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MODULE NAME: MODULE CODE:

ENGLISH FOR EDUCATION ENED6122

ASSESSMENT TYPE: TAKE-HOME ASSESSMENT (PAPER ONLY)

TOTAL MARK ALLOCATION: 120 MARKS
TOTAL TIME: This assessment should take you 2 Hours to complete, however
you have 21 Hours (midnight to 9PM on the same day) to
submit. This additional time has been allocated to allow for the
download, completion and upload of your submission.
By submitting this assessment, you acknowledge that you have read and understood all the rules
as per the terms in the registration contract, in particular the assignment and assessment rules in
The IIE Assessment Strategy and Policy (IIE009), the intellectual integrity and plagiarism rules in
the Intellectual Integrity Policy (IIE023), as well as any rules and regulations published in the
student portal.

INSTRUCTIONS:
1. Please adhere to all instructions. These instructions are different from what is normally
present, so take time to go through these carefully.
2. Independent work is required. Students are not allowed to work together on this
assessment. Any contraventions of this will be handled as per disciplinary procedures in The
IIE policy.
3. No material may be copied from original sources, even if referenced correctly, unless it is
a direct quote indicated with quotation marks.
4. All work must be adequately and correctly referenced.
5. You should paraphrase (use your own words) the concepts that you are referencing, rather
than quoting directly.
6. Marks will be awarded for the quality of your paraphrasing.
7. This is an open-book assessment.
8. Assessments must be typed unless otherwise specified.
9. Ensure that you save a copy of your responses.
9.1. Complete your responses in a Word document.
9.2. The document name must be your name.student number.Module Code.
9.3. Once you have completed the assessment, upload your document under the
submission link in the correct module in Learn.
Additional instructions:
• This assessment has Six Sections. You are required to answer All of these sections.
• Answer All Questions. .
o The document name must be your name.student number.Module Code.
o Once completed the assessment, upload your document under the submission link in the
correct module in Learn.

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Referencing Rubric
Providing evidence based on valid and referenced academic sources Markers are required to provide feedback to students by indicating
is a fundamental educational principle and the cornerstone of high- (circling/underlining) the information that best describes the
quality academic work. Hence, The IIE considers it essential to student’s work.
develop the referencing skills of our students in our commitment to
achieve high academic standards. Part of achieving these high Minor technical referencing errors: 5% deduction from the
standards is referencing in a way that is consistent, technically overall percentage – the student’s work contains five or more
correct and congruent. This is not plagiarism, which is handled errors listed in the minor errors column in the table below.
differently.
Major technical referencing errors: 10% deduction from the
Poor quality formatting in your referencing will result in a penalty of overall percentage – the student’s work contains five or more
a maximum of ten percent being deducted from the percentage errors listed in the major errors column in the table below.
awarded, according to the following guidelines. Please note,
however, that evidence of plagiarism in the form of copied or If both minor and major errors are indicated, then 10% only (and
uncited work (not referenced), absent reference lists, or not 5% or 15%) is deducted from the overall percentage. The
exceptionally poor referencing, may result in action being taken in examples provided below are not exhaustive but are provided to
accordance with The IIE’s Intellectual Integrity Policy (0023). illustrate the error
Required: Minor errors in technical correctness of Major errors in technical correctness of referencing
Technically correct referencing referencing style style
style Deduct 5% from percentage awarded Deduct 10% from percentage awarded
Consistency Minor inconsistencies. Major inconsistencies.
• The referencing style is generally • Poor and inconsistent referencing style used in-
• The same referencing format consistent, but there are one or two text and/or in the bibliography/ reference list.
has been used for all in-text changes in the format of in-text • Multiple formats for the same type of referencing
references and in the referencing and/or in the bibliography. have been used.
bibliography/reference list. • For example, page numbers for direct • For example, the format for direct quotes (in-text)
quotes (in-text) have been provided for and/or book chapters (bibliography/ reference
one source, but not in another instance. list) is different across multiple instances.
Two book chapters (bibliography) have
been referenced in the bibliography in
two different formats.
Technical correctness Generally, technically correct with some Technically incorrect.
minor errors. • The referencing format is incorrect.
• Referencing format is • The correct referencing format has been • Concepts and ideas are typically referenced, but a
technically correct throughout consistently used, but there are one or reference is missing from small sections of the
the submission. two errors. work.
• Concepts and ideas are typically • Position of the references: references are only
• Position of the reference: a referenced, but a reference is missing given at the beginning or end of large sections of
reference is directly associated from one small section of the work. work.
with every concept or idea. • Position of the references: references • For example, incorrect author information is
are only given at the beginning or end of provided, no year of publication is provided,
• For example, quotation marks, every paragraph. quotation marks and/or page numbers for direct
page numbers, years, etc. are • For example, the student has incorrectly quotes missing, page numbers are provided for
applied correctly, sources in presented direct quotes (in-text) and/or paraphrased material, the incorrect punctuation is
the bibliography/reference list book chapters (bibliography/reference used (in-text); the bibliography/reference list is
are correctly presented. list). not in alphabetical order, the incorrect format for
a book chapter/journal article is used, information
is missing e.g. no place of publication had been
provided (bibliography); repeated sources on the
reference list.
Congruence between in-text Generally, congruence between the in-text A lack of congruence between the in-text referencing
referencing and bibliography/ referencing and the bibliography/ and the bibliography.
reference list reference list with one or two errors. • No relationship/several incongruencies between
• There is largely a match between the the in-text referencing and the
• All sources are accurately sources presented in-text and the bibliography/reference list.
reflected and are all accurately bibliography. • For example, sources are included in-text, but not
included in the bibliography/ • For example, a source appears in the in the bibliography and vice versa, a link, rather
reference list. text, but not in the bibliography/ than the actual reference is provided in the
reference list or vice versa. bibliography.
In summary: the recording of In summary, at least 80% of the sources In summary, at least 60% of the sources are
references is accurate and are correctly reflected and included in a incorrectly reflected and/or not included in
complete. reference list. reference list.

Overall Feedback about the consistency, technical correctness and congruence between in-text referencing and bibliography:
....................................................................................................................................................................................................................................................................................................

.................................................................................................................................................................................................................................................................................................... .

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Assessment Outcomes ______________

• All learning units from the ENED6122 module will be addressed in this examination.
• The greater part of the assessment will focus on literary analysis. Please ensure you allow for
adequate time to address these.

Question 1: A Brief History of the English Language (Marks: 15)

Neologisms are recently adopted terms, words, or phrases, that are often used in casual, informal
speech or written language, but have yet to be adopted into mainstream use. The use of neologisms
is a great example of the evolving nature of language and display how it is not static, but a reactive
aspect of communication.

Q.1.1. In a short paragraph, discuss the etymology of and define, the following neologisms: (5)
• Webinar
• Staycation

The word "pajama" has its origin in Hindi: "pae jama" or "pai jama", which literally translates as
"garment for the legs" and dates back to the Ottoman Empire of the 13th century. Pajamas were
originally for them loose pants or boxers with a simple cord to tie them (Gilis.com, 2022). A great
example of commonly used, yet seldom-understood adoption of words into the English language.
Q.1.2. Why is it important to understand the etymology behind words like this? (4)

Q.1.3. In a short paragraph, discuss how South African English (SAE) came to commonly (6)
use words originating from other geographical locations. Provide one example of
another such word as well as it’s origin.

Question 2: Grammar, Syntax and Meaning in Written and Spoken English (Marks: 10)
Q.2.1 Identify and correct the incorrect word in each of the sentences below. Ensure correct
spelling in each instance and when correcting sentences, rewrite the whole sentence.

Correct the following sentences for grammar, punctuation or syntax.

Q.2.1.1 Alexa says she hasn’t seen neither Nobusiso or Jade all evening. (1)
Q.2.1.2 Her hair was so fare, I’ve never seen anything like it. (1)
Q.2.1.3 They decided that the only way out, was a dual to the death! (1)
Q.2.1.4 The decision they made had set a dangerous president. (1)

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Q.2.1.5 Athol Fugard is a famous South African playwrite. (1)

Q.2.2 Complete the following sentences by supplying the missing word

Q.2.2.1. [……..] is the proper agreement between pronouns, nouns, adjectives, and (1)
verbs.
Q.2.2.2 The literal or primarily defined meaning of a word, is known as… (1)
Q.2.2.3. A [……] is the humorous use of a word that exploits its multiple (1)
meanings.
Q.2.2.4. The formation of a word from a sound associated with it is called… (1)
Q.2.2.5. A figure of speech in which a word or phrase is applied to an object or (1)
action to which it is not literally applicable is called a….

Question 3: Introduction to Textual Analysis (Marks: 5)

In a short paragraph, explain what textual analysis is and why it is necessary for educators to be
able to practice and facilitate this skill with their learners.

Question 4: Poetry Analysis - From the 16th to the 21st Century (Marks: 30)
Read through the two poems from your prescribed reading and conduct a literary analysis
according to the criteria set below.
Coal – Audre Lorde Say No – by Gcina Mhlope
I
Say No, Black Woman
Is the total black, being spoken Say No
From the earth's inside. When they call your jobless son a tsotsi
There are many kinds of open. Say No
How a diamond comes into a knot of flame Say No, Black Woman
How a sound comes into a word, coloured Say No
By who pays what for speaking.
When they call your husband at the age of 60 a boy
Say No
Some words are open
Say No, Black Woman
Like a diamond on glass windows
Say No
Singing out within the crash of passing sun
When they rape your daughter in detention and call
Then there are words like stapled wagers
In a perforated book—buy and sign and tear her
apart— a whore
And come whatever wills all chances Say No
The stub remains Say No, Black Woman
An ill-pulled tooth with a ragged edge. Say No
Some words live in my throat When they call your white sister
Breeding like adders. Others know sun

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Seeking like gypsies over my tongue a madam

To explode through my lips Say No
Like young sparrows bursting from shell. Say No, Black Woman
Some words Say No
Bedevil me. When they call your white brother
a Baas
Love is a word another kind of open— Say No
As a diamond comes into a knot of flame Say No, Black Woman
I am black because I come from the earth's Say No
inside When they call a trade unionist
Take my word for jewel in your open light. a terrorist
Say No
Say No, Black Woman
Say No
When they give you a back seat
in liberation wagon
Say No
Yes Black Woman
a Big No

Write a short essay in which you compare the two poems above.

In your essay, make sure that you address:

• The relevant themes of race, gender and resistance as addressed by the poems.
• The poetic form and genre of the two poems.
• The imagery, figurative language, and use of repetition in each of the poems.

Your essay must:

• Be approximately 2 pages or 600 words in length
• Have an introduction, a body, and a conclusion
• Include quotes from the poems to support your comparison and contrast.
• Include a reference list at the end of your essay

Note: 10 marks have been allocated to the formatting and academic quality of the essay. Hence, it
is advisable that you review your essay thoroughly before submitting your exam.
All additional sources must be referenced in-text and included in the reference list in IIE-Harvard
format.

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Question 5: The Novel - Haroun and the Sea of Stories (Marks: 30)
Read the following extract and respond to the essay question that follows.

Magical realism is a genre or style of literature or visual art, that developed in the postmodern
period and is characterised by sometimes subtle, sometimes overt fantastical elements that are
present in otherwise ordinary settings and situations. These elements often have a symbolic nature
and are used to comment on themes like identity, race, gender, censorship, politics and war.
Salman Rushdie’s Haroun and the Sea of Stories (1992) is no exception to this, and an astute reader
can connect his representation in this multi-layered narrative, to themes that were of clear
importance to him, when writing this text. Rushdie managed to compose a text that could be read
by young and old alike, with a different message for each and every type of reader.
Write a short essay in which you critically discuss.
• The nature of magical realism as a genre of literature.
• The exploration of themes of censorship and the balance between silence and speech.
• The suitability of the plot, language, setting and characterisation in Haroun and the Sea of
Stories, as relates to readership.
Your essay must:
• Be approximately 2 pages or 600 words in length
• Have an introduction, a body and a conclusion
• Include quotes from the novel and at least two additional credible sources to support your
critical discussion.
• Include a reference list at the end of your essay

Note: 10 marks have been allocated to the formatting and academic quality of the essay. Hence, it
is advisable that you review your essay thoroughly before submitting your exam.
All additional sources must be referenced in-text and included in the reference list in IIE-
Harvard format.

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Question 6: Drama - Boesman and Lena (Marks: 30)

Athol Fugard’s play Boesman and Lena (1973) is an example of absurdist theatre, which upon first
glance appears to be a depressing snapshot of the futile lives of its titular characters. Upon closer
inspection, it is evident that Fugard was making some fairly profound statements about themes
which were of great significance in the era in which it was written. Many of these themes
continue to be relevant to the contemporary discourse, to this day.

Compose an essay in which you explore the following:

• How does Fugard’s play manage to highlight the themes of Gender-based Violence and the
Power of language in Boesman and Lena (1973)? Refer to specific instances, dialogue and
language from of the characters.
• How do the events in the play relate to current social dynamic, nearly 50 years after it was
written?
Your essay must:
• Be approximately 2 pages or 600 words in length
• Have an introduction, a body and a conclusion
• Include quotes from the play and refer to at least two additional, credible sources to support
your discussion.
• Include a reference list at the end of your essay

Note: 10 marks have been allocated to the formatting and academic quality of the essay. Hence, it
is advisable that you review your essay thoroughly before submitting your exam.
All additional sources must be referenced in-text and included in the reference list in IIE-Harvard
format.

END OF PAPER

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Rubric: Question 4 (Poetry Essay) (Marks: 30)

Levels of Achievement Mark

Score ranges
Critical discussion
criteria Does not meet the Meets the required Greatly exceeds the
required standard standard required standard

Essay style, There is little to no There is a passable The academic writing

diction, and attempt to use an attempt to use an style and diction are
overall quality appropriately formal appropriately formal (largely) exemplary
academic writing style academic writing style throughout the essay.
and diction, and there and diction, but some The essay is free from
are many informalities minor inconsistencies or errors of spelling or
such as Internet informalities are still grammar: i.e., it is clear
shorthand or slang present. that the student has
terms throughout. effectively proofread
and edited the essay.

0-3 4-7 8-10

Relevant themes The content fails to The themes have been The student has clearly
are identified and reveal a comparison sufficiently identified, identified themes and
addressed within and contrast of the compared and contrasted conducted a
themes, or the student between the poems. satisfactory comparison
each poem and
does not clearly and contrast between
have been identify relevant the themes of both
compared and themes or does so in an poems.
contrasted to and unsatisfactory manner.
against one another. Comparison and
contrast are incomplete
0-1 2-3 4-5

The following The poetic analysis has The analysis includes all The analysis all
aspects of poetic not been included or is aspects, and the student aspects, and the student
analysis should be significantly has not compared and has compared and
incomplete. Or if contrasted them. The contrasted them
covered: imagery,
present, although the student has used relevant thoroughly. The
figurative use of points are poorly line references to student has used
repetition in the compared and conduct the analysis. relevant line references
poems. contrasted to conduct the analysis.

0-1 2-3 4-5

The essay includes No attempt has been There is an attempt to There are substantial
a comparison and made to refer to form refer to form and genre references to form and
contrast of the or genre from either from both poems in the genre from both poems
poem to support the contrast and comparison in the contrast and
poetic form and
contrast and although this could be comparison.
genre used by each comparison. more detailed.
of the poets in their Or there is an attempt
literary to refer to form and
construction. genre from at least 1
poem, although this is
insufficient.
0-1 2-3 4-5

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Use of additional The essay makes no or The essay refers to The essay insightfully
sources little attempt to appropriate theory and/or and intuitively refers to
reference additional arguments from at least 2 highly relevant theory
sources outside of the other credible sources, and arguments from the
prescribed poems with some level of more than 2 other
although these are critical thinking. credible sources in a
insufficient. manner that
demonstrates
exceptional critical
thinking.
0-1 2-3 4-5

Question 4 /30

Rubric: Question 5 (Haroun and the Sea of Stories) (Marks: 30)

Levels of Achievement Mark

Critical discussion Score ranges

criteria Does not meet the Meets the required Exceeds the required
required standard standard standard

Essay style, diction, There is little to no There is a passable The academic writing
and overall quality attempt to use an attempt to use an style and diction are
appropriately formal appropriately formal (largely) exemplary
academic writing style academic writing style throughout the essay.
and diction, and there and diction, but some The essay is free from
are many informalities minor inconsistencies errors of spelling or
such as Internet or informalities are still grammar: i.e., it is clear
shorthand or slang present. that the student has
terms throughout. effectively proofread
and edited the essay.
0-3 4-7 8-10
The nature of The student does not The student reveals The student reveals an
magical realism as explain the nature of adequate knowledge of in-depth knowledge
a genre of magical realism as a the nature of magical understanding of the
genre of literature. Or realism as a genre of nature of magical
literature.
the student displays literature. realism as a genre of
minimal knowledge of literature.
the nature of magical
realism as a genre of
literature.
0-1 2-3 4-5

The exploration of Little or no knowledge Adequate knowledge is Significant knowledge is

themes of is displayed regarding displayed regarding the displayed regarding the
censorship and the the themes of themes of censorship themes of censorship
balance between censorship and the and the balance and the balance
silence and speech. balance between between silence and between silence and
silence and speech. speech. speech.

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0-1 2-3 4-5

The suitability of There is no or minimal There is adequate There is significant
the plot, language, effort made to relate effort made to relate effort made to relate
settings and the suitability of the the suitability of the the suitability of the
plot, language, settings plot, language, settings plot, language, settings
characterisation to
and characterisation to and characterisation to and characterisation to
readership. ideal readership. This is ideal readership. This is ideal readership. This is
not or hardly supported supported with supported with
with evidence from the adequate evidence substantial evidence
text. from the text. from the text.
0-1 2-3 4-5

Use of additional The essay makes no or The essay refers to The essay insightfully
sources little attempt to appropriate theory and intuitively refers to
reference additional and/or arguments from highly relevant theory
sources outside of the at least 2 other credible and arguments from
prescribed poems sources, with some the more than 2 other
although these are level of critical thinking. credible sources in a
insufficient. manner that
demonstrates
exceptional critical
thinking.
0-1 2-3 4-5

Question 5 /30

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Rubric: Question 6 (Boesman and Lena) (Marks: 30)

Levels of Achievement Mark

Critical discussion Score ranges

criteria Does not meet the Meets the required Exceeds the required
required standard standard standard

Essay style, diction, There is little to no There is a passable The academic writing
and overall quality attempt to use an attempt to use an style and diction are
appropriately formal appropriately formal (largely) exemplary
academic writing style academic writing style throughout the essay.
and diction, and there and diction, but some The essay is free from
are many informalities minor inconsistencies or errors of spelling or
such as Internet informalities are still grammar: i.e., it is clear
shorthand or slang present. that the student has
terms throughout. effectively proofread
and edited the essay.

0-3 4-7 8-10

How does Fugard’s Student has failed to There is an adequate There is an excellent
play manage to indicate how Fugard’s attempt to indicate how attempt to indicate
highlight the play manages to Fugard’s play manages how Fugard’s play
highlight the themes of to highlight the themes manages to highlight
themes of Gender-
Gender-based Violence of Gender-based the themes of Gender-
based Violence and and the Power of Violence and the Power based Violence and the
the Power of Language or has done of Language. Power of Language.
Language in so largely inaccurately.
Boesman and Lena
0-1 2-3 4-5
(1973).

The student has Reference to References to Accurate references to

referred to specific characterisation, characterisation, characterisation,
instances, dialogue dialogue and language dialogue and language dialogue and language
have not been included are present, and the are present, and the
and language from
or is significantly student has made an student has made an
of the characters. incomplete adequate attempt to excellent attempt to
connect them to the connect them to the
identified themes. identified themes.

0-1 2-3 4-5

How do the events No or little attempt has There is an adequate There is a significant
in the play relate been made to relate attempt to relate events attempt to relate
to current social events from the play from the play and their events from the play
and their relevance to relevance to current and their relevance to
dynamics, nearly
current social social dynamics. current social
50 years after it dynamics. dynamics.
was written?

0-1 2-3 4-5

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Use of additional The essay makes no or The essay refers to The essay insightfully
sources little attempt to appropriate theory and intuitively refers to
reference additional and/or arguments from highly relevant theory
sources outside of the at least 2 other credible and arguments from
prescribed poems sources, with some level the more than 2 other
although these are of critical thinking. credible sources in a
insufficient. manner that
demonstrates
exceptional critical
thinking.

0-1 2-3 4-5

Question 6 /30

Assessment total /120

END OF MEMORANDUM

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