of the tenses.

1.7.5b) Comment on why this specific tense has been used.
1.7.5c) In each case, say if any other tense may have been used and how the
meaning may have been affected.

Did not do so well?

Watch the YouTube video on the future continuous, future perfect and future perfect
continuous tenses at:
https://www.youtube.com/watch?v=48kdsro9rzM

Week 3: Textual editing

Pertinent questions

1.8. a) Why should teachers of English be familiar with grammar structures?

b) How was grammar taught at your school?
c) What do you think? How should grammar be taught?
d) Suggest reasons why some teachers are reluctant to teach grammar.
e) How familiar are you with the grammar structures?
 Pertinent question:

1.9. a) Is there any value in error correction? Substantiate your answer.

Activity 1.10
Read the extract below.

Decisions about remedial work:

Remedial work often follows assessing. Teachers have to decide when correction of
remedial activity will lead to improvement in the learners’ work and when it will not. If a
teacher decides that remedial work would be effective, she or he has to decide whether to
make it more or less discrete (concentrating on a single item or local error or more or less
global and contextualised).
Most of the time when a learner makes a careless mistake, it is useful to point out the
problem, since the learner actually knows the right form and will be able to correct the
mistake. For example, we can point out spelling errors discretely or we can teach a particular
spelling rule such as i before e except after c for commonly misspelt words like receive,
ceiling, and so on.
Another type of mistake which can be remedied is the result of problems with aural-graphic
transfer. In other words, the learners have heard a word but have never seen the written
(graphic) form and therefore write a phonetic spelling. On the other hand, they may have
seen words in print but never heard them pronounced so that when they try to say the words
for the first time, they mispronounce them. The teacher can easily point out the problem with
every chance of the learner using the correct form the next time.
Mistakes made with fixed expressions could also be remedied discretely. For example, if the
learner writes wool-clothed wolves, instead of the fixed expression wolf in sheep’s clothing,
the teacher can deal with the individual mistake or plan a lesson on fixed expressions.
What about developmental errors? The teacher has a series of options when teaching,
assessing or doing remedial work. Most of these options range from discrete to global and
should be applied judiciously. At the one end of the scale, teachers may sometimes do
limited drilling, while at the other end they may opt for extra reading or writing. Let us take,
for example, the failure of learners to use -‘s’ at the end of the third person singular in the
present tense.
Option 1:
Give a grammatical explanation and a number of contextualised examples to illustrate the
point. This technique may be valid to some extent in secondary school or with adults. There
is the possibility that the learners are not yet ready to acquire this structure and therefore the
explicit knowledge about language will not be effective in preventing the same error in future.
However, especially when teachers use a writing-as a-process approach and the learners
have to edit their work, knowledge of rules may help them identify and correct errors.
Option 2:
Use limited drilling of pattern sentences or a model paragraph to inculcate the form without
explicit explanation. This technique was widely used in the Audiolingual Method, which is
largely discredited nowadays.
Option 3:
Plan a grammatical-consciousness raising activity. Give the learners a passage in which the
structure occurs fairly frequently. Tell them what structure to look for and mark. This activity
can be done individually or in groups or pairs. Ask the learners to write a rule that would
explain the way in which the structure is used, once again in groups. The learners would
then either have to practise the activity with another passage or produce a short paragraph
using this structure.
Option 4:
The most global way of improving learners’ language is to increase the input in terms of
reading and listening material and to increase output through the use of dialogue journals.
As the third person singular in the present tense is a problem, give the learners descriptive
texts to read or ask them to write a short description of something in their environment in
their journals every day.
There is of course the danger of wrongly identifying the cause of an error. The teacher could
easily identify fossilised forms as developmental errors or as home language influence.
Research suggests that only global methods such as increasing reading or writing might
break fossilisation.
We can also differentiate between local and global errors. The local error affects only a word
or a single structure and may be easier to remedy. A global error can involve a whole
sentence or even a longer piece of discourse. A first-language speaker would immediately
know that there was something wrong but would not be able to pin the problem down to a
single source. A global error may simultaneously involve home language influence, wrong
idiom, spelling, syntactic deviation from standard forms and possibly other elements.
Markers would tend to criticise the expression and ask the writer to rephrase the sentence or
section of discourse. Global remediation strategies that involve greater exposure to authentic
English would be the obvious choice to remedy global language problems.
Teachers have to identify problems that learners have as individuals or as a group and
decide on effective remedial strategies. Their options range from discrete-point to global
strategies and they have to decide which would be most appropriate in each instance.
[Source: Van der Walt, C, Evans, R and Kilfoil, W.R. 2009. Learn 2 Teach: English
language teaching in a multilingual context. Pretoria: Van Schaik Publishers]

Pertinent questions

1.10.2. a) How did what you read confirm or refute your ideas about error correction?
b) Do you have any other comments or suggestions in terms of error correction?

Activity 1.11
Read the article entitled Causes of careless grammatical errors by Mu Lu and summarise
the contents in a short paragraph.
Activity 1.12
Attend the live session and follow the PowerPoint presentation on textual editing. Take
down notes in your EP.

Activity 1.13
Watch the following the YouTube video at: https://www.youtube.com/watch?v=Ri2dY1so8Cs
Use the space below to write down a few common errors that learners make according to
the video above.

Activity 1.14

Watch the YouTube video at: https://www.youtube.com/watch?v=b2rY3uO7szs

Use the space below to write down a few common concord errors that learners may
make.
Activity 1.15: Spelling, grammar, concord and syntax
Choose the correct word from the pairs in brackets. This is a quick self-test to test your
knowledge of subject-verb correlation.

1.15 a) Which of these girls ___ the prefect?

1.15b) Many copies of the picture ___ been printed.
1.15 c) Bonolo’s trousers ___ too long for him.
1.15 d) Two thirds of the sandwiches ___ been eaten.
1.15 e) Every man and woman ___ responsible for his/her own fate.
1.15 f) Not only Michelle, but also the boys ___ to be blamed for the damage.
1.15 g) Sixty kilometres ___ too far for me to walk.
1.15 h) Marlene, including the twins, ___ going on the trip.
1.15 i) Little milk ___ been spilled.
1.15 j) News ___ presented at 19:00 every evening.
1.15 k) Neither of them ___ guilty of the offence.
1.15 l) Measles ___ quite serious to contract as an adult.
1.15 m) The number of COVID-19 related deaths ___declined in Europe.
1.15 n) Either Neo or the two brothers ___ involved in the project.

Activity 1.16: Rewrite the following sentences correctly, explaining the reasons for your
corrections. Identify the error as well (e.g., split infinitive).

1.16 a) He is a man of great statute.

1.16 b) You have to carefully separate the egg yolks from the whites to make the
dish.
1.16 c) She has never and will never believe anything that I told her.
1.16 d) If I had to be in your shoes, I’d tell the truth about the accident.
1.16 e) Being fond of tinned dog food, the vet advised me to feed Fido on it while he
is sick.
1.16 f) I was seeing Angela at the mall last Thursday.
1.16 g) After Dineo broke up with Thapelo, she began dating Simphiwe.
1.16 h) The glutton attacked his third meal of the day as if he was deprived of food.
1.16 i) We thought that he will win the 1500-metre race.
1.16 j) Leaning over the edge of the cliff, an enormous lizard caught my eye.
1.16 k) Throughout the whole book, there are indications of the writer’s ideological
beliefs.
1.16 l) No man is exemplified from doing his duty.

Activity 1.17: Textual editing

Punctuate the following sentences correctly and state what the rule is in each case.
1.17 a) The presence of sixfoot soldiers was much appreciated.
1.17 b) She bought the following cakes, biscuits chips cheese and ham.
1.17 c ) What a lovely dog.
1.17 d) Jessica how lovely to see you.
1.17 e) Say what the function of the dash is in each case below.
He packed his bags and walked out of the house – never to return.
‘I can’t explain what happened – ‘
‘Don’t lie, girl!’
‘Yes, but –sir – I only
1.17 f) Identify the punctuation mark used in the sentence below and say what its
function is.
She knew what she must do; she had done it before.
1.17 g) Insert the apostrophe where necessary and give a reason for your answer.
Moses staff was miraculously transformed into a snake and then back to a
staff again.
Moses bicycle was stolen yesterday.
The girls bicycles are left against the wall.
For goodness sake, please cover your mouth when you yawn!
Socrates teachings and Socratic method are still valid today.

Activity 1.18: Textual editing

Sakkie’s English leaves much to be desired. The questions below this extract from his note
refer to some of the corrections that need to be made to it.
Hi
Can you borrow me some bucks? I wanna take this chick out on Saterday night. She’s
real special. You should of been there when I met her at the Mall yesterday. Walking into
 the steakhouse, she was sitting at a table in the corner. At first she schemed she was with
this lank big oke, but then he went of with this other doll. My chick like smiled at me so I
walked up to her like I was in a dream. I tripped and fell flat on my face, I was so
embaressed! But she laughed and asked me to sit and we talked for hours…

1.18a) What are the underlined words called?

1.18 b) Suggest a reason why this learner uses these words.
1.18 c) Suggest more acceptable words or phrases to replace them and state which
words should be omitted altogether.
1.18 d) Identify three spelling errors and write out the words correctly.
1.18 e) Identify an adjective that has been used instead of an adverb and provide the
adverb.
1.18 f) A verb is used incorrectly in the fourth sentence. Provide the correct form of
the verb and suggest why the learner uses it like he has.
1.18 g) The sentence in italics is incorrectly constructed. Name the error and rewrite
the sentence correctly.
1.18 h) Write down an example of a preposition that has been used to join a
sentence. Which conjunction should have been used?
1.18 i) Explain what is wrong with the second last sentence, and show how it should
be corrected.
UNIT 2: Post-modern novels
The God of Small Things by Arundhati Roy
Preparation activity:

Research postmodernism paying specific attention to the differences between modernism

and postmodernism. You should specifically look at the differences in attitude and style. Also
consider how to the two novels in this unit adhere to the characteristics of postmodernism.
You can start by reading the following source:

(https://www.differencebetween.com/difference-between-modernism-and-
postmodernism-in-literature/)
Research specific characteristics of post-modernism namely:
● Pastiche

● Intertextuality

● Metafiction

● Temporal distortion

● Paranoia

● Magic Realism

The God of Small Things Arundhati Roy 1997

“And the air was full of Thoughts and Things to say. But at times like these, only the Small
things are ever said. Big Things lurk unsaid inside.” A. Roy.

Unit outcomes: After having read the novel and extensive discourse in the classroom, you
should be able to:

• Have a better understanding of the novel as example of post-modernism.

• Show an understanding and appreciation of the key concepts in the novel.
• Analyse the structure of the novel and how it influences the meaning/message of
love.
• Critically comment on the presence of the different forms of love in the novel.
• Discuss the political and social structures in the novel – different kinds of prejudice.
• Evaluate the unique style of the author as proof of her own voice.
• Apply your knowledge of post-modernism to the text.
• Critically comment on a given topic.
Pertinent Question:
What are the criteria for choosing a novel as a prize winner? Discuss in groups.

Activity 2.1
Do research and briefly discuss how and why the novel can be placed in the following
categories:
An Indian novel

A Post-colonial
novel

An English
novel

A World novel

What is an
Anglophone
author?
(Provide
examples.)

Activity 2.2
The author’s role as activist cannot be separated from this novel. Political context and
cultural issues provide a big canvass on which the “smaller pictures” of every-day life can be
painted. Do all books carry a political message? What makes something political? Give your
personal view by referring to a novel also previously done in your studies.
 A. The title of the novel
Answer the question on eFundi.

Activity 2.3:
Roy directs the reader to the small things in the Kerala society. Tabulate the “things” that
are prominent in the novel:
Small things Big things

The Grotesque
Take notes on the lecture and class discussion on “the grotesque” in the novel.

B. The structure of the novel

Complete the activity on eFundi.

 Activity 2.4

Find 2 -3 references of flashbacks in the novel.

Find 2 examples of flash-forwards/foreshadowing in the novel.

Determine which elements of post-modernism can be applied to the structure of the novel.
Find specific examples from the novel to support your findings.

What is the relationship between the novel’s form/structure and the content? Refer
specifically to time as the central theme.

Activity 2.5
The History House: a symbol of the past and its enduring effect on the presence. Again a
non-linear element: the past is always present.
Find evidence from the novel:
 ● Chacko uses the History House as a metaphor. Explain this statement.

● Intertextuality with Conrad’s Heart of Darkness: explain this reference and the
persistent cruelty that is experienced here.

Activity 2.6:

The ending of the novel is not conventional. Why?

Where does it leave the reader?

What is the effect of this structure on the reader?

C. Relationships, family, gender, prejudice

Answer the questions on eFundi.

Purpose: To explore how family and state are subjected by social politics about love.

Pertinent question:
What is gender politics? How is it present in the novel?
 Activity 2.7:
2.7.1. What are the “love laws”?

2.7.2 Explore “love” in the following relationships. Write explanatory notes on each and in
the 3rd column state how caste/religion/gender influenced the relationship.
a) Mammachi
and her
husband, the
first Ipe

b) Ammu and
her husband

c) Rahel and
Estha

d) Baby
Kochamma and
Father Mulligan

e) Chacko and
Margaret
 f) Ammu and
Velutha

2.7.3 Who is policing the “love laws”? What is the effect of this “policing” on the family?

Background on love in the novel

Work in groups to summarise how different types of love are portrayed in the novel. Also
discuss the impact gender politics has on love.

Activity 2.8
How do caste and religion destabilise Ammu’s relationship? Or is it gender? Substantiate
your view.

D. Caste, religion, communism – the intersection of the social and political

structures in the novel

Consider the image on eFundi and do additional research where necessary to answer the
questions below.
These structures overlap, combine, change and re-enforce one another. They are intricate
and complex in their effects on the characters.

Activity 2.9
Write short explanatory notes on the following structures:
2.9.1 The caste system in India

2.9.2 The Syriac/Syrian Christians

2.9.3 Communism in Kerala at the time of the setting of the novel:

2.9.4 How is prejudice evident in each of these structures?

Activity 2.10
2.10.1 Define Communism:

2.10.2 Why would Velutha choose to be a communist?

2.10.3 Discuss the irony in comrade Pillay’s rejection of Velutha after the discovery of his
relationship with Ammu.
2.10.4 What is ironic about Chacko’s belief in Communism?

E. The language and style of the novel

Several critics praise and commend the novel for its unconventional style and inventiveness
regarding Roy’s application of language.
Read the articles on eFundi before continuing with the unit.

Activity 2.11: Class discussion

In your groups, choose any 1 chapter from the novel and conduct a search of poetic devices
used by the author (assign specific pages to specific group members).
Identify and explain the device and say how it contributes to the novel/themes/ characters.
Find at least 10 examples (in total) of the following and comment on purpose and
effectiveness of these elements:
Unusual capitalisations, neologisms, applying phonetics, typographical devices, lists,
catalogues, numerations, anagrams, puns, and palindromes. Also exchanged syllables
between words, reading words backwards, splitting words apart, and creating new words in
the process.

Activity 2.12: Find examples of Roy’s experimental language

Language linked to the Language linked to the identities of the
Anglophone/postcolonial author children
Activity 2.13: Intertextuality - find and quote examples from the novel where Roy refers to
other texts which display the following references:
Historical British influence Contemporary American India’s cultural mixture
influence on India

F. Violence
Complete the activity on eFundi

Activity 2.14
2.14.1 Identify the characters involved with domestic violence in the novel:
2.14.2 How are Rahel and Estha victims of domestic violence?

2.14.3 Identify the socio-political violence that occurs in the novel.

Sources:

• http://search.ebscohost.com/login.aspx?
direct=true&profile=ehost&scope=site&authtype=crawler
&jrnl=19302940&AN=96418962&h=zAJt1aKEomSbs7JWohEp07vA6KcUGP0k1Qkgf
0VyPTmyFZ12Nh vpELgVcdnuVWswPeFrVGMveV5ch6dm1Ga8KQ%3D
%3D&crl=f&crawlloc=cf:z%2F0224960548&cra wllib=RD201406.LIB
• https://www.academia.edu/2561672/
The_Position_of_Women_in_Arundhati_Roy_s_The_God_of
_Small_Things_and_Anita_Desai_s_Clear_Light_of_Day
• https://www.postcolonial.org/index.php/pct/article/viewFile/1192/1108
• Great World Texts: A Program of the Center for the Humanities, University of
Wisconsin-Madison

Reflection: What about the novel made a lasting impression on you?

Atonement by Ian McEwan

Unit outcomes: After having read the novel and engaging in extensive discourse,
you should be able to:

• Have a better understanding of the author and his works, specifically seen
against the backdrop of Postmodernism.
• Show an understanding of the key concepts in the novel.
• Critically comment on the Biblical structure of sin, guilt and redemption that
features in the novel.
• Evaluate the novel as a metafictional work, which is characteristic of a
postmodern novel.
• Evaluate the style of the author in the different parts of the novel.
• Apply your knowledge of linguistics to the text.
• Critically comment on a given topic.

Activity 2.15: Who is Ian McEwan?

2.15.1 Do some reading on the author Ian McEwan and share your. Concentrate on
his writing, paying attention to: genres, themes, ideologies, characters and
achievements.

2.16 Listening: Watch the following YouTube video about an interview with Ian
McEwan Atonement at https://www.youtube.com/watch?v=CvuVfgZ9wcI and
answer the following questions:
1. How did the whole novel start for McEwan?
2. Why is it important for a novel to have structure?
3. What was Connelly’s advice to Briony, the writer?
4. Who is Briony according to McEwan? Use his words.
5. Why does Briony get it all wrong?
6. What are the consequences of her misinterpretation? (Mention two things).
7. What does McEwan say about his style of prose in the first and second parts
of the novel?
8. Did McEwan set out to write a novel about the war?
9. How did McEwan ‘steal from life’ for his novel?
10. What was McEwan’s greatest regret?
11. When Briony is back in London, how does she change?
12. What shows the beginning of her atonement?
13 Where did McEwan get most of his historical info from for the novel?
14. How did the young girls cope with the demands of nursing?
15. Does McEwan criticise Briony? What does he say about that?
16. How does one know that one has reached the end of a novel?
17. Why does McEwan sit with his wife towards the end of the novel?
18. Why did McEwan refer to his novel as his Jane Austen?
19. What was he aspiring to when he wrote Atonement?
20. What does McEwan think of the reviews of his work?
21. What does McEwan have to say about the comments on themes in his
works?
22. What drives him first and foremost, if then not themes?
23. Why did McEwan opt for the macabre in his work for quite a while?
24. What does McEwan comment when asked whether Atonement is his best
novel?
25. What are his views on the responsibility of the novelist to truth?

Activity 2.17: Follow the PowerPoint presentation with your lecturer on some
background information on McEwan. Add to your own notes.

Activity 2.18: Concept explanations

Recap what your definitions were in terms of the following concepts: Sin, guilt,
redemption and atonement. If you are from different religious groups, comment on
how the different religions regard these concepts. Write your definitions in the space
provided.
Activity 2.19: Follow the PowerPoint presentation on the concepts discussed
previously. Add to your own notes.

2.20 Pertinent question: Do you agree that structurally, McEwan’s novel follows the
Biblical pattern of sin, guilt and redemption? Write down your thoughts in the space
below.

Activity 2.21: Follow the PowerPoint presentation on the structure of the novel in
terms of the Biblical themes of sin, guilt and redemption. Add to your own notes.

2.22 Pertinent question: What do you understand with the term

metafiction? Discuss how Atonement is an example of a metafictional novel. Write
your ideas in the space provided.
Activity 2.23:
Are there any leads in the novel to warn the reader that Atonement is not an entirely
realist novel, but moves into the realm of postmodernism?

Reflection: What about the novel made a lasting impression on you?

 Major assignment 2: Essay
Write an essay of 1000-1200 words in which you respond to one of the
following topics:

Critically discuss the impact of classism and/or the caste system on character
agency in Atonement and/or The God of Small Things.
OR

Critically discuss how language is used to illuminate trauma in The God of

Small Things.
OR

Critically discuss how either of the novels adhere to at least three

characteristics of post-modernism.
OR

According to Dumitrecu (2010) “History and people’s lives alike follow a spiral-
like pattern of innocence sacrificed for the sake of experience, followed by a
return to second degree innocence.”

Discuss the validity of this statement by reflecting on the journey of at least

one character in Atonement and/ or The God of Small Things.

The following rubric will be used to assess your essay:

  Assessment Rubric: Essay

Exemplary Accomplished Developing Limited

  7-8,5 5-6 3-4 0-2

Thesis statement, Strong evidence of valid Acceptable thesis Thesis statement Thesis statement not
thesis statement; statement, argument does not completely included; vague; or
road map and
creative line of thought. not always clear or address the issue, not concerned with
planning
pursued. Argument vague;  the issue.
too wide or
simplistic

Critical Essay displays strong Essay shows evidence Essay shows Essay does not
skills of analysis, of application of skills of inconsistent display convincing
Thinking
synthesis, and application of skills application of
analysis, synthesis, and
(arguments) of
evaluation. Logic is evaluation. Logic is skills of analysis,
virtually flawless. nearly flawless. analysis, synthesis, synthesis, and
and evaluation. Logic is
 evaluation. Logic flawed. Story telling
may be flawed.

Quality of Support Powerfully chosen Well-chosen textual The textual proof No additional
textual proof and proof and additional and additional research has been
additional research are conducted and the
research support each
insufficient and the
research support each support from the
point. The textual proof
relevance to the primary text is
point. The textual proof
and external sources thesis statement is insufficient.
and external sources are are adequately not clear
thoroughly examined, examined, throughout.
explained, and clearly
explained, and relevant
relevant to the thesis.
to the thesis.

Mechanics and Style Essay is flawlessly written Essay is well written Essay is written with Essay is poorly
with a flair for academic with a solid academic a very basic style. written. 
 
style. Word choice
style. Excellent word Word choice and
choice and sentence Some strong word and sentence variety sentence variety are
variety.  choice and sentence are ordinary.  A few below
tense changes.
Historic present tense is variety.  Historic expectations. Mixing
There are no
successfully applied. present of
There are no more than more than eight
tense is used. There are tenses influences
three language errors. language errors.
no more than six meaning and
language errors. sequence. There are

more than seven

language errors.

  6 4-5 2-3 0-1

Referencing The in-text references The in-text references The in-text Either the in-text
and reference list contain and reference list references and references or the
no more than three reference list reference list, or
contain no more than
errors.  contain no more both have been
six errors. 
than eight errors.  omitted. 

TOTAL: 40
UNIT 3: Post-modern poetry

“Painting is poetry that is seen rather than felt, and poetry is painting that is felt
rather than seen.” ― Leonardo da Vinci

3.1 Postmodernism as sequel to Modernism

“Modernism, for example, tends to present a fragmented view of human subjectivity and
history (think of The Wasteland, for instance, or of Woolf’s To the Lighthouse), but presents
that fragmentation as something tragic, something to be lamented and mourned as a loss.
Many modernist works try to uphold the idea that works of art can provide the unity,
coherence, and meaning which has been lost in most of modern life; art will do what other
human institutions fail to do. Post-modernism, in contrast, doesn’t lament the idea of
fragmentation, provisionality, or incoherence, but rather celebrates that. The world is
meaningless? Let’s not pretend that art can make meaning then, let’s just play with
nonsense.” – Mary Klages
“The Post-modern reply to the modern consists of recognizing that the past, since it cannot
really be destroyed, because its destruction leads to silence, must be revisited: but with
irony, not innocently. I think of the Post-modern attitude as that of a man who loves a very
cultivated woman and knows he cannot say to her, I love you madly, because he knows that
she knows (and that she knows that he knows) that these words have already been written
by Barbara Cartland. Still, there is a solution. He can say, As Barbara Cartland would put it, I
love you madly.” - Umberto Eco

Activity 3.1.1: Modernist vs Postmodernist Literature

THIS ACTIVITY SHOULD BE COMPLETED AS THE IN-CLASS ASSESSMENT. IT SHOULD BE
DONE INDIVIDUALLY AND HANDED IN AT THE END OF THE SESSION. Preparation and
research must be done ahead of the session.

Go to the link on eFundi and try to get a broad overview of the differences between
Modernist and Postmodernist fiction. Make notes and complete the Venn diagram below to
discuss the differences and similarities between the two.
Draw your Venn Diagram on a sheet of paper. You are not allowed to consult notes or the
internet.
UDL students will be doing this exercise online, and not in the same format. Your
lecturer will provide you with further information.
Notes and explanations:
Activity 3.1.2: Comparing a Modernist and Postmodernist poem
Use your notes from Activity 3.1.1 and watch the PowerPoint on eFundi. Read the two
poems on Lessons on eFundi as well as the quotation by Dr Mary Klages and Umberto Eco
in the introduction to this unit above and compare the (lack of) conventions in Modernist
poetry vs that of Postmodern poetry.
Use the graphic organiser on the next page to compare the two Modernist poems:
Activity 3.1.3: Common themes and techniques in Postmodern poetry
Please note that this is a group activity. You can work in groups of 4 or 5.
Design digital flash cards with
• definitions
• images
• examples of poems for the following concepts related to common themes and techniques in
Postmodern poetry:

Please note: You will be able to use these flashcards to clarify your understanding of Modernist and
Postmodernist poetry.

1. Intertextuality 5. Metafiction
2. Bricolage 6. Anachronisms
3. Pastiche 7. Black humour
4. Temporal distortion 8. Hyperreality

3.2 Characteristics of Post-modern poems

Activity 3.2.1
Watch the PowerPoint Presentation and read the notes on the link on eFundi in order to make notes
and prepare for the next activity.

Major assignment 3: 40 marks – 20% of module mark

See the information on eFundi (GROUP ACTIVITY 3.2.2) regarding the assignment on poetry.

3.3 Postmodern poetry for teachers

Activity 3.3.1
Read the final chapter on Postmodernism and Multiculturalism in the document on eFundi and make
notes on why Postmodernist literature should be taught in South African schools. Also make notes on
possible teaching ideas or activities that could be done as you will need that for your Activity 3.3.2

Group Activity 3.3.2

You will work in groups of 4 or 5 again, but you will have to integrate your knowledge of Postmodern
Poetry, the teaching of poetry and fostering a positive multicultural environment.
Select ONE of the poems that are currently prescribed for Grade 12 learners and design (state clearly
which poem you have chosen and whether the activity is for a Home Language or First Additional
Language class):
● A while-reading activity that will guide learners in understanding how poetic devices reinforce
the theme of the poem.
● A post-reading activity that will promote multiculturalism in the English classroom.
● An explanation that makes it clear whether or not the poem is an example of Postmodernist or
Modernist poetry or neither.
List of Prescribed poems for 2023
2023 GRADE 12 ENGLISH FAL PRESCRIBED – POEMS
1. Hard to find - Sinesipo Jojo
2. On the grasshopper and cricket - John Keats
3. Sonnet 73 - William Shakespeare
4. Reciprocities - Cathal Lagan
5. What life is really like - Beverly Rycroft
6. You laughed and laughed and laughed - Gabriel Okara
7. The lake isle of Innisfree - William Butler Yeats
8. The slave dealer - Thomas Pringle
9. Inversnaid - Gerald Manley Hopkins
10. The night-jar and Inkosazana Yasezulwini - Chris Mann

2023 GRADE 12 ENGLISH HL PRESCRIBED – POEMS

1. Sonnet 130 - William Shakespeare
2. The child who was shot dead by soldiers in Nyanga - Ingrid Jonker
3. At a Funeral - Dennis Brutus
4. Poem of Return - Jofre Rocha
5. Talk to the Peach Tree - Sipho Sepamla
6. Prayer to Masks - Leopold Sedar Senghor
7. This Winter Coming - Karen Press
8. Solitude - Ella Wheeler Wilcox
9. The Morning Sun is Shining - Oliver Schreiner
10. It is a beauteous evening, calm and free - William Wordsworth
11.Fern Hill - Dylan Thomas
12. The Shipwreck - Emily Dickinson
UNIT 4: Didactics with a focus on visual literacy

At the end of this section, you should be able to:

● Define visual literacy and deliberate on the significance thereof.

● Justify the importance of teaching visual literacy, especially in the South African context.

● Demonstrate an understanding of the link between reading and viewing by designing pre-, while

and post-reading activities.

● Study and apply reading strategies and approaches to teaching reading and viewing.

● Complete a lesson plan according to the lesson wheel

Activity 4.1.1. Preparation
Read the articles on eFundi and respond to the following questions.

4.1.1.1 What is visual literacy?

4.1.1.2 Why is visual literacy important?

4.1.1.3 Identify at least three type of texts (visuals) you believe are
important to use when teaching visual literacy and justify your choice.

4.1.1.4 Write down at least three steps you would follow when teaching
one of the texts you identified in 4.1.1.3
4.1.2 The CAPS and visual literacy-Complete this activity in your study groups
An analysis of the CAPS reveals the following:

● There are no clear guidelines on what to do, which could be daunting for a first-time teacher

● Visual literacy is seen as a task to be done mostly for “enrichment” or “appreciation”

● The problem with this is that learners are bombarded with images which they should not only read, interpret and analyse, but also create, in
order to be considered literate.

Activities

4.1.2.1 Conduct your own analysis of the CAPS and comment on the
legitimacy of each of the above statements.

4.1.2.2 Should visual literacy be taught for reasons other than enrichment
and appreciation? If so, provide these reasons.

4.1.2.3 How do you suggest visual literacy be approached in the South

African classroom in order to address the problem identified in the last
statement.
_________________________________________________________________
Reading and Viewing
Activity 4.1.3 – Submit in class
4.1.3.1 Why do you think the skills of reading and viewing are linked in the CAPS document

4.1.3.2 What implications should this have on how you teach reading?

4.1.3.3 The CAPS states that selected texts should appeal to learners’ “interests. and tastes”
Discuss at least two advantages and disadvantages of selecting texts which appeal to learners
“interests and tastes”.

4.1.3.4 Illustrate how the use of visuals could reinforce reading by designing a pre-, while, and
post reading activity.
Example: A gr. 10 teacher wishes to teach the poem Throwing a Tree by Thomas Hardy.

Before learners read and discuss the poem, the teacher shows them images and asks thought
provoking questions linked to the images.

Images used:
Activity 4.1.4 Reading theories, approaches and strategies
Chapter 7 in Learn 2 Teach (Van der Walt, Evans, & Kilfoil, 2009) provides a comprehensive overview of the theories that underpin reading. Carefully
read the chapter and summarise the following concepts in your own words. Provide an example of how each is applicable to visual literacy.
Text Anything that can be read, for example, a textbook, a novel, a newspaper, a nutritional label, a street
sign, a comic, a graph, a dictionary, etc.

Schema theory

Schemata (3 types)

Four types of reading

Authentic material

Pre-reading

Reading and focused re-

reading (during reading)
Post-reading

Intensive reading

Extensive reading
Activity 4.1.4.1: Reading approaches which are applicable to visual literacy

Read pages 86-92 in Teaching English Language Learners (Colombo & Furbush, 2009) and in your OWN words summarise top-down and bottom-up
reading strategies.
Can I do
both?
Activity 4.1.4.2 Deciding on an approach
Look at the following question and responses by academics on an online forum concerning the use of top-down and bottom-up approaches. In your
opinion, which researcher’s view is most applicable to teaching visual literacy?
4.1.4.3 Reading Strategies
Colombo, M. & Furbush, D. 2009. Teaching English language learners: Content and
language in middle and secondary mainstream classrooms. Los Angeles, CA: Sage
10 Easily implemented reading strategies
1. Make text-to-life, text-to-world and
text-to-text connections:
Read the heading or first paragraph, look up and connect the content with your life: how
does this apply to me? How is this true in the world? Where have I read about this as
well?

2. Make predictions:
Look at the heading and predict what the content will be about. Halfway through the
novel/poem, predict the message or the outcome.

3. Stop and think what you have read:

After reading the paragraph, stop and make a summary of what you understood. The
teacher can model this very easily by speaking, drawing, or writing a crucial sentence
on the board.

4. Ask yourself a question and try to

answer it:
The teacher can also model this, returning
to the text to clarify the answer.
Activity 4.1.5. Vocabulary teaching
When looking at visual literacy, learners often have an appropriate reaction - they
laugh or gasp but struggle to explain their reaction in words. In other words,
learners cannot explain what makes the visual humorous/shocking/etc.
A practical way to address this problem is to teach vocabulary. An example of how to
do this is by having learners come up with a range of synonyms to describe facial
reactions and/or body language.
Scenario
Miss Basson shows her learners an emoji and asks them to describe it.

Learner A: The lady doesn’t know.

Learner B: The lady is unsure.
Miss Basson: How can you tell that the lady is
unsure about something?
Learner B: Because her hands are in the air.
Learner C: Because her mouth is open and her
shoulders are raised.
Miss Basson: Okay, so the lady is shrugging
her shoulders. What words other than unsure
can be used to describe how the lady is feeling?

The following suggestions are made:

Confused, baffled, stunned, stupefied, at a loss

Activity 4.1.5.1.
Brainstorm a list of words that is suited to each of the facial expressions and examples of
body language

Activity 4.1.5.2
Read the following TIPS on how to teach vocabulary.
Effective vocabulary teaching should include diverse opportunities for word learning. The
following are options which have been researched:
1.Repetition and multiple exposures to vocabulary items are crucial.
2.Learning in rich contexts is valuable. Use words which are useful in many contexts,
content areas.
3.Learners should have opportunities to infer meaning from texts.
4.Computer technology can be used effectively to help teach vocabulary and spelling.
5.Incidental learning is invaluable to vocabulary learning. Provide many contexts, rich
contexts and opportunities for repetition and rich oral modelling.
6.Motivation adds to the efficacy of learning new words.
7.Use a variety of methods to instruct vocabulary.
8.Don’t teach vocabulary during while-reading, rather teach it before reading.
9.Create a scenario/make up a story in which a new word is prominent.
10.Draw a picture of the word.
11.Create silly questions: can the headmaster whimper? Has the baby created the chaos?
12.Have group discussions about new words and do group activities.
13.Appoint a Word Wizard every week: a learner who has identified recently learned new
words in different (authentic) texts.
14.Act out words, especially new verbs: groping, dawdling.
15.Answer yes/no to questions: would you dawdle in the backstreets of town?
16.Dictionary? How to use it? (the least effective activity).

https://www.englishandmedia.co.uk/blog/how-to-teach-vocabulary-acquisition

Activity 4.1.6 Practise opportunity

Now that you have background knowledge on visual literacy and the strategies and
approaches which can be employed when teaching reading and viewing, select 3 texts
(visuals) and design a relevant SMART task for each.
One task should be pitched at grade 10 level, one at grade 11 level and one at grade 12
level. Show the relevant sections of the CAPS that you have referred to in order to complete
this task.
Keep in mind that for learners to be considered visually literate they not only have to read,
interpret, and analyse visuals but should also be able to create visuals.

Steps to follow when designing this SMART task:

● Refer to the CAPS document and decide on the aims and objectives for teaching
visual literacy.
● Select appropriate images - decide on the purpose of using these images.

● Think about what the learners should produce to prove that they are visually literate.

● Now, design a task which is:

● Specific

● Measurable

● Attainable

● Relevant

● Traceable

4.2: Assessing visual literacy in the FET-classroom

4.2.1 Three levels of visual analysis

4.2.2 Visual literacy in the CAPS
4.2.3 The assessment of visual literacy in South Africa
4.2.4 Major assignment (visual literacy lesson plan)

4.2.1 THREE LEVELS OF VISUAL ANALYSIS

Pertinent question: Think about your own high school experience with
visual literacy. On which levels of Barrett’s taxonomy were you mostly expected to think
when analysing a visual text? How would you assess it differently in your classroom?
According to the Victorian State Government (2018), “visual comprehension requires a
focused, carefully sequenced approach to develop analytical thinking and semiotically
informed observational skills.” The LIE approach to visual text analysis consists of three
levels:

• Literal

• Inferential

• Evaluative

Activity 4.2.1
Question 1
Follow the link on eFundi and read the section of the article called LIE: close reading of a
text using three levels of comprehension. Do additional research if necessary and
explain, in your own words, what each of the three different levels of comprehension
entails:

Literal

Inferential

Evaluative
 Question 2
Below you will find a list of the levels of Barrett’s taxonomy. Match each level of Barrett’s
taxonomy to the corresponding level of comprehension (LIE) – take note that more than
one of Barrett’s levels will correspond to the same level of comprehension.

• Highlight the levels that correspond to the Literal comprehension level in purple.

• Highlight the levels that correspond to the Inferential comprehension level in

green.
• Highlight the levels that correspond to the Evaluative comprehension level in blue.

https://za.pinterest.com/pin/330522060133836080/

Are all the levels of Barrett's taxonomy encapsulated in the three levels of comprehension?

4.2.2 VISUAL LITERACY IN THE CAPS

Pertinent question: Do you believe visual literacy should form an

integral part of the English (FAL and Home Language) FET-phase CAPS? Elaborate.
 The Department of Basic Education (2011:14) identifies three main purposes for
reading:

• Intensive reading of short texts for comprehension, note-taking, summary, and

critical language awareness.
Provide a list of visual text types that may be suitable for this reading
purpose:

• Study set works with a focus on the aesthetic and cultural qualities of texts.

Provide a list of visual text types that may be suitable for this reading
purpose:

• Extensive reading of a variety of written and visual texts.

Provide a list of visual text types that may be suitable for this reading
purpose:

Remember that reading (and viewing) consists of a three-phase process –

Pre-reading
Which teaching strategies could you apply in the pre-reading phase?
 Which learning/reading strategies could learners apply in the pre-reading phase?

While reading
Which teaching strategies could you apply in the while reading phase?

Which learning/reading strategies could learners apply in the while reading phase?

Post-reading
Which teaching strategies could you apply in the post-reading phase?

Which learning/reading strategies could learners apply in the post-reading phase?

Read page 31 in the English FAL CAPS for the FET-phase to familiarise
yourself with the objectives of the Intensive reading of visual texts.

4.2.3 THE ASSESSMENT OF VISUAL LITERACY IN THE CONTEXT OF THE

SOUTH AFRICAN CLASSROOM

Pertinent question: The EFAL and English Home Language matric

papers both include visual literacy. Analyse which percentage of each level of the LIE
approach should be used in the visual literacy sections of both papers (keeping in mind
the stipulated guidelines in the CAPS document with regards to Barrett's taxonomy). Also
substantiate your view/findings. Use the tables below for the analysis of the question
papers.
 English FAL
Literal percentage:
Inferential percentage:
Evaluative percentage:
English Home Language
Literal percentage:
Inferential percentage:
Evaluative percentage:
Substantiation

Question 1

Download the 2020 NSC exam paper for EFAL (Paper 1) and English Home
Language (Paper 1) (the links are provided on eFundi). Work in pairs and analyse
the percentage of marks set on each level of the LIE approach. Use the template
below:

English FAL P1 Nov 2020

Question number Literal Inferential Evaluative

e.g. 1.4 2 (marks)

1.10

1.11

1.12

1.13

3.1

3.2
 3.3

3.4

3.5

3.6

3.7

4.1.1

4.1.2

4.2

4.4.3.1

4.3.2

Total amount of marks

for each level:

Marks in total:

Percentage of each
level:

How are the results for question 1 different from or similar to your answer to the pertinent
question?

Question 2

English HL P1 Nov 2020

Question number Literal Inferential Evaluative

e.g. 1.4 2 (marks)

1.9

1.10

1.11

3.1
 3.2

3.3

3.4

4.1

4.2

4.3

4.4

Total amount of marks

for each level:

Marks in total:

Percentage of each
level:

How are the results for question 2 different from or similar to your answer to the pertinent
question?

Question 3
What are your thoughts on your findings for questions 1 and 2? Is there a big gap in
what is expected from EFAL learners and English Home Language learners in terms
of visual literacy analysis?
Alert: Assignment 5 (Individual assignment)

Your lecturer will upload this assignment on eFundi. You will be expected to
download and complete it within the stipulated period. Do not wait until it is late to
finalise the assignment.

REFLECTION
What did you enjoy the most about this module?

What did you not enjoy about this module?

Do you have any suggestions on how to improve the ENGV 321 module?