Assessment Guide

2021

ENGLISH HOME LANGUAGE FOR

FOUNDATION PHASE 2
(EHLF200)
EHLF200-DL-Yb21-21-AG
Contents
Introduction 1

Assessment Strategy 1

Continuous Assessment (CASS) 1

Online Tests 2

Online Participation 2

Assignments 3

Assessment Guide  STADIO Faculty of Education / EHLF200-DL-Yb21-21-AG / Page (i)

Introduction
This assessment guide contains all the information you need about your assessment for this
module. Read through it in its entirety very carefully so that you have a clear idea at the
beginning of the module on exactly when and how you will be assessed.

Assessment Strategy
Your final assessment mark for this module is weighted as shown in the table below. A
column has been inserted for you to insert the respective dates. You can find these dates on
ECI.

ASSESSMENT TASKS DATE WEIGHTING (%)

Online Test 1 5%

Assignment 1 25%

Online Test 2 5%

Assignment 2 25%

Online Test 3 5%

Assignment 3 25%

Online Participation 10%

You need a final mark of 50% to pass this module.

Continuous Assessment (CASS)

This module is assessed on the basis of an accumulative continuous assessment process
(CASS marks only) that will be calculated according to the ratio specified in the table above.
The pass mark for a CASS module is 50%.

Assessment Guide  STADIO Faculty of Education EHLF200-DL-Yb21-21-AG Page 1

Online Tests
Your online test for this module is on ECI and counts for 15% of your final mark. You can find
more information about ECI in the introduction of your study guide. The test is marked
automatically by the software system Moodle. This means that you will get immediate
feedback on the results of your test after you submit your answers.

There will be one online test for each lesson, resulting in three online tests weighted as
shown in the table below. A column has been inserted for you to insert the respective dates.
You can find these dates on ECI.

WEIGHTING
FOCUS DATE
(%)
Lesson 1: Children's Poems and Rhymes 5%

Lesson 2: Introduction to Children's Literature 5%

Lesson 3: Comparative Studies – The Book Thief 5%

Online Participation
This online task is worth 10% of your overall mark and will require that you complete a
forum activity in you practice your analysis and writing skills. There is one forum activity for
each lesson, but only one of these activities will be selected for the online participation
mark. This selection is at the discretion of the module coordinator and will not be
announced beforehand. This means that you must complete all three forum activities to
ensure that you achieve the associated mark. To achieve this mark, you must also complete
the forum activity in full. These completion requirements will be provided on ECI.

Page 2 EHLF200-DL-Yb21-21-AG Assessment Guide  STADIO Faculty of Education

Assignments
Your assignments count 75% (3 × 25%) towards your final mark for this module. The
minimum pass mark for each assignment is 50%.

Submitting your Assignments

When preparing an assignment for submission, be sure to:

 save your details, including your student number, full name and the module code in the
file name of the document e.g. "19001-JimmyHendrix-EHLF200-Assignment01.docx";
 include your full name, student number and the module code "EHLF200" on the front
page of your assignment;
 ensure the file is under 20 MB, as this is the upload maximum file size for file
submissions;
 check for grammatical and spelling errors;
 use size 12pt, black, Arial font, 1.5 line spacing, and margins of 2 cm;
 reference correctly, according to the third edition of the booklet
Referencing Techniques: Using the Harvard System (Frank and Ralfe 2021), which you
can find on ECI;
 include credible references (like those from books and peer-reviewed journals); and
 submit your assignment to the correct Turnitin assignment submission activity within
the ECI module site – this will ensure that your assignment document is submitted both
to us and to Turnitin, where an originality check will be performed, and a similarity
report generated.

Generating a Turnitin report

Please note that part of the process of submitting your assignments online is putting your
assignments through Turnitin which is a service that checks your document for issues like
plagiarism and other referencing issues. Turnitin will produce a report for each document
you've submitted within 24 hours which will show if your assignments were copied (even in
part) from somewhere or someone else (even yourself). If the Turnitin report shows that
your work is too similar to another submission or to other sources, you'll have to redo your
assignments and submit it to Turnitin once again before we will accept it to be marked. We
will not mark any assignments with a Turnitin score that exceeds the maximum allowed
percentage stated in the Plagiarism Policy. The percentage of similarity that is allowed per
module depends on your programme and year of study. You can access the Plagiarism Policy
on ECI to find out what percentage of similarity is permissible for this module.

To allow yourself time to review the Turnitin report and rework your assignment where
required, we suggest that you submit your assignment at least two weeks before the official
hand-in date. Your submissions will be made via the assignment submission activity on ECI.
We will use the assignments and the Turnitin reports on the official hand-in date as your
final assignment for marking.

Assessment Guide  STADIO Faculty of Education EHLF200-DL-Yb21-21-AG Page 3

Please also note that during the process of submitting your assignments to Turnitin you will
be asked to tick a box that indicates that the work you are handing in is your own original
work. Ticking that box is your declaration that your assignments are your own original work.
Note that you're not permitted to submit the same assignments as those you have
previously submitted for any other module.

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Assignment 1 Instructions
TOPIC: Children's Poetry in the Classroom

MARKS: 100

DATE DUE: Due Date will be published on ECI.

Throughout Lesson 1: Children's Poems and Rhymes, we have read a wide variety of
children's poems and explored several topics, including: what is children's poetry, what are
the benefits of children's poetry, and how to analyse poetry.

Step 1

Consider the following quotation by American poet, Major Jackson:

[…] I think poetry ought to be taught not as an engine of meaning but as an

opportunity to learn to live in doubt and uncertainty, as a means of claiming
indeterminacy.

Do you agree with Jackson when it comes to integrating poetry in the Foundation Phase
classroom? In other words, do you think poetry in the FP classroom should be used to give
learners "an opportunity to learn to live in doubt and uncertainty" or do you think that
poetry would be better used to provide comfort and certainty to young learners?

Write 300 to 400 words in which you explain your position in relation to the above, using
two relevant scholarly sources (e.g., journal articles or book chapters) to support and justify
your position.

Note that your Study Guide may include secondary sources which you can cite directly. Do
not reference the Study Guide itself; rather apply the knowledge contained therein to this
specific topic. All secondary sources used must be fully and correctly referenced.

Step 2

Using the internet or any printed collection of poetry, source two poems which serve as
good examples of the position you outline and defend in Step 1.

The two poems must meet the following criteria:

 They cannot come from the course reader, though the course reader may provide an
indication of the level and variety of poetry appropriate for young learners.
 They must each be at least 10 lines long.
 They do need to have been written for children, but they must be age-appropriate.
 They should be sufficiently rich in theme, poetic features, and devices for meaningful
use in the Foundation Phase classroom.

You must submit the poems separately as Appendix A using the correct tab in the Turnitin
assignment portal; the poems do not count towards your essay word count.

Assessment Guide  STADIO Faculty of Education EHLF200-DL-Yb21-21-AG Page 5

Submitting the poems separately from your written work will help to clarify the similarity
index. Do not be concerned if your poem submission produces a high similarity index.

If your poems are images pasted on to a Word document, please add at least 20 words of
text before submitting, otherwise Turnitin may not recognise your submission.

Step 3

Then you must perform an analysis of both poems, explaining:

 how each poem's theme specifically reflects the position you outline and defend in
Step 1; and
 how each poem uses relevant poetic devices and features to develop their respective
themes.

This section of your assignment should be between 400 and 500 words. Ensure that the
poems and any secondary sources used are fully and correctly referenced.

Submit your responses to Step 1 and Step 3 together, as one document, in the tab provided
in the Turnitin assignment portal.

In short, you must submit the following for this assignment:

 a written response (700 to 900 words) for Steps 1 and 3; and

 Appendix A: your two selected poems (Step 2).

Page 6 EHLF200-DL-Yb21-21-AG Assessment Guide  STADIO Faculty of Education

Assessment Rubric: Assignment 1
Student Name: ________________________________________ Student No.: ___________

EXCELLENT MERITORIOUS SATISFACTORY ELEMENTARY POOR

CRITERIA
(25 – 19) (18 – 16) (15 – 13) (12 – 9) (8 – 0)
Discussion A critical and A clear position A position is The position Position not
insightful position in response to taken but is taken is clear or shows
[25] taken in quotation is reductive or uncritical, no critical
response to taken but could position is not reductive and engagement
quotation. be more critical; consistently unclear in with question.
lacks insight. clear. places.
Consistent Support is
support provided Relevant and Only 1 academic Support is absent or
using relevant, academic source provided, seldom relevant inappropriate.
academic support is support is sparse or academic.
sources. provided from 2 or not Evidence of a
sources, but consistently No engagement paraphrasing
Engagement engagement with relevant. with secondary tool /
with secondary sources sources. plagiarism.
sources is attempted but Engagement with
demonstrated needs sources lacking;
with some development. mostly direct
success. quotations.
Poem There is flawless The knowledge The knowledge The knowledge The knowledge
analysis knowledge of of poetic forms, of poetic forms, of poetic forms, of poetic
poetic forms, features and features and features and forms. features
[25] features and devices (as devices (as devices (as and devices
devices, as present in present in present in (as present in
present in selected poems) selected poems) selected poems) selected
selected poems is consistently is evident. is inconsistent or poems) is poor
('the what'). accurate ('the limited ('the or absent ('the
what'). Analysis is what'). what').
Analysis is superficial (some
comprehensive Analysis is focus only on 'the Analysis and Analysis and
('the how' and attempted and why' or 'the substantiation substantiation
'why'), mostly accurate / how'). are attempted are inaccurate
demonstrating substantiated but largely or absent ('the
sensitivity ('the how' and Link to position inaccurate ('the how' and
towards selected 'why'). taken in Step 1 is how' and 'why'). 'why').
poems. superficial or
Link to position underdeveloped. Link to position No link to
Poems clearly taken in Step 1 is taken in Step 1 is position taken
reflect position evident but Secondary unclear or in Step 1.
taken in Step 1 needs to be sources, if used, absent.
and this is clearly developed. are mostly relied Evidence of a
communicated. on rather than Secondary paraphrasing
Secondary engaged with. sources, if used, tool /
Secondary sources, if used, are poorly plagiarism.
sources, if used, are mostly well utilized / entirely
are engaged used. relied on.
meaningfully.

Assessment Guide  STADIO Faculty of Education EHLF200-DL-Yb21-21-AG Page 7

 EXCELLENT MERITORIOUS SATISFACTORY ELEMENTARY POOR
CRITERIA
(20 – 15) (14 – 13) (12 – 10) (9 – 7) (6 – 0)
Poem Both poems are Both poems are Both poems are Selection is not Poems are of
Selection excellent: age- age- mostly age- consistently poor quality,
appropriate, rich appropriate, appropriate but age- simplistic or not
[20] in theme and with sufficient limited in terms appropriate; too age-appropriate
devices / quality of theme of theme and simplistic with at all. OR poems
features. and devices / devices / little to offer in not submitted.
features. features. terms of theme
and devices /
features.
Language Excellent Good sentence Adequate Sentence Sentence
and sentence structure and sentence construction construction and
Grammar construction academic tone construction and and tone needs tone is extremely
and academic throughout. fair academic revision, poor.
[20] tone tone, inconsistent extremely
throughout. Discussion is at parts. inconsistent. Discussion
mostly clear incomprehensible.
Discussion and articulate. Discussion is Discussion is
clear and mostly clear and unclear and Vocabulary
articulate. Varied and articulate, but vocabulary is simple and
suitable improvement simple. inadequate.
Varied and vocabulary with needed in parts.
suited only a few Many Grammatical
vocabulary and grammatical Vocabulary less grammatical errors impede
only few, minor errors. varied but still errors, and understanding
to no suitable; more understanding throughout.
grammatical significant is impeded in
errors. grammatical parts.
errors present
but do not
impede
understanding.
EXCELLENT MERITORIOUS SATISFACTORY ELEMENTARY POOR
CRITERIA
(10 – 8) (7) (6 – 5) (4 – 3) (2 – 0)
References Reference list Reference list Reference list Reference list Reference list
(only complete and complete, minor adequate with incorrect or incomplete.
Technical correct. errors only (e.g. some incomplete.
Aspects; formatting). problematic No in-text
Use of Flawless in-text areas (e.g. minor In-text citations citations provided.
References referencing. All in-text details missing). incorrect or
Integrated citations incomplete. No secondary
into Only high- provided, minor Inconsistent in- sources used.
Criteria 1 quality errors only (e.g. text referencing Non-academic
and 2) academic formatting). (e.g. minor and poorly Plagiarism /
references details missing). relevant paraphrasing tool
[10] selected. Some high- sources used. evident.
quality Sources are
academic relevant but not
references but strictly academic.
not all.
TOTAL: [100]

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Assignment 2 Instructions
ASSIGNMENT: Conformity and subversion in Picture Books

MARKS: 100

DATE DUE: Due Date will be published on ECI.

In Lesson 2: Introduction to Children's Literature, we outlined several common

characteristics in children's literature and explored how these characteristics could be
conformed to, subverted, or developed in some way by various individual authors and texts.

Write an essay (max. 900 words) in which you identify and comment on how and why these
common characteristics are conformed to, developed and/or subverted in one of the picture
books listed below. Secondly, critically evaluate the benefit your selected picture book
would provide to Foundation Phase learners.

Instructions

Your essay should:

 Focus on two of the following characteristics:

– binary thematic structures (be specific about which binaries are present);
– orphans;
– simple plots and straightforward language; and
– optimism and wish-fulfilment.
 Explain how the selected characteristics are specifically used in the picture book and
what the purpose or effect is of conforming to, developing and/or subverting these
characteristics.
 Provide a substantiated response. Substantiation should come primarily from your
analysis of the picture book itself. However, relevant academic secondary sources may
also be used and must be fully and correctly referenced.
 Have an introduction, 3 to 4 body paragraphs, and a conclusion.

Important

1. Your Study Guide and prescribed textbook may provide you with several academic
sources useful for this assignment. While you are welcome to conduct additional
research beyond your textbook and Study Guide (e.g. Google Scholar or EBSCOHost), it
is not essential that you do so. Do not use non-academic sources such blogs, websites,
etc. All secondary sources used must be fully referenced (in-text reference and
reference list).

2. It is very important that you do not retell the story of the picture book in your response.
Rather, analyse how and why the author conforms to, develops and/or subverts the
selected common characteristic. You must analyse the text by asking and answering
'what, 'how' and 'why' in each instance. Note that this process is outlined in resources
added to ECI.

Assessment Guide  STADIO Faculty of Education EHLF200-DL-Yb21-21-AG Page 9

3. You may need to analyse and draw on other general narrative conventions (narrative
structure, narrative point of view, character or genre) in order to fully make sense of
how and why the common characteristics are conformed to, developed or subverted in
the selected picture book.

Picture book selection

Choose one of the following picture books for your analysis:

 Duck, Death and the Tulip by Wolf Erlbruch

 Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst
 The Red Tree by Shaun Tan
 The True Story of the Three Little Pigs by Jon Scieszka
 The Giving Tree by Shel Silverstein
 Black Dog by Levi Pinfold

Scrutinise the rubric below to see how your essay will be assessed.

Page 10 EHLF200-DL-Yb21-21-AG Assessment Guide  STADIO Faculty of Education

 Assessment Rubric: Assignment 2
Student Name: ________________________________________ Student No.: ___________

Excellent Competent Elementary Poor

Criterion
25 – 19 18 – 13 12 – 9 8–0
Analysis of Logical, comprehensive Logical and Characteristics are Retelling not analysis.
picture book and insightful analysis, comprehensive analysis identified ('the what') but Knowledge of
addressing 'the what', 'the attempted with some 'the how' and 'the why' are characteristics is poor.
[25] how' and 'the why' each success but lacks insight. lacking.
time. The 'how' is well addressed Evidence of plagiarism /
but 'the how' OR 'the why' Tendency to retell, not paraphrasing tool.
need development. analyse.
Discussion of Discussion addresses Conformity, development Understanding of No understanding of
conformity, conformity, development and subversion correctly conformity, development conformity, development
development, and/or subversion in an identified and commented and subversion and subversion
and insightful way. on but discussion lacks inconsistent / poor in demonstrated.
subversion insight. places.
Sensitivity to the No link between these
[25] complexities of the text Sensitivity to the Link to text qualities and the text.
demonstrated. complexities of the text not underdeveloped or
sufficiently clear / reductive reading of text. Evidence of plagiarism /
Secondary sources, if developed. paraphrasing tool.
used, are engaged Secondary sources, if
meaningfully. Secondary sources, if used, are poorly utilized /
used, are mostly relied on entirely relied on.
rather than engaged with.
Critical Evaluation of benefit is Evaluation of benefit Evaluation is simplistic. Evaluation is unclear or not
evaluation nuanced, well explained, shows knowledge but is attempted.
and consistently reductive in places; lacks Substantiation from picture
[25] substantiated with insight and nuance. book is not consistently No relevant substantiation
evidence from the picture relevant. provided.
book. Some substantiation is
provided from the picture Secondary sources, if Evidence of a
Secondary sources, if book. used, are poorly utilized / paraphrasing tool /
used, are engaged entirely relied on. plagiarism.
meaningfully. Secondary sources, if
used, are mostly relied on
rather than engaged with.
Tone, Tone and register aligned Tone and register mostly Tone and register not No awareness of
structure, with academic suited, minor lapses only. appropriate, more serious professional tone and
and grammar conventions. lapses. register.
Progression of ideas needs
[25] Clear and logical improvement, but Ideas not well structured; Confusing.
progression of ideas. argument is still clear. lacks coherence.
Poor language and
Error free / very few minor Some minor errors in Serious errors in spelling, grammar; meaning
errors only. spelling, punctuation but punctuation and sentence seriously undermined.
sentence construction is construction undermine
Varied, suitable sufficient for clarity of meaning at times. Content plagiarized / use
vocabulary; clear lively meaning. of a paraphrasing tool
expression; excellent Vocabulary limited and evident.
sentence structure. Vocabulary and expression expression often unclear.
adequate but could be
developed.
TOTAL: [100]

Assessment Guide  STADIO Faculty of Education EHLF200-DL-Yb21-21-AG Page 11

Assignment 3 Instructions
ASSIGNMENT: Comparative Studies: Character and Resistance in The Book Thief

MARKS: 100

DATE DUE: Due Date will be published on ECI.

In Lesson 3: Comparative Studies, we have considered The Book Thief, specifically how the
novel and film each use character and symbol to explore three themes: conscious versus
unconscious resistance, the transformative power of reading and writing, and the beauty
and brutality of humanity. We have used medium specificity to analyse the novel and film
because it allows consideration of both similarities and differences. This approach treats the
film adaptation with the same level of knowledge and understanding of cinematic
conventions and techniques as literary ones; this approach results in an informed critical
evaluation of the adaptation.

Topic

To complete this assignment successfully, you must:

 apply medium specificity to a critical analysis and discussion of the character of Rudy in
the novel and film adaptation;
 focus on how each medium uses its conventions and techniques to explore the theme
of resistance through Rudy's character; and
 consider both similarities and differences between the novel and film in their depiction
of Rudy's character and exploration of his resistance.

Remember that regurgitating Study Guide material does not constitute critical thinking and
will not result in a discussion and evaluation that demonstrates your understanding of the
material. Your discussion of the selected scenes from The Book Thief should be evidence of
your active engagement with the learning material and prescribed texts and should provide
a carefully considered and individual response to the topic that is justified by the texts.

Instructions

Your essay must:

1. Not retell the story nor simply describe Rudy's character; you must analyse his character
in relation to the theme of resistance.
2. Be grammatically correct and communicate your ideas clearly.
3. Be between 900 and 1 100 words (2 pages) long.
4. Be structured as an academic essay with an introduction, 4 to 5 body paragraphs and a
conclusion. Refer to and apply what you learned in ACL101 regarding writing an
academic essay.

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5. Be referenced. You do not need to do additional research for this essay, as it is your
understanding of and ability to apply medium specificity that is being assessed.
However, the primary texts (novel and film) must be referenced and any secondary
sources that you do use must also be fully referenced. Refer to the Stadio Referencing
Guide for details.

Scrutinise the rubric below to see how your essay will be assessed.

Assessment Guide  STADIO Faculty of Education EHLF200-DL-Yb21-21-AG Page 13

 Assessment Rubric: Assignment 3
Student Name: ________________________________________ Student No.: ___________

EXCELLENT COMPETENT ELEMENTARY POOR

CRITERIA
30 – 23 22 – 15 14 – 10 9–0
Analysis and Similarities and Similarities and differences Similarities and Only similarities or
comparison differences identified; identified; discussion differences identified differences identified, not
insightfully discussed. attempted but needs only, not discussed. both.
[30] development.
Comparison Comparison No comparison OR no
demonstrates an Comparison demonstrates demonstrates basic knowledge of the
excellent knowledge good knowledge of one knowledge of only 1 conventions of either
and understanding of medium's conventions but medium; knowledge of medium demonstrated.
relevant literary and adequate knowledge of the other medium is poor or
film conventions. other. ignored. No analysis, only retelling.

Depth of analysis of Analysis attempted but not Tendency to retell rather Content plagiarized / use of
conventions attempted fully developed (the 'how' or than analyse. a paraphrasing tool evident.
and mostly / 'why' not sufficiently
consistently successful. addressed).
Discussion Argument is well- Argument is mostly well Argument is superficial or Argument is unclear,
and critical considered, well- explained and supported but poorly explained and irrelevant. No justification
evaluation of explained and well- lacks depth and insight. unjustified. provided.
character + supported.
nature and Evaluation of the novel and Evaluation of the novel Evaluation of the novel and
significance Evaluation of the novel film is mostly clear. and film is inconsistent or film is superficial or absent.
of resistance and film is clear and confused.
based on a consistent Application of medium Very poor / no application of
[30] and insightful specificity attempted but Medium specificity medium specificity.
application of medium inconsistent OR needs attempted but
specificity. development. unsuccessful. Content plagiarized / use of
a paraphrasing tool evident.
Language, Error free / very few Some minor errors in spelling, Serious errors in spelling, Poor language and
grammar, minor errors only. punctuation but meaning is still punctuation and grammar; meaning
and tone clear because sentence sentence construction undermined.
Varied, level- construction is good. undermine meaning at
[30] appropriate vocabulary; times. Confusing.
clear, lively expression; Vocabulary not always suited
excellent sentence to the task / expression Vocabulary limited and No awareness of tone and
structure. plodding. expression often unclear. register appropriate to
academic writing.
Tone and register Effort at maintaining academic Tone and register not
aligned with academic tone and register but aligned with academic Content plagiarised / use of
conventions. inconsistent. conventions. a paraphrasing tool evident.
EXCELLENT COMPETENT ELEMENTARY POOR
CRITERIA
5 4–3 2 1–0
Essay Essay conventions Overall structure (intro, body Few academic No academic conventions
structure and consistently observed and conclusion) is clear / does conventions observed. observed.
conventions and of a high standard: not undermine argument.
introduction, body Structure undermines No structure, topic
[5] paragraphs and Shows effort in using topic clarity and argument. sentences, signposting,
conclusion; topic sentences, signposting, quotation integration, etc.
sentences; signposting; integrated quotations, etc. but Topic sentences,
integrated quotations, not always successful. signposting, quotation
etc. integration absent OR
present but poor.
Referencing Reference list Reference list complete, few Reference list complete, Reference list incomplete or
complete. minor errors only. errors more serious or absent; no in-text citations
[5] common. provided.
In-text citations In-text citations consistently
consistently provided. provided, few minor errors In-text citations Content plagiarised / use of
only. inconsistent or incorrect. a paraphrasing tool evident.
No errors.
TOTAL: [100]

Page 14 EHLF200-DL-Yb21-21-AG Assessment Guide  STADIO Faculty of Education