ENG2611
JAN/FEB SUPPLEMENTARY (PORTFOLIO)
DUE DATE: 17 January 2025
Written Assignment Submission Guidelines:
Please ensure that your assignment is submitted electronically through the myUnisa platform no
later than January 2025. Kindly note that fax or email submissions will not be accepted.
NB: Assignment submitted to the lecturer(s) through email will not be considered.
SECTION A
QUESTIONS
1. Identify the four basic elements of reading and provide a brief explanation of each element.
Do not simply duplicate the information in your study guide – your explanations should be
phrased in your own words and demonstrate your own understanding of the concepts.
ANSWER:
The four basic elements of reading are graphophonemics, syntax, semantics, and pragmatics.
These elements work together to enable comprehensive reading and understanding.
• Graphophonemics refers to the relationship between symbols (letters or graphemes) and
sounds (phonemes). It is the foundation of decoding and involves recognizing letters,
understanding their sounds, and blending them to form words. Mastery of
graphophonemics allows readers to pronounce unfamiliar words and is essential for
developing fluency.
• Syntax deals with the arrangement of words in sentences and how grammatical structures
convey meaning. Understanding syntax helps readers identify the function of words and
, phrases within a sentence, enabling them to comprehend complex texts. For example,
recognizing subject-verb agreement or punctuation cues aids in making sense of sentences.
• Semantics is the study of meaning in language, focusing on how words and sentences convey
ideas. A solid grasp of semantics enables readers to interpret texts accurately by
understanding word definitions, synonyms, and contextual nuances. This element ensures
that readers can derive meaning from individual words and their combinations.
• Pragmatics involves the contextual use of language, emphasizing how meaning is influenced
by social and cultural factors. Readers use pragmatics to interpret implied meanings, tones,
and intentions behind words and sentences. For instance, a phrase like “It’s cold in here”
could imply a request to close a window, depending on the context.
Together, these elements form the cornerstone of reading proficiency, each contributing uniquely
to decoding, understanding, and interpreting texts effectively.
2. Read the poem below and answer the questions based on the poem:
2.1 In a single sentence, explain what this poem is about.
The poem explores themes of solidarity, covert communication, and resilience among prisoners
under surveillance, highlighting the unspoken bonds formed in oppressive circumstances.
2.2 Describe an appropriate pre-reading activity for this poem and explain its effectiveness.
An effective pre-reading activity would involve a classroom discussion on the concept of covert
communication and resilience under oppression. The teacher could begin by asking learners to think
about situations where people communicate indirectly or subtly, such as through gestures or
symbols, and why such methods might be necessary. This discussion could be supplemented by a
brief overview of apartheid-era South Africa, focusing on the restricted freedoms and strategies
people used to resist.
JAN/FEB SUPPLEMENTARY (PORTFOLIO)
DUE DATE: 17 January 2025
Written Assignment Submission Guidelines:
Please ensure that your assignment is submitted electronically through the myUnisa platform no
later than January 2025. Kindly note that fax or email submissions will not be accepted.
NB: Assignment submitted to the lecturer(s) through email will not be considered.
SECTION A
QUESTIONS
1. Identify the four basic elements of reading and provide a brief explanation of each element.
Do not simply duplicate the information in your study guide – your explanations should be
phrased in your own words and demonstrate your own understanding of the concepts.
ANSWER:
The four basic elements of reading are graphophonemics, syntax, semantics, and pragmatics.
These elements work together to enable comprehensive reading and understanding.
• Graphophonemics refers to the relationship between symbols (letters or graphemes) and
sounds (phonemes). It is the foundation of decoding and involves recognizing letters,
understanding their sounds, and blending them to form words. Mastery of
graphophonemics allows readers to pronounce unfamiliar words and is essential for
developing fluency.
• Syntax deals with the arrangement of words in sentences and how grammatical structures
convey meaning. Understanding syntax helps readers identify the function of words and
, phrases within a sentence, enabling them to comprehend complex texts. For example,
recognizing subject-verb agreement or punctuation cues aids in making sense of sentences.
• Semantics is the study of meaning in language, focusing on how words and sentences convey
ideas. A solid grasp of semantics enables readers to interpret texts accurately by
understanding word definitions, synonyms, and contextual nuances. This element ensures
that readers can derive meaning from individual words and their combinations.
• Pragmatics involves the contextual use of language, emphasizing how meaning is influenced
by social and cultural factors. Readers use pragmatics to interpret implied meanings, tones,
and intentions behind words and sentences. For instance, a phrase like “It’s cold in here”
could imply a request to close a window, depending on the context.
Together, these elements form the cornerstone of reading proficiency, each contributing uniquely
to decoding, understanding, and interpreting texts effectively.
2. Read the poem below and answer the questions based on the poem:
2.1 In a single sentence, explain what this poem is about.
The poem explores themes of solidarity, covert communication, and resilience among prisoners
under surveillance, highlighting the unspoken bonds formed in oppressive circumstances.
2.2 Describe an appropriate pre-reading activity for this poem and explain its effectiveness.
An effective pre-reading activity would involve a classroom discussion on the concept of covert
communication and resilience under oppression. The teacher could begin by asking learners to think
about situations where people communicate indirectly or subtly, such as through gestures or
symbols, and why such methods might be necessary. This discussion could be supplemented by a
brief overview of apartheid-era South Africa, focusing on the restricted freedoms and strategies
people used to resist.
