ENG1501. Tutorial Letter 201/1/2018. Foundations in English Literary Studies. Semester 1. Department of English Studies ENG1501/201/1/2018

Transcription

1 ENG1501/201/1/2018 Tutrial Letter 201/1/2018 Fundatins in English Literary Studies ENG1501 Semester 1 Department f English Studies IMPORTANT INFORMATION: FEEDBACK AND EXAMINATION GUIDELINES BARCODE

2 CONTENTS Page 1 ASSIGNMENT Seasns Cme t Pass The Rad t Mecca Wrk thrugh the feedback n yur first assignment ASSIGNMENT Make sure that yu understand what the assignment questin requires Plan yur wrk carefully Understand the structure f an academic essay Respect academic writing cnventins Qute and reference accurately and crrectly Ensure that yu acknwledge all yur surces and that yu d nt cmmit plagiarism CHECKLIST

3 ENG1501/201/1/ ASSIGNMENT Seasns Cme t Pass The instructins fr this part f the assignment state that yu need t answer the questins in paragraph frm. They als state that yu need t prvide qutatins frm the pem t supprt yur answers. What fllws belw are examples f hw yu culd have answered the questins in the assignment, as well as ntes n hw t unpack each questin befre answering it. Althugh yu have already cmpleted this activity, please wrk thrugh the steps, as this will assist yu in preparatin fr the examinatin. 1.1 Read lines 1-4 carefully. What d they suggest abut the way the speaker views the lives f wmen? Step 1: Read the lines mentined in the questin at least tw r three times. Make sure that yu understand every wrd in these lines. If a familiar wrd appears in a unique r unusual way, be sure t find its definitin in a dictinary t. Wrds ften have mre than ne meaning, and it is pssible that the meaning used in the pem is ne f which yu are unaware! Step 2: Once yu understand all the wrds used in lines 1 t 4, lk at the next part f the questin: What d the wrds suggest abut the way the speaker views the lives f wmen? Here it is crucial that yu see that this phrase (the lives f wmen ) is the key part f this questin. In yur answer, yu shuld thus fcus n this aspect f the questin, paying particular attentin t the first fur lines f the pem t substantiate yur argument. What d yu think the speaker is trying t tell us abut the lives f wmen? Line 1 explains that [a] wman s hands always hld smething, and the next line illustrates what a wman ften hlds with examples [a] handbag, a vase, a child, a ring, an idea (line 2). Each f these examples can be linked t a specific idea abut wmen and what wmen are expected t d. Think abut it: What are the implicatins f the idea that a wman always hlds a handbag? Yes, she may need t carry things arund fr herself, such as a purse r make-up r a bk, but a handbag can als hld things fr thers, such as tissues, snacks, r medicine. What are the implicatins f hlding a vase? A vase is a decrative bject that usually hlds flwers, s this example makes us think abut wmen and their relatinship with décr, but als abut the assumptin that wmen like flwers (r décr). In the pem a wman s hands als hld a child, which links t an idea abut wmen as caretakers, as mthers. A wman s hands hld a ring, which links t an idea abut wmen wh like t wear jewellery (r are expected t), r wmen wh are expected t marry. Finally, we see that a wman s hands can als hld an idea. Interestingly, this wrd appears at the end f the line, which emphasises it. Are wmen usually expected t have ideas, r is the pet trying t cmment n the fact that this is ften nt the expectatin? What is the implicatin f the wrd always in line 1? D yu think that the speaker suggests that a wman wants t hld all these things, r that it is expected f her? 3

4 Line 3 mves t the speaker s wn situatin specifically, in which she says that [m]y hands are tired f hlding. The wrd tired here suggests a link t the wrd always in line 1, indicating that these lines can definitely be related t the idea f expectatin: Accrding t the speaker, wmen are always expected t take care f certain things, r t d certain things, but the speaker is tired f this expectatin. Instead, she wants her hands t fld themselves (line 4) and refrain frm ding things fr thers as is ften expected f her. Step 3: Nw that yu have unpacked these lines carefully, yu are ready t write yur answer t this questin. Remember that yu need t explain the different expectatins f wmen as we have nw discvered while linking these t the pem. Pssible answer: The speaker suggests that the lives f wmen are beset by the demands f thers. The nuns mentined in line 2 allude t the many rles a wman must play she may have t g ut t wrk, keep the huse neat and attractive, take care f children, lk attractive. The last nun, idea intrduces anther aspect f a wman s life having ideas. Perhaps this is a veiled cmment n the fact that in many circumstances it is nt appreciated if wmen have ideas. The switch t the mre specific and persnal my hands in line 3 and the descriptin f the speaker s hands as tired f these tasks and duties suggest a weariness f spirit, a weighting dwn f her inner self by all the respnsibilities she faces every day as a wman. Her hands simply want t fld themselves (line 4) she wants time and space t sit quietly and d nthing. The speaker wants t escape the cnstant demands n wmanhd. 1.2 Discuss the effect f the cntrast between the nun s empty hands (line 5) and the speaker s wn hands that are tired f hlding (line 3). What des this suggest abut the speaker s state f mind? Step 1: Start by breaking this questin int shrter segments and identifying what each segments asks f yu. discuss the effect when asked t discuss the effect f smething, it is imprtant that yu decide what the speaker/pet is trying t achieve in the highlighted sectin. The rest f the questin gives yu a hint the cntrast and then tw specific examples. Thus, yu simply need t be able t explain the cntrast between these tw examples and what this cntrast des in terms f the speaker s state f mind the cntrast between when yu see this in a questin, take nte that yu need t cmpare tw things and shw hw they differ what des this [cntrast] suggest abut this indicates that yur answer shuld be fcused n the cntrast between the tw quted lines specifically Step 2: Nw integrate yur answers t each segment int a paragraph. Pssible answer: The speaker sees the nun s empty hands (line 5) and fr a mment envies their apparent peacefulness and lack f respnsibility. In cntrast t her wn hands that are tired f hlding (line 3), the nun s hands appear t be withut this burden. The speaker remembers then that f 4

5 ENG1501/201/1/2018 curse the nun has ther respnsibilities nt perhaps as pressing r as mundane as hers, but pressing spiritual respnsibilities nnetheless. Hwever, this envy suggests that the speaker lngs fr respite frm the everyday demands made n her, and the time simply t sit and be still Read the explanatin f cnntatin and dentatin in Intrductin t English Literary Studies (page 53). What is the dentatin and the cnntatin f the wrd clutched in line 5? (Nte: Please use the fllwing e-reserve t assist yu with this questin: Clutch Oxfrd English Dictinary Online. Viewed 30 May 2017, < >. Step 1: Find the e-reserve n the library website. There is als a guide n myunisa t assist yu in finding the e-reserve if yu have any difficulty in ding s. Step 2: Tutrial Letter 501 explains n page 31 what the difference is between cnntatin and dentatin. Read these definitins carefully and then list the varius cnntatins and dentatins f the wrd clutched. Use the dictinary entry t help yu with this, as well as yur wn experience in using this wrd. Step 3: Nw that yu knw bth the cnntatin and dentatin f the wrd, think abut hw the cnntatin culd affect the meaning f the pem. Pssible answer: Clutch means t grasp firmly, t clasp. This is its dentatin. The cnntatin f clutch lends the wrd a sense f desperatin: ne clutches nt smething when ne is lsing ne s grip. This can be understd literally, as in clutching at a tree when ne is tumbling dwn a cliff, as well as metaphrically, as in expressins such as clutching at straws. This metaphr r idim suggests that the actin is in vain and this is perhaps the implicatin in this pem t Given this cnntatin, what d yu think that this chice f wrd here suggests abut the speaker and her feelings? Step 1: This questin shuld be easier, because yu already knw the cnntatin f the wrd clutched after answering Fr this answer, yu need t link the metaphrical r symblic meanings f the wrd t the speaker and her emtins in the pem. Why d yu think she shws the wrd clutched instead f anther wrd with the same meaning (grabbed/reached/searched fr)? The pet may have chsen this wrd with the pssible cnntatin in mind. She wants us t think f the different meanings f clutched as this deepens ur understanding f the pem. Pssible answer: The speaker remembers that the nun clutched Gd (line 6). Given the cnntatin f clutched with things that may be dne in vain, this wrd may suggest a kind f desperatin. We feel that 5

6 perhaps this reflects the speaker s wn feelings abut Gd and the cmfrt (r lack f) this prvides her. 1.4 Discuss what the repetitin in lines 3 and 7 suggest abut the tne and the md f the pem. (Yu may wish t refer t the bigraphy f Eva Bezwda in Seasns Cme t Pass t assist yu with yur interpretatin f these lines.) Step 1: If a questin suggests that yu lk at a specific sectin in ne f yur prescribed bks, this is the first thing yu shuld d. Step 2: Once yu have read the recmmended sectin, read thrugh the pem again, fcusing n lines 3 and 7. Which wrds are repeated here? Step 3: Read the definitins f tne and md in Tutrial Letter 501 as well as Intrductin t English Literary Studies. Yu need t have a clear idea f what these terms refer t befre yu answer this questin. Pssible answer: The bigraphical nte tells us that Bezwda was cncerned abut inner suffering, and that she was a psychlgist. The pet was a persn wh was aware f thers trials and sufferings, and she may have been empathetic t thers based n her ccupatin. The bigraphical nte als suggests a persn wh examines her wn inner life. Perhaps mre telling is the infrmatin that she died very yung (at the age f 34) and prbably by suicide, after a lng perid f depressive illness. This lends a particular imprt t the repeated wrds [m]y hands are tired f hlding. The tne and f the pem is f wrld-weariness and sadness, as it may evke what happened t the pet later. The md f the pem is thus smbre, reflective and perhaps smewhat hpeless Read lines 8-10 carefully. The speaker expresses a desire t disassciate herself (separate r discnnect frm) frm her hands. Identify the image that expresses this wish and explain hw she uses figures f speech t create the image. Step 1: Identify the image that tells yu that the speaker wants t disassciate herself frm her hands in lines 8 t 10. Lk specifically fr an image that links t the speaker s hands. Step 2: Once yu have fund the image, study it carefully t see what kind f figure f speech is used. Is it a simile? Des she use persnificatin? Is it a metaphr? Why d yu say that? If yu are unsure, cnsult Tutrial Letter 501 as well as Intrductin t English Literary Studies t familiarise yurself with the terms first. Pssible answer: The pet expresses a desire t disassciate herself (set herself apart) frm her hands in the image I d gladly let them g, and watch a pair f hands/ Run wnerless thrugh the wrld/ Scattering cking pts and flwers and rings (lines 8-10). The pet uses persnificatin in this 6

7 ENG1501/201/1/2018 extended metaphr she describes her hands as having a life f their wn, disassciated frm her and running wnerless thrugh the wrld, scattering bjects and by extensin the respnsibilities f her life in their wake. The phrase gladly let them g (line 8) suggests her sense f relief at being free f her hands, and by implicatin all the respnsibilities her hands are tasked with Why d yu think that the speaker feels this way? Step 1: Yur answer t this questin shuld be based n yur answer t 1.5.1, as well as the verall meaning f the pem. Step 2: While yu shuld cmment n hw yu think the speaker feels, remember that this cmment shuld be based upn the pem itself. Remember t prvide qutatins frm the pem, and specifically frm lines 8 t 10, in answering this questin. Pssible answer: The phrase run wnerless (line 9) suggests that the speaker wuld like t be free and n lnger wned by her duties and what sciety expects frm her. This ntin is develped in the use f the wrd scattering (line 10), which implies a carelessness and a disregard fr what cking pts and flwers and rings represent perhaps the trappings and demands f married life ( flwers and rings might suggest the hneymn perid f early married bliss) and dmesticity ( cking pts culd imply the drudgery f dmestic life). 1.2 The Rad t Mecca Befre yu answer this questin, read Sectin 3 in Tutrial Letter 501, fcusing especially n pages 90-95, as well as Chapter 4 in Intrductin t English Literary Studies. Yu will find useful explanatins t assist yu in answering the questin in these sectins f the learning material. In Athl Fugard s The Rad t Mecca Helen des nt physically travel t the gegraphical city f Mecca. Instead, she takes a spiritual jurney. In an essay f at least five paragraphs, discuss what Mecca symblises fr Helen in the play. In yur answer, refer t (1) Mecca as a symbl f artistic expressin, (2) Mecca as a symbl f freedm, as well as (3) Mecca as a symbl f spiritual fulfilment. When planning yur assignment, keep the fllwing in mind: Gegraphically, Mecca is a city in Saudi Arabia. In the play, Helen des nt physically visit this city. Mecca is a hly city t fllwers f Islam, but Helen did nt cnvert t the Islamic faith. Fr her, Mecca is symblic yu need t be able t explain hw and why. D nt t cnfuse the histrical figure, Helen Martins, with the character f Helen in the play. Yu may nt simply reprduce the summaries in Tutrial Letter 501. We expect t see yur wn ideas in yur essay and yur argument must link t the questin. 7

8 Yur essay shuld have a clear intrductin that tells yur reader what yu will discuss and argue. Yur intrductin must be linked t the questin. Yu shuld develp the argument f yur essay in at least three paragraphs that each have a tpic sentence and refer t relevant examples in the text thrughut. Use the guideline prvided in the questin, and write ne paragraph abut each f the ideas. All three paragraphs must be linked t the questin. Yur essay must have a clear cnclusin that tells yur reader what yur findings are. 50 marks Imprtant: Yu must nt use any ther surces fr this assignment ther than thse mentined in the questins. While yu shuld engage with the cntent in the IELS and Tutrial Letter 501, we d nt want yu t make use f any ther surces. If yu are fund guilty f cpying frm an nline surce, r frm anther student, yur wrk will nt be assessed. The page limit fr this assignment (1.1 and 1.2 tgether) is six pages in ttal. If yu exceed this limit, yu may be penalised. In answering this questin, yu shuld read the instructins carefully and use it a guideline t cnstructing yur essay. The questin mentins three specific aspects that yu need t discuss in yur answer: (1) Mecca as a symbl f artistic expressin (2) Mecca as a symbl f freedm (3) Mecca as a symbl f spiritual fulfilment Therefre, yur essay shuld cnsist f an intrductin, a paragraph n each f these aspects, and a cnclusin. Remember that yur intrductin must clearly tell yur reader what the argument in yur essay will be and hw yu will make yur argument. Yur intrductin shuld be like a map fr yur reader t see exactly where yur argument will take them. Belw is a sample essay t shw yu what we expect f yu at this level. Yu culd have made a number f pints t prve yur argument. The answer belw is nt the nly ptin but shuld be viewed as a guideline. Sample essay: In Athl Fugard s The Rad t Mecca Helen des nt physically travel t the gegraphical city f Mecca. Instead, she takes a spiritual jurney. After Stefanus, Helen s husband, passes away, she has a visin that leads her t cnstruct a visual representatin f Mecca in her huse and her backyard. Her Mecca is very imprtant t her, and it is thrugh her interactins with especially Elsa and Marius that we cme t understand why. This essay discusses what Mecca symblises fr Helen in the play, arguing that Mecca symblises Helen s artistic expressin, her freedm, as well as her idea f spiritual fulfilment. Helen expresses herself artistically thrugh the creatin f her Mecca. She cnstructs statues f wise men, wls, mermaids, and peaccks that reflect her true self. Helen s creatins are wrks f pure imaginatin (Fugard, 1985: 36). She explains t Elsa that ideas fr creatins have t 8

9 ENG1501/201/1/2018 cme t [her] inside like pictures (Fugard, 1985: 36) and she states: My Mecca has gt a lgic f its wn, Elsa. Even I dn t prperly understand it (Fugard, 1985: 36). It is clear that Helen s creatin is extremely persnal, and expresses her innermst feelings and desires in an artistic and creative manner. After Helen s husband passes away, she is freed frm a certain level f scial expectatin. Helen feels that Stefanus s death allws her, fr the first time in her life, t escape and defy scial cnventins and expectatins. Her experience f persnal freedm begins when she n lnger attends church every Sunday, as she did when her husband was alive, and extends t living n her wn as a widw with nly her Mecca t keep her cmpany. Despite being a danger t herself as is evidenced when she almst sets her huse n fire with a candle, Helen des nt want t mve t an ld age hme, as she expresses t Marius: I can t reduce my wrld t a few rnaments in a small rm (Fugard, 1985: 73). Helen is nt nly afraid f lsing her precius artwrks, but als f lsing her freedm. Mecca, fr Helen, is als a symbl f spiritual fulfilment. In a cnversatin with Elsa she says abut her creatin: This is the best f me, Elsa. This is what I really am [ ] Nthing, nt even my name r my face, is me as much as thse Wise Men and their camels travelling t the East, r the light and glitter in this rm (Fugard, 1985: 35). When Marius urges her t mve t the ld age hme, she says that she is t ld [nw] fr anther jurney (Fugard, 1985: 73) and explains t him and Elsa the spiritual jurney she went n the night after her husband was buried. Instead f feeling verwhelmed at becming a widw, Helen envisined herself travelling t Mecca, a city f light and clur (Fugard, 1985: 72), and it was fllwing this imaginative jurney that she began creating her wn Mecca. Evidently, Helen s creatin hlds spiritual significance fr her, as she exclaims: [t]he nly reasn I have fr being alive is my Mecca (Fugard, 1985: 35) and [i]f my Mecca is finished, Elsa, then s is my life (Fugard, 1985: 47). This essay has shwn that althugh Helen des nt physically travel t the gegraphical city f Mecca, she embarks n a spiritual jurney, creating her wn Mecca. This creatin nt nly embdies her artistic expressin, but it als symblises her freedm, as she allws herself t defy scial cnventins. As such, her Mecca becmes emblematic f her spiritual fulfilment, which explains why it is s imprtant t her. Bibligraphy Fugard, A The Rad t Mecca. Lndn: Faber and Faber. Kane, G., Byrne, D. & Scheepers, R Intrductin t English Literary Studies (3rd editin). Cape Twn: Oxfrd University Press. 1.3 Wrk thrugh the feedback n yur first assignment Remember that assignments are frmative rather than summative assessments. This means that yu shuld see yur mark as well as the marker s cmments as learning pprtunities that infrm hw yu apprach the writing f yur secnd assignment. This feedback letter shuld be read alngside yur marked assignment. If yu have nt yet received yur marked versin, yu shuld retrieve a cpy f the assignment that yu submitted. 9

10 Read the feedback letter carefully, paying specific attentin t the sectins that deal with essay writing and structure (many students struggle with these items). Wrk thrugh yur assignment sectin by sectin. Fr example, lk at yur intrductin and cmpare it t the infrmatin prvided n the structure f an intrductin in the feedback material. Pay attentin t the fcus f yur essay and see particularly whether yu have paid enugh attentin t what the questin requires. Use the feedback letter as a guideline in this prcess. Spend sme time wrking n cmparing yur argument t the argument as presented in the feedback material. Cnsider the ways in which these guidelines use linking wrds and linking sentences t scaffld and signpst the argument s structure. Lk at the style in which the feedback letter is written and cmpare it t yur wn writing: Have yu made any spelling r language errrs? This shuld indicate t yu that yu need t wrk n yur language while yu prepare fr the exam. Have yu quted crrectly? If nt, this is smething yu t which yu shuld pay attentin. Nte that yu will nly be required t qute directly in a pssible exam questin n petry. Is yur writing in the crrect academic register? This refers t whether r nt yu have written in a frmal style. Identify areas where yu culd have imprved n this element and keep this in mind as yu prepare fr the exam. Have yu fllwed academic cnventins? Are the titles f the texts indicated crrectly? Did yu write in the present tense? Are the names f the main characters and authrs crrect? It is imprtant nt t rush thrugh this prcess as it is a crucial cmpnent f yur learning experience. Wrking thrugh the feedback material carefully will indicate t yu t which areas yu need t pay particular attentin when yu begin studying fr the exam. The guidelines n the next page shuld assist yu in understanding hw yur assignment was marked: 10

11 ENG1501/201/1/2018 MARK OUT OF 50 FOR CONTENT/ORGANISATION: SCORE LEVEL CRITERIA (100% 76%) (74% 56%) (54% 32%) 15 0 (30% 0%) 1 EXCELLENT TO VERY GOOD 2 GOOD TO AVERAGE 3 FAIR TO SHAKY: AT RISK 4 VERY SHAKY Cntent: fcused n assigned tpic, thrughly develped, clearly demnstrating the skills required by the NQF criteria (e.g. familiarity with recgnising and recalling the subject matter; understanding it; applicatin f this infrmatin; analysis, fr instance f relatinships; evaluatin, fr example critiquing different appraches). Organisatin: generating a piece f writing (such as an essay) with ideas clearly stated, succinct, well-rganised, lgically sequenced, chesive, and well supprted. Cntent: fairly sund demnstratin f skills, mstly relevant t tpic, lacks detail. Organisatin: lsely rganised, lgical but incmplete sequencing and signpsting. Cntent: nt enugh substance r relevance, insufficient supprt fr ideas. Organisatin: ideas cnfused r discnnected, nt enugh lgical sequencing r develpment, little signpsting. Cntent: nt pertinent r nt enugh material t evaluate OR Plagiarised. Organisatin: des nt cmmunicate, n rganisatin r nt enugh material t evaluate. COMMON ERRORS IN ESSAY WRITING ERROR Incmplete sentences Wrng tense Cncrd (subject-verb agreement) Failure t present titles REMEDY Check that all yur sentences have finite verbs, and that they d nt cntain fragments f ideas and are nt intrduced by transitinal wrds such as which. Make sure that yu use the present tense whenever yu are writing abut reality in literature. Singular subjects take singular verbs (which ften end in -s); plural subjects take plural verbs (which ften d nt end in -s). Make sure all the titles f bks are underlined, r, if yu are 11

12 crrectly Punctuatin errrs Spelling errrs Lack f lgic Re-telling the stry Referencing errrs using a cmputer, that yu use italics. All brackets and inverted cmmas must be clsed nce they have been pened. Sentences must begin with capital letters and end with full stps. Lk up all misspelt wrds in a dictinary and make sure yu learn the crrect spelling. Cnnect each idea t thse arund it using transitin wrds and phrases, such as in additin, n the ther hand, but and then. Keep yur attentin n the tpic f the essay and d nt tell the stry f the nvel, play, pem r shrt stry t yur marker. Make sure that yur essay cmplies with the rules fr crrect referencing. As yu wrk thrugh yur first assignment, lk ut fr what the marker has identified as significant pints n which yu can imprve. These culd include: Issues relating t cntent Discussin r argument ff-tpic: This generally means that yu have nt addressed the specificity f the questin Respnse is t vague: Remember that yu shuld always express yurself as clearly and precisely as yu can. Often this means that yu shuld pay attentin t the way in which yu phrase yur sentences. Chse wrds that unambiguusly express what yu mean and give examples t supprt yur statements N link t tpic: At each pint f yur essay, yu need t shw hw yur discussin relates t yur central argument as well as t what the questin requires (belw we shw yu hw t address this). Yu shuld als be careful when selecting the infrmatin yu wuld like t discuss: make sure that yu chse infrmatin that is nt irrelevant r utside f the scpe f what the questin requires Issues relating t language Spelling: In an assignment, mistakes f this kind shuld be avided. Whether yu are writing yur essay by hand r typing it ut n the cmputer, it is imperative t cnsult a dictinary r an nline spelling resurce t ensure that yur essay cntains n errrs. Als make abslutely sure that yu spell the names f the characters as well as the titles f the texts crrectly Wrd rder, sentence structure r incmplete sentences: Students wh have difficulties with this aspect f their writing shuld seek additinal learning resurces in the library r 12

13 ENG1501/201/1/2018 nline. A lecturer r e-tutr might als be able t prvide yu with exercises yu can cmplete in rder t practise these elements f writing Cncrd: The subject and bject f yur sentence need t agree. Fr example, I has tw children is incrrect, while I have tw children is crrect Punctuatin: Students wh have difficulties with this aspect f their writing shuld seek additinal learning resurces in the library r nline. A lecturer might als be able t prvide yu with exercises yu can cmplete in rder t practise this element f yur writing Shuld a marker indicate that yur language is pr r weak it is yur respnsibility t seek additinal learning resurces in the library r nline. Remember as well that this mdule tests yur ability t read and respnd t texts. Wrk n develping a habit f reading a variety f texts written English (such as newspapers, magazines, bigraphies, nvels r ther ppular bks). Regular reading is an invaluable tl in teaching crrect language usage. Students shuld avid sms language in every instance. 2 ASSIGNMENT 02 This sectin explains hw yu can imprve yur writing skills and thus yur marks fr the secnd assignment. Fllw these guidelines t ensure that yu are better prepared befre yu submit yur next assignment. 2.1 Make sure that yu understand what the assignment questin requires Unfrtunately, many students disadvantage themselves by nt making sure that they understand what exactly the questin means befre they begin writing their assignments. This leads t answers that are ff-tpic and that d nt respnd t the specificity f the questin. T avid this, yu shuld: Establish the frmat f the answer t the questin: Des the questin cnsist f several shrter sectins that each requires respnses f a single paragraph, r des the questin require that yu write a single cherent essay in respnse? Des the questin include a qute that yu are required t respnd t r incrprate in yur answer? If s, why d yu think the lecturers have chsen this particular qute fr the questin? Read thrugh the questin several times and use a pen r a highlighter t identify the key wrds. Yu will be lking fr the fllwing: If the questin mentins particular characters by name, these are the characters n which yur respnse shuld fcus. While yu might be permitted t refer t ther characters in yur answer, remember that yu shuld nly d s in rder t substantiate the main argument yu will be making. 13

14 Identify the themes the questin requires yu t explre. While questins may be based n any number f themes, yu shuld ensure that yu clearly establish which particular theme r psitin the questin wants yu t address. Remember it is ften nt enugh t simply reprduce what yu knw abut a theme in a text. Yu may be required t link a theme t particular characters r elements f fictin r drama specifically. Lk ut fr instructin wrds. These culd include: Accunt fr: This means that yu are required t give reasns fr a particular event, perspective r psitin. Analyse: T analyse smething means t examine it in mre detail and identifying key features f a specific idea. Argue: This is the mst cmmn instructin wrd. When yu see this wrd, yur essay shuld present substantiatin fr r against a particular psitin (mre n this later). Assess: T assess smething means t determine hw imprtant, useful, valid r effective it is. Cmpare: T cmpare smething with smething else means shwing hw the things are similar. Cntrast: T cntrast smething means t shw hw it differs frm smething else. Discuss: Explain r present bth sides f an argument. Evaluate: When yu evaluate an idea, yu need t shw bth its strengths and its weaknesses. Examine: This means that yu shuld cnsider smething in detail. Explain: This means that yu need t give reasns as t why smething is the way it is. Explre: When yu explre a certain tpic, yu investigate a number f the factrs r reasns surrunding a particular tpic r issue. Usually this will be dne in rder t argue a specific pint. Illustrate: T give reasns fr smething. Investigate: See Explre abve. Outline: This means t give the main pints f an argument r an idea. 2.2 Plan yur wrk carefully It takes time and practice t get anything right. A student learning t becme a chef wuld nt be able t prepare a perfect dessert withut first establishing which ingredients the recipe uses, making sure they understand the recipe s methd, and practicing a few times in rder t make sure they knw exactly what t d when the time cmes t prduce the final prduct. Similarly, yu cannt expect t write a perfect essay if yu d nt plan and prepare carefully. 14

15 ENG1501/201/1/2018 Planning t write an essay invlves: Making sure yu have read the surce material n which the questin is set. This includes reading and understanding the pem, nvel r play as well as its accmpanying sectin in Tutrial Letter 501. Reading the questin carefully. Spending sme time cnsidering hw best t g abut answering the questin. Using visual tls such as mind maps t help yu rganise and understand the structure f yur respnse t the questin. Drafting a rugh utline f what yu envisin yur argument being. Identifying examples frm the primary surce that may help yu in substantiating yur argument. 2.3 Understand the structure f an academic essay While mst academic writers eventually develp their wn writing style ver time, usually in respnse t different tpics and texts, many undergraduate students submit essays that are prly structured. In mst cases, ur essays n wrks f literature try t cnstruct and sustain tight arguments, in which we try t prve why ur particular reading f the nvel, pem, r play is a valid ne. Yur essay shuld advance a very tightly fcused psitin that respnds t the specific requirements f the questin. Writing an intrductin: Remember that an intrductin is nt simply the first paragraph f yur essay. It is s much mre imprtant than that. An intrductin is yur pprtunity t cntextualise the essay fr readers, state clearly what yu are ging t be arguing, and give readers a sense f where yur essay is ging and hw yu will supprt yur argument. Mst gd intrductins include the fllwing main parts: Cntextualisatin: This is where yu tell the reader f yur essay what it is that yu are talking abut. Yu shuld (1) name the writer, (2) name the text, and (3) prvide n mre than tw r three sentences explaining what the text is abut. Thesis statement: Yur intrductin must cntain a clear statement that indicates what yur argument is ging t be. While this may be expressed in different ways (depending n the questin), the argumentative fcus shuld always be clear t the reader. Yu may want t include sentences such as In this essay I argue that the nvel, The essay will shw why the play s representatin f, r any ther similar expressin. If yu are given an extract, yu shuld als cntextualise and link it here. Indicating the structure: Yur intrductin shuld have a few sentences that indicate hw yu will be arguing yur pint. In ther wrds, yu shuld very briefly state r discuss what 15

16 main ideas yu will be unpacking in the subsequent paragraphs in the bdy f the essay. Yu may want t use the Firstly,, Secndly, frmulatin. Paragraphs in the bdy f the essay are ways f arranging infrmatin in cherent ways s that they supprt and prvide evidence fr the argument that yur essay is making. Each paragraph in the bdy f an essay shuld fcus n a different aspect f the main argument r tpic. Each paragraph shuld als have a single fcus and its relevance t the argument that yu are making shuld be very clear. Writing a paragraph: A paragraph in the bdy f an essay shuld be structured in a way that the ideas develp lgically and that the argument is clear thrughut: The first sentence f any paragraph shuld indicate what that paragraph will be abut. We call this the tpic sentence. Avid expressins such as This paragraph is abut sex and adulthd. Yu shuld rather write: Salinger uses the first persn narrative pint f view t explre Hlden s relatinship t sex. In this way, readers f yur essay will knw that yu are nt nly talking abut sex but will als knw what yur particular fcus in this paragraph will be. While the tpic sentence makes a particular claim, the rest f the paragraph then needs t supprt and prve it. Supprt usually takes ne f tw frms, either (1) clse reading f extracts r (2) analysis f significant mments in the nvel. Clse readings f a text: Yu shuld be able t identify and integrate qutatins int grammatically crrect sentences. Remember that yu always need t discuss qutatins and explain hw they supprt the argument yu are making. Yu may want t use phrases such as This cmment reveals hw r This image is evidence f the way in which the nvel Analysis f significant mments in a text: Yu shuld be able t identify imprtant mments in the text and then discuss them. It is very imprtant that yu d nt merely retell the stry. Instead, yu need t analyse the significance f particular mments r characters and shw hw these relate t the main tpic f the questin. Make sure that all the qutes and examples in the paragraph have been effectively linked t the argument that yu are making. T avid paragraphs that end up being unfcused and irrelevant, yu may want t end yur paragraph with a sentence that cnnects the ideas t the brader argument r questin. Writing a cnclusin: Gd cnclusins might: begin with a phrase reflecting that this is the cncluding paragraph f the essay such as In cnclusin, r Finally, include the name f the writer and the text again 16

17 ENG1501/201/1/2018 Gd cnclusins must: reiterate the essay s main argument summarise the different pints that have been discussed in the bdy f the essay and briefly shw the reader, again, hw they supprt yur central claim Cnclusins must nt: have a heading (f curse, there shuld be n headings in essays n literature) intrduce new ideas include qutatins r clichés that are dramatic and/r irrelevant make mralistic assertins abut sciety exaggerate the claims that yu have made tell the reader f the essay hw much yu enjyed the text This guide has been infrmed by the fllwing bk: Peck, J. & Cyle, M The Student s Guide t Writing: Spelling, Punctuatin and Grammar. Lndn & New Yrk: Palgrave MacMillan. 2.4 Respect academic writing cnventins The register f yur essay shuld be frmal: This means that yu shuld never use any abbreviatins r cntractins: fr example, write ut d nt instead f dn t and cannt instead f can t. D nt use any slang whatsever. Slang can be defined as a type f language cnsisting f wrds and phrases that are regarded as very infrmal and that are mre cmmn in speech than writing. An example f a sentence that cntains slang wuld be: Elsa is a super cl chick wh likes t hang ut with her BFF Helen. A general rule wuld be nt t use the type f language yu wuld use in a WhatsApp cnversatin with a friend r n a scial media site such as Facebk. D nt give yur essay any title ther than the questin number as it appears in yur Tutrial Letter 101. D nt ever use bullet pints when writing a frmal academic essay. Remember t indicate the titles f pems, plays r nvels crrectly. The titles f nvels r plays shuld be underlined when handwritten (The Rad t Mecca) and italicized when typed (The Rad t Mecca). The titles f pems shuld be placed in inverted cmmas whether typed r written by hand ( Ingrid Jnker r In the Shadw f Signal Hill ). A literary analysis shuld always be written in the present tense. This is because the events r feelings described in a nvel, play r pem exist in a special tempraral space 17

18 which is always present. Fr example, Helen had a friend whse name was Elsa is incrrect while Helen has a friend whse name is Elsa is crrect. When yu refer t the authr f the nvel, pem, r play fr the first time, use their full name and surname. Thereafter, nly use their surname. We never refer t an authr by simply using their first name. 2.5 Qute and reference accurately and crrectly Being able t qute crrectly is a crucial skill when writing any academic essay. When writing an assignment, yu need t qute frm bth the primary text and frm secndary surces if yu are using any. The purpse f quting frm the primary text is t indicate where exactly certain ideas yu are discussing can be seen in the text. These qutes culd thus be seen as cnstituting the basic building blcks f yur argument. Yu qute frm secndary surces in rder t shw hw the ideas f thers either infrm r cntradict yur wn pinins. In bth cases it is never enugh simply t qute withut discussing and engaging with that which yu are quting. The imprtant thing t remember is that all qutatins must be discussed. Qutes are yur evidence t supprt the main pint that yu are making in the essay and yu need t explain why that particular qute is relevant r significant. Students may want t use phrases like this is significant because and this shws the reader that t cnnect a qute t the main argument. Remember, yu shuld read the assignment instructins carefully t determine whether yu need t use any secndary surces. There are certain academic cnventins that ne needs t fllw when quting frm any surce: Yur qute needs t be placed in a full sentence. When yu qute frm either a secndary surce r frm yur primary text, yu need t ensure that what yu are quting frms part f a cherent and grammatically crrect sentence. This means that when yu read the final sentence ut lud, yu shuld nt be able t tell which wrds frm part f the qute and which are yur wn tgether they shuld make sense as a cmplete sentence. Indicate where yur qute cmes frm by putting the authr s surname and the page number in brackets after the qute. Yu have t retain the wrding f the riginal text. When yu place smething in qutatin marks, it has t remain exactly as it appears in the riginal text. Yu cannt change the wrd rder r the tense. S, yu shuld carefully decide which sectins f a particular qute yu want t use and then structure yur sentence arund it. Remember that even tw r three wrds can be a suitable qute. Alternatively, yu can use square brackets t indicate changes. These changes wuld nrmally revlve arund prnuns and missins. Prnuns: T change a prnun, put the crrect wrds inside square brackets the replace the incrrect ne. Omissins: T indicate an missin, put three dts inside square brackets. Yu may use single r duble qutatin marks when quting (but be cnsistent thrughut yur essay). 18

19 ENG1501/201/1/2018 Yu als need t include a list f surces, which shuld appear in alphabetical rder, shuld cme at the end f yur essay and shuld fllw the fllwing frmat (which is called the Harvard Methd f Referencing): Fr bks: Authr s surname, name. Year f publicatin (f the specific editin yu are using). Title. Place: Publisher. Fugard, Athl The Rad t Mecca. Faber and Faber: Lndn. Fr academic articles: Authr s surname, name. Year f print. Title. Name f jurnal. Vlume number (editin number): page range. Du Plessis, Antinette Managing Miss Helen: The Owl Huse Fundatin f Nieu-Bethesda. Suth African Museums Assciatin Bulletin. 27(1): Fr websites: Name f authr r rganisatin. Year f page s creatin. Title f dcument. Viewed: Day Mnth Year. <url>. Suth African Histry Online Helen Elizabeth Martins. Viewed: 23 May < 2.6 Ensure that yu acknwledge all yur surces and that yu d nt cmmit plagiarism Plagiarism is a very serius ffence and will result in zer per cent being awarded fr submitted wrk. The university may als take very serius actins against students wh cpy frm ther surces withut acknwledging this. Please read the detailed explanatin given belw very carefully: If yu cpy smething ut f a bk, an article, a website r anther dcument withut acknwledging its surce, and pass it ff as yur wn, that cnstitutes plagiarism. In effect, yu are stealing smething that belngs t smene else, dishnestly pretending that it is yur wn. If yu d cpy text, it is essential that yu als use qutatin marks crrectly. If yu paraphrase material (i.e. change the wrding slightly) r use ideas r a line f argument withut acknwledging the riginal surce, this als cnstitutes plagiarism and the same severe penalty will apply. It is nt enugh t cite surces in the bibligraphy at the end f yur essay. Yu must refer t these in the bdy f yur essay, in brackets, next t every statement that is based n brrwed frmulatins r ideas. Yur lecturers and markers are very familiar with the material they are teaching. They will immediately be able t recgnise anything that has already been written n the tpic. Unisa makes use f prgrams such as Turnitin t check fr plagiarism. This cmputer prgram immediately ntifies us if even a sectin f the essay has been plagiarised. Remember that we are testing yur wn engagement with the tpic and nt yur ability t replicate infrmatin frm elsewhere. 19

20 Websites such as Gradesaver r Sparkntes are nt credible academic surces and yu shuld avid using these at any cst. It is a punishable ffence t pay smebdy else t write yur assignment fr yu. The Department is aware f unscrupulus individuals ffering their services t students. Even wrse, these individuals ften prmise an individualised service but then submit the same essays fr many students. If a lecturer r marker suspects that a student is guilty f this ffence, their details will immediately be cmmunicated t the University s upper management t ensure that the culprit is subjected t disciplinary actin. 20

21 ENG1501/201/1/ CHECKLIST Wrk thrugh the checklist belw befre yu submit yur secnd assignment: I have read and understd the relevant learning material in Tutrial Letter 501 as well as the prescribed texts I understand what the questin requires me t d I have cntacted my lecturers r my e-tutr fr mre infrmatin n anything I d nt understand I planned my wrk carefully, including using visual aids and ther tls discussed in Tutrial Letter 101 In my assignment I sustain a cherent and tight argument in respnse t the questin(s) The qutatins that I use are integrated int grammatically cherent and cmplete sentences I have edited my wrk carefully in rder t ensure that I have nt made any language r typing errrs I have acknwledged any secndary surces that I used in writing my assignment bth in-text and in a bibligraphy at the end f each answer accrding t the Harvard style I have numbered the pages f my assignment My name and student number appear n the cver page f my assignment The crrect unique assignment number appears n the cver page f my assignment I have signed and attached a plagiarism declaratin (d nt send this as a separate dcument) I have submitted the crrect assignment fr the crrect mdule Fr nline submissins: The dcument I upladed nt myunisa can be pened, read, and edited by my lecturers (NOT a read-nly file) 21

22 Nte that yur e-tutrs are available via myunisa t assist yu n a regular basis. Please remember t read ALL yur prescribed texts as well as the tutrial letters. D try t access the MyUnisa site fr ENG 1501 as ften as pssible. If yu have any queries fr lecturers, please use the fllwing address: ENG1501@unisa.ac.za Gd luck with yur studies, and all the best fr the secnd assignment. THE ENG1501 TEAM 22