ENG2613/101/0/2025

Tutorial Letter 101/0/2025

Applied English Literature for

Intermediate Phase – First Additional
Language (FAL)

ENG2613
Year Module

Department of English Studies

This tutorial letter contains important information about your module.

BARCODE
 CONTENTS

Page

1 INTRODUCTION.......................................................................................................................... 4
2 PURPOSE AND OUTCOMES ..................................................................................................... 6
2.1 Purpose........................................................................................................................................ 6
2.2 Outcomes..................................................................................................................................... 6
3 CURRICULUM TRANSFORMATION .......................................................................................... 6
4 LECTURER(S) AND CONTACT DETAILS .................................................................................. 7
4.1 Lecturer(s).................................................................................................................................... 7
4.2 Department .................................................................................................................................. 7
4.3 University ..................................................................................................................................... 7
5 RESOURCES .............................................................................................................................. 7
5.1 Prescribed book(s) ....................................................................................................................... 7
5.2 Recommended book(s) ................................................................................................................ 8
5.3 Electronic reserves (e-reserves) .................................................................................................... 8
5.4 Library services and resources ...................................................................................................... 8
6 STUDENT SUPPORT SERVICES ............................................................................................... 9
6.1 The Unisa First-Year Experience Programme .............................................................................. 9
6.2 Using Recognition of Prior Learning (RPL) to apply for module credit within a qualification. ........10
7 STUDY PLAN .............................................................................................................................11
8 PRACTICAL WORK ...................................................................................................................11
9 ASSESSMENT ...........................................................................................................................12
9.1 Assessment criteria .....................................................................................................................12
9.2 Assessment plan .........................................................................................................................12
9.3 Assignment due dates .................................................................................................................13
9.4 Submission of assignments .........................................................................................................13
9.4.1 Types of assignments and descriptions .........................................................................................14
9.5 The assignments .........................................................................................................................14
9.6 Other assessment methods.........................................................................................................15
9.7 The examination..........................................................................................................................15
9.7.1 Invigilation/proctoring ..................................................................................................................15
10 ACADEMIC DISHONESTY .........................................................................................................16
10.1 Plagiarism ...................................................................................................................................16
2
 ENG2613/101/0/2025

10.2 Cheating ......................................................................................................................................... 16

10.3 For more information about plagiarism, follow the link below: ......................................................... 16
11 STUDENTS LIVING WITH DISABILITIES .................................................................................. 16
12 FREQUENTLY ASKED QUESTIONS ........................................................................................ 17
13 SOURCES CONSULTED ........................................................................................................... 17
14 IN CLOSING ............................................................................................................................... 17
15 ADDENDUM ............................................................................................................................... 18
15.1 How to answer questions in a paragraph ........................................................................................ 18
15.2 Respect academic writing conventions ........................................................................................... 18
15.3 Plagiarism....................................................................................................................................... 18
15.4 Checklist ......................................................................................................................................... 21
15.5 DECLARATION .............................................................................................................................. 23
15.6 Multilingual assessment terminologies ............................................................................................ 24

3
 1 INTRODUCTION
Dear Student
Welcome to this Applied English Literature module for Intermediate Phase (FAL). As the title of this
module implies, the course seeks to introduce you to English Literature and its applications at the
Intermediate Phase. The course is designed to equip you, as future teachers of English as a First
Additional Language with the knowledge of the workings of literature and how literature reflects
varying realities.

ENG2613 explores literary genres by first interrogating the notion of ‘literatures’. You will notice
that in this course we refer to ‘literatures’ in the plural form rather than the traditional ‘literature’, in
the singular. This is done to highlight that although we explore literature through its conventional
genres of prose, poetry and drama, the expression of these genres across time has changed. The
idea of what constitutes a poem in the 21st Century is quite different to what was considered poetry
in the time of Shakespeare. Similarly, the manner in which we teach and approach literature in the
21st Century has also changed. Literature in all its manifestations is culturally bound and we
therefore all experience literature in different ways. In your journey through this module, we would
like you to continuously be aware of this plurality of literature(s) and the literary experience.

Although this is a literature module, remember that no course lives in isolation. The skills you have
acquired in your language modules are also important. Literature is after all, the creative expression
of language. Without language, literature in its written and spoken form would not exist. It is
therefore important to keep the language skills you have learnt in mind when reading and
interacting with texts. Reading texts actively leads to understanding not only what is being said, but
how it is being said and why.

We hope you will find this module engaging and that the knowledge you gain in exploring the
different literary genres and their expression will allow you to bring the joy of literary engagement
into your classroom.

The ENG2613 Team

Study material

This module has the following official study material: Tutorial Letters 101 and 501 for ENG2613.
We advise you read this TUT101 first and then read the TUT501. You are also required to buy
the prescribed textbook called From Cover to Cover: Evaluating and Reviewing Children’s Books
by K Horning. You will be able to buy this textbook from any reputable academic bookstore. If
you cannot find the prescribed books at a bookstore, please contact the official booksellers of
Unisa. See section 4 on Resources for more information about this.

Apart from the two tutorial letters, we will also write other tutorial letters during the semester.
These tutorial letters will not necessarily be available at the time of registration. As noted above,
tutorial letters will be posted on myUnisa at http://my.unisa.ac.za as soon as they are needed

4
 ENG2613/101/0/2025

(for example, feedback letters on your assignments, pre-exam information, and so on). You
should check the module site regularly for new material.

Unisa is a comprehensive open distance e-learning (CODeL) higher education institution. Our
comprehensive curricula encapsulate a range of offerings, from strictly vocational to strictly
academic certificates, diplomas and degrees. Unisa's "openness" and its distance eLearning
character result in many students who may not previously have had an opportunity to enrol in
higher education registering at the university. Our CODeL character implies that our
programmes are carefully planned and structured to ensure success for students, ranging from
the under-prepared but with potential to those who are sufficiently prepared.

Teaching and learning in a CODeL context involves multiple modes of delivery, ranging from
blended to fully online learning. As a default position, all post-graduate programmes are offered
fully online with no printed study materials, while undergraduate programmes are offered using
a blended mode of delivery where printed study materials are augmented with online teaching
and learning via the learner management system, myUnisa. In some instances, undergraduate
programmes are offered fully online as well.

Furthermore, our programmes are aligned with the vision, mission and values of the University.
Unisa's commitment to serving humanity and shaping futures – combined with a clear
appreciation of our location on the African continent – means that Unisa's graduates have
distinctive graduate qualities, which include:

• being independent, resilient, responsible and caring citizens able to fulfil and serve in
multiple roles in their immediate and future local, national and global communities

• having a critical understanding of their location on the African continent and taking
account of its histories, challenges and potential in relation to globally diverse contexts

• the ability to critically analyse and evaluate the credibility and usefulness of information
and data from multiple sources in a globalised world with ever-increasing information
and data flows and competing worldviews

• how to apply their discipline-specific knowledges competently, ethically and creatively

to solve real-life problems

• an awareness of their own learning and developmental needs and future potential

This is an online module (all information is available via the internet), therefore we use myUnisa
as our virtual campus. MyUnisa is an online system that is used to administer, document and
deliver educational material to you and support engagement with you. Look out for information
from your lecturer as well as other Unisa platforms to determine how to access the virtual
myUnisa module site. Information on the tools that will be available to engage with your lecturer
and fellow students to support your learning will also be communicated via various platforms.

You are encouraged to log into the module site on myUnisa regularly (that is, at least twice per
week).

5
Because this is a fully online module, you will need to use myUnisa to study and complete the
prescribed learning activities. Visit the website for ENG2613 on myUnisa frequently. The website
for your module is ENG2613-25-Y.

We wish you every success with your studies!

2 PURPOSE AND OUTCOMES

2.1 Purpose

The purpose of this module is to equip students with:

• the skill of reading short passages of children’s literature in three different genres: prose,
poetry and drama with close attention paid to author’s creative choices regarding language
usage;

• The ability to write about these passages coherently and with compliance to the
requirements of academic English.
2.2 Outcomes

Outcome 1
Students should be able to identify the typical English language attributes of prose, poetry and
drama.
Outcome 2
Students should be able to discuss the use of figurative language in a variety of literary texts and
genres.
Outcome 3
Students should be able to read literary language as a means of positioning the reader in order to
elicit a particular response.
Outcome 4
Students should be able to discuss the creative choices made in literary texts.
Outcome 5
Students should be able to employ key concepts and debates in specific children’s literary theory.
Outcome 6
Students should be able to identify various storytelling approaches such as myths, legends, sagas
and tales.

3 CURRICULUM TRANSFORMATION
Unisa has implemented a transformation charter that places curriculum transformation high on the teaching
and learning agenda. Curriculum transformation includes student-centred scholarship, the pedagogical
renewal of teaching and assessment practices, the scholarship of teaching and learning, and the infusion
6
 ENG2613/101/0/2025

of African epistemologies and philosophies. All of these are being phased in at both programme and module
levels. As a result of this, you will notice a marked change in the teaching and learning strategy implemented
by Unisa, together with the way in which the content is conceptualised in your modules. We encourage you
to embrace these changes during your studies at Unisa, responsively and within the framework of
transformation.

4 LECTURER(S) AND CONTACT DETAILS

4.1 Lecturer(s)

The following information may change throughout the year. Please check the module site for the
most updated information regarding your lecturers and their contact details.

The primary lecturer for this module is:

Ms Retha Knoetze
[email protected]

The administrative officer for this module is:

Mr Thuthukani Msomi
[email protected]

4.2 Department

The Chair of Department:

Dr TP Shandu-Phetla
[email protected]

Administrative Officer in the office of the Chair:

Mr K Makofane
[email protected]

4.3 University

Contact addresses of the various administrative departments appear on the Unisa website:
http://www.unisa.ac.za/sites/corporate/default/Contact-us/Student-enquiries.

Please include your student number in all correspondence.

5 RESOURCES
5.1 Prescribed book(s)

Horning, K.T. 2010. From Cover to Cover. Evaluating and Reviewing Children’s Books. Revised
Edition. NY: Collins.

7
5.2 Recommended book(s)

There are no recommended books.

5.3 Electronic reserves (e-reserves)

None

5.4 Library services and resources

The Unisa Library offers a range of information services and resources and has made
numerous library guides available at http://libguides.unisa.ac.za

Recommended guides:

• For brief information on the library, go to https://www.unisa.ac.za/library/libatglance

• For more detailed library information, go to
http://www.unisa.ac.za/sites/corporate/default/Library
• For Frequently Asked Questions, go to
https://www.unisa.ac.za/sites/corporate/default/Library/Frequently-Asked-Questions
• For research support and services such as the Personal Librarian service and the
Information Search Librarian's Literature Search Request (on your research topic) service,
go to http://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Research-
support
• For library training for undergraduate students, go to
https://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Training
• For Lending Services, go
to https://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Lending-
services
• For Services for Postgraduate students, go to
https://www.unisa.ac.za/sites/corporate/default/Library/Services-for-Postgraduates
• For Support and Services for students with disabilities, go to
https://www.unisa.ac.za/sites/corporate/default/Library/Services-for-students-with-special-
needs
• For Library Technology Support, go to https://libguides.unisa.ac.za/techsupport
• For information on finding and using library resources and tools, go to
http://libguides.unisa.ac.za/Research_skills
• For an A–Z list of library databases, go to https://libguides.unisa.ac.za/az.php

Important contact information:

• Technical problems encountered in accessing library online services: Lib-
[email protected]
• General library-related queries: [email protected]
• Queries related to library fines and payments: [email protected]
• Interlibrary loan service for postgraduate students: [email protected]
• Literature Search Service: [email protected]
• Social media channels: Facebook: UnisaLibrary and X Twitter: @UnisaLibrary
• To view the Library orientation video – please click here : Unisa Library and
Information Services Video_1_1 (2).mp4

8
 ENG2613/101/0/2025

6 STUDENT SUPPORT SERVICES

The Study @ Unisa brochure is available on myUnisa at www.unisa.ac.za/brochures/studies

This brochure contains important information and guidelines for successful studies through Unisa.

If you need assistance concerning the myModules system, you are welcome to use the following
contact details:

• Toll-free landline: 0800 00 1870 (Select option 07 for myModules)

• E-mail: [email protected] or [email protected]

You can access and view short videos on topics such as how to view your calendar, how to
access module content, how to view announcements for modules, how to submit assessments
and how to participate in forum activities by visiting https://dtls-
qa.unisa.ac.za/course/view.php?id=32130

Registered Unisa students receive a free myLife e-mail account. Important information, notices
and updates are sent exclusively to this account.

Please claim your e-mail account immediately after registering at Unisa by following this link:
https://www.unisa.ac.za/static/myunisa/Content/Announcements/Documents/Claim-myUnisa-
myLife-Nov-2017.pdf Note that it can take up to 24 hours for your account to be activated after
you have claimed it.

Your myLife account is the only e-mail account recognised by Unisa for official correspondence
between you and the University and it will remain your official primary e-mail address on record
at Unisa.
You remain responsible for the management of this e-mail account.

6.1 The Unisa First-Year Experience Programme

Many students find the transition from school education to tertiary education stressful and this is often true
for students enrolling at Unisa for the first time. Unisa is a dedicated open distance and e-learning institution
and is very different from face-to-face/contact institutions. It is a mega university and all its programmes are
offered through either blended learning or fully online learning. For these reasons, we offer first-time
students additional/extended support to help them navigate the Unisa teaching and learning journey
seamlessly and with little difficulty and few barriers.

Unisa’s First-Year Experience (FYE) Programme has been specially designed to provide you with prompt
and helpful information about the services that the institution offers.

The following FYE services are currently available:

9
 FYE Website Email Support

www.unisa.ac.za/FYE [email protected]

FYE1500
Post-
myUnisa; Study
Registration Referrals to Skills; Academic &
Orientation other support Digital Literacies;
services etc
e.g. Counselling;
Reading & Writing
workshops

To ensure that you do not miss out on important academic and support communication from the
SRU, please check your myLife inbox regularly.

6.2 Using Recognition of Prior Learning (RPL) to apply for module credit within a
qualification.
Now that you are a registered student, you are advised to familiarise yourself with the learning outcomes of
the module or modules you have chosen. If you have been exposed to those learning outcomes for three
years or more – either through work experience or other involvement – you can apply to be exempted from
completing assignments and writing examinations. As part of your application for this exemption, you will
be required to compile a portfolio of evidence substantiating how your experience is equivalent to the
learning outcomes. The diagram below shows the steps involved in obtaining recognition of prior learning
(RPL) for module credit. For more information on the process, RPL fees, and the contact details of your
college RPL coordinator, visit the Unisa website: www.unisa.ac.za/rpl

10
 ENG2613/101/0/2025

7 STUDY PLAN
To complete this module successfully, it is crucial that you start working through the learning
material as soon as possible. You can download all the learning material from myUnisa as soon as
you have registered for the module.
You will need to work through the material in the following order:

Registration-Assignment 1 UNITS 1+2

Assignment 1-Assignment 2 UNITS 3+4

Assignment 2-Assignment 3 UNITS 5+6

Assignment 3-Examination Exam Revision

8 PRACTICAL WORK
In this module, the practical work refers to the Activities and Self-Assessment Questions that have
been integrated into each of the Study Units in the Tutorial 501/0/2025. It is important that you
complete these sections as a means of establishing a sound understanding of the module content
and develop the required competencies as set out in the assessment criteria.

11
 9 ASSESSMENT
9.1 Assessment criteria

MARK OUT OF LEVEL CRITERIA

50 FOR
CONTENT/
ORGANISATIO
N: SCORE
50–38 EXCELLENT TO Content: focused on assigned topic, thoroughly
(100%–76%) VERY GOOD developed, clearly demonstrating the skills
required by the NQF criteria (for example,
familiarity with – recognising and recalling – the
subject matter; understanding it; application of
this information; analysis, for instance of
relationships; evaluation, for example critiquing
different approaches).
Organisation: generating a piece of writing (such
as an essay) with ideas clearly
stated, succinct, well-organised, logically
sequenced, cohesive, and well supported.
37–28 GOOD TO Content: fairly sound demonstration of skills,
(74%–56%) AVERAGE mostly relevant to topic, lacks detail.
Organisation: loosely organised, logical but
incomplete sequencing and signposting.

27–16 FAIR TO SHAKY: Content: not enough substance or relevance,

(54%–32%) AT RISK insufficient support for ideas.
Organisation: ideas confused or disconnected,
not enough logical sequencing or development,
little signposting.

15–0 VERY SHAKY Content: not pertinent or not enough material to

(30%– 0%) evaluate OR Plagiarised.
Organisation: does not communicate, no
organisation or not enough material to evaluate.

9.2 Assessment plan

• To complete this module, you will be required to submit THREE assignments.

• All information about when and where to submit your assignments will be made available to
you via the myModules site for your module.
• Due dates for assignments, as well as the actual assignments, will be available on the
myModules site for this module.
• To gain admission to the examination, you will be required to submit assignment 1.
• To gain admission to the examination, you will need to obtain a year mark average of 40%
for the assignments.
• The assessments will count 40% towards the final mark.
12
 ENG2613/101/0/2025

• The examination will count 60% towards the final mark.

• You will receive examination information via the myModules site. Please watch out for
announcements on how examinations for the modules for which you are registered will be
conducted.

9.3 Assignment due dates

• There are no assignment due dates included in this tutorial letter.

• Assignment due dates will be made available to you on the myUnisa landing page for this
module. We envisage that the due dates will be available to you upon registration.

• Please start working on your assignments as soon as you register for the module.

• Log on to the myUnisa site for this module to obtain more information on the due dates for
the submission of the assessments/assignments.

9.4 Submission of assignments

• Unisa, as a comprehensive open distance e-learning institution (CODeL), is moving towards

becoming an online institution. You will see, therefore, that all your study material,
assessments and engagements with your lecturer and fellow students will take place online.
To facilitate this, we use myUnisa as our virtual campus.

• The myUnisa virtual campus offers students access to the myModules site, where learning
material is available online and where assessments should be completed. Together,
myUnisa and myModules form an online system that is used to administer, document, and
deliver educational material to students and support engagement between those students
and Unisa’s academics.

• The myUnisa platform can be accessed via https://my.unisa.ac.za. Click on the myModules
button to access the online sites for the modules that you are registered for.

• The University undertakes to communicate clearly and as frequently as is necessary to

ensure that you obtain the greatest benefit from your use of the myModules learning
management system. Please access the Announcements on your myModules site regularly,
as this is where your lecturer will post important information to be shared with you.

• When you access your myModules site for the module/s you are registered for, you will see
a welcome message posted by your lecturer. Below the welcome message you will see the
assessment shells for the assessments that you need to complete. Some assessments may
be multiple choice, some may be tests and others may be written assignments, while some
may be forum discussions and so on. All assessments must be completed on the
assessment shells available on the respective module platforms.

• For written assignments, please note the due date by which your work must be submitted.
Ensure that you follow the guidelines given by your lecturer to complete the assignment.
Click on the submission button on the relevant assessment shell on myModules. You will
then be able to upload your written assessment to the myModules site for the modules that

13
 you are registered for. Before you finalise the upload, double-check that you have selected
the correct file for uploading. Remember, no marks can be allocated for incorrectly submitted
assignments.

9.4.1 Types of assignments and descriptions

All assignments are defined as either optional, mandatory or elective.

• Elective assignments
- If not submitted, the student gets no mark for this item.
- The best of the required submissions will count.
• Mandatory assignments
- If not submitted, the student gets no mark for this item.
• Optional assignments – You are encouraged, as a student, to do optional
assignments in order to benefit your learning.

I. Elective assignments
a. The student is given a choice of which assignments within an identified group to submit
and only the best result/s, the number of which is specified in advance, will contribute
towards the year mark.
b. Elective assignments must be grouped into an elective group.
c. For the student to select which assignment to submit, the elective assignments must be
grouped together. For such an elective group, relevant information (such as how many
of the assignments must be submitted and how many of the assignment marks should
be combined into the year mark) will be supplied to you.
d. The selection criteria define how marks received for assignments in an elective group
are to be combined into the year mark. Three different criteria may be used for
calculating the year mark:
• The best mark should be used, or
• If the student submits fewer than the required number of assignments per group,
or no assignment in a group, a mark of 0% will be used.
• 0% is awarded to all non-submitted or unmarked assessments. A best mark is
then calculated from all the qualifying items submitted.

II. Mandatory assessments/assignments

a. Mandatory assessments/assignments contribute to the year mark.
b. If a student fails to submit a mandatory assignment, no mark is awarded and the year
mark is calculated accordingly. The student will therefore forfeit the marks attached to
such an assignment when the final mark for the module is calculated.
III. Optional assessments assignments – You are encouraged, as a student, to do optional
assessments/assignments in order to benefit your learning.

9.5 The assignments

As indicated in section 9.2, you need to complete THREE assessments/assignments for this
module. Details of the tasks set will appear on the assessments/assignments themselves.

There are no assignments included in this tutorial letter. Assignments and due dates will be
made available to you on myModules for this module. We envisage that the due dates will be
available to you upon registration.

14
 ENG2613/101/0/2025

9.6 Other assessment methods

None

9.7 The examination

Examination information and details on the format of the examination will be made available to you
online via the myUnisa site. Look out for information that will be shared with you by your lecturer
and e-tutors (where relevant), as well as for communication from the University.

It is compulsory to submit Assignment 01. This obligation is a university requirement to prove that
you are an ‘active student’. If you do not submit this assignment, you will NOT be allowed to write
the examination at the end of the year.

You must submit Assessments 2 and 3 by their respective due dates.

Assignment marks will count towards your final mark. Thus, for this module, your assignments will
count 40% of the final mark, and the remaining 60% will reflect your performance in the
examination. This means that there is a strong incentive for you to submit all three assignments.

9.7.1 Invigilation/proctoring

Since 2020, Unisa has conducted all its assessments online. Given the stringent requirements
imposed by professional bodies, as well as increased solicitation of Unisa’s students by third parties
to unlawfully assist them with the completion of assignments and examinations, the University is
obliged to assure the integrity of its assessment integrity by using various proctoring tools: Turnitin,
Moodle Proctoring, the Invigilator App and IRIS. These tools authenticate the student’s identity and
flag suspicious behaviour to assure the credibility of their responses during assessments. The
description below is for your benefit as you may encounter any or all of these in your registered
modules:

Turnitin is plagiarism software that facilitates checks for originality in students’ submissions
against internal and external sources. Turnitin assists in identifying academic fraud and
ghostwriting. Students are expected to submit typed responses when using the Turnitin software.

The Moodle Proctoring tool is facial recognition software that authenticates students’ identities
during their Quiz assessments. This tool requires access to a student’s mobile or laptop camera.
Students must ensure that their cameras are activated in their browser settings prior to starting
their assessments.

The Invigilator is a mobile application-based service that verifies the identity of an assessment
participant. The Invigilator app detects student dishonesty-by-proxy and ensures that the
assessment participant is the student registered for the module concerned. This invigilation tool
requires students to download the app from the Google Play Store (Android devices), the Huawei
AppGallery (Huawei devices) or the Apple App Store (Apple devices) on their camera-enabled
mobile devices prior to their assessment.

The IRIS Invigilation software verifies the identity of a student during assessment and provides
for both manual and automated facial verification. It can record and review a student’s assessment

15
session and it flags suspicious behaviour by the student for review by an academic administrator.
The IRIS software requires installation on students’ webcam-enabled laptop devices.

Students who are identified and flagged for suspicious or dishonest behaviour arising from the
invigilation and proctoring reports will be referred to the disciplinary office for formal proceedings.

Please note:

Students must refer to their module assessment information on their myModule sites to determine
which proctoring or invigilation tool will be used for their formative and summative assessments.

10 ACADEMIC DISHONESTY
10.1 Plagiarism
Plagiarism is the act of taking the words, ideas and thoughts of others and presenting them as your
own. It is a form of theft. Plagiarism includes the following forms of academic dishonesty:

• Copying and pasting from any source without acknowledging that source.
• Not including references or deliberately inserting incorrect bibliographic information.
• Paraphrasing without acknowledging the source of the information.
10.2 Cheating
Cheating includes, but is not limited to, the following:

• Completing assessments on behalf of another student, copying the work of another

student during an assessment, or allowing another student to copy your work.
• Using social media (e.g. WhatsApp, Telegram) or other platforms to disseminate
assessment information.
• Submitting corrupt or irrelevant files. (This matter is addressed in the examination
guidelines.)
• Buying completed answers from so-called “tutors” or internet sites (contract cheating).
10.3 For more information about plagiarism, follow the link below:
https://www.unisa.ac.za/sites/myunisa/default/Study-@-Unisa/Student-values-and-rules

11 STUDENTS LIVING WITH DISABILITIES

The Advocacy and Resource Centre for Students with Disabilities (ARCSWiD) provides an
opportunity for staff to interact with first-time and returning students with disabilities.

If you are a student with a disability and would like additional support, or if you need additional time
for assignments/assessments, you are invited to contact Ms Retha Knoetze ([email protected])
to discuss the assistance that you need.

16
 ENG2613/101/0/2025

12 FREQUENTLY ASKED QUESTIONS

Do I have to acquire the prescribed text book?

Yes, you must acquire and study the text book. It will support your understanding of the TUT501
and it will extend your knowledge. It also is a good reference book that you can refer to later when
you are a teacher in the classroom and might have questions that only become apparent once you
start applying your knowledge within the school context.

I have not yet received my study material. What can I do?

If you have not yet received your study material, you can download digital copies from myUnisa
under the Official Study Material tab.

How can I submit my assignments?

You must submit your assignment by uploading it onto myUnisa.

How do I find my e-tutor on myUnisa?

If e-tutors are available, an announcement will be posted on myUnisa informing you that you have
been allocated to a group for tutoring. If you receive a notification that informs you that e-tutors are
available, please consult the ‘How to find your e-tutor site guide’ available under ‘Additional
Resources’ for step-by-step instructions on finding your e-tutor. If you have tried the steps above,
and cannot seem to find your e-tutor, please send an e-mail in this regard to one of your lecturers.
Remember to include your name, surname, and student number.

However, if you do not receive a notification that you have been allocated to a tutorial group, then
your lecturers are available to support you in your studies. We invite you to address any queries to
your lecturers that you would have addressed to an e-tutor.

For any other queries, remember that the Study @ Unisa brochure contains an A−Z guide of
frequently asked questions and the most relevant study information.

13 SOURCES CONSULTED
None

14 IN CLOSING
We hope that you will enjoy this module and we wish you every success in your studies.

Best wishes

The ENG2613 team

17
 15 ADDENDUM
15.1 How to answer questions in a paragraph
Paragraphs in the body of the essay are ways of arranging information in coherent ways
so that they support and provide evidence for your answer. Each paragraph should focus
on a different aspect of your answer and should also have a single focus.

• The first sentence of any paragraph should indicate what that paragraph will be about. We
call this the ‘topic sentence’.

• While the topic sentence makes a particular claim, the rest of the paragraph needs to
support and ‘prove’ it.

• Make sure that all the quotations and examples in the paragraph have been effectively
linked. Avoid paragraphs that are unfocused and irrelevant and end your paragraph with a
sentence that connects the ideas to the next paragraph.

15.2 Respect academic writing conventions

The register of your answers should be formal. This means that you should never use any
abbreviations or contractions. For example, write out ‘do not’ instead of ‘don’t’ and ‘cannot’
instead of ‘can’t’.

Do not use any slang whatsoever. ‘Slang’ can be defined as a type of language consisting of
words and phrases that are regarded as very informal and that are more common in speech
than writing. A general rule would be not to use the type of language you would use in a
WhatsApp conversation with a friend or on social media sites such as Facebook or Twitter.

Do not ever use bullet points when writing your answers.

Academic writing should always be written in the present tense. This is because the events or
feelings described in a novel, play or poem exist in a special temporal space that is always
present.

When you refer to the author of the novel, poem, or play for the first time, use their full name
and surname. Thereafter, only use their surname. We never refer to an author by simply using
their first name.

15.3 Plagiarism

While you are strongly encouraged to become familiar with a broad range of ideas, be very
vigilant regarding plagiarism.

Any idea or argument that you incorporate in your essays, if drawn from elsewhere, must be
clearly attributed to its source (and this, very importantly, includes internet sources).

Remember that plagiarism is a serious offence and, while often committed inadvertently, may
result in very low marks being awarded for submitted work.

Please read the detailed explanation below very carefully:

18
 ENG2613/101/0/2025

If you copy something out of a book, an article, a website or another document without
acknowledging its source, and pass it off as your own, that is plagiarism. In effect, you are
stealing something that belongs to someone else, dishonestly pretending that it is your own.

• If you paraphrase material (i.e. change the wording slightly) or use ideas or a line of
argument without acknowledging the original source, this also constitutes plagiarism and
the same severe penalty will apply.

• Although students may work together when preparing assignments, each student must write
and submit his or her own individual assignment. It is unacceptable for students to submit
identical assignments on the basis that they worked together. This is a form of plagiarism
and such assignments will not be marked.

• It is not enough to cite sources in the bibliography at the end of your assessment. You must
refer to these in the body of your assessment, in brackets, next to every statement that is
based on borrowed formulations or ideas.

• You are advised to study the Students’ Disciplinary Code and University Policy on Copyright
Infringement and Plagiarism. These are available on myUnisa.

• The declaration which appears on the last page of this tutorial letter must be attached to
every assignment that you submit while you are a student in the Department of English
Studies.

• Even if you do not include the signed declaration form, submitting an assignment to the
university suggests that you understand and comply with the policies regarding plagiarism.

Quote and reference correctly

Being able to quote correctly is a crucial skill when writing any academic essay. When
writing an assignment, you need to quote from both the primary text and from secondary
sources if you are using any. The purpose of quoting from the primary text is to indicate
where exactly certain ideas you are discussing can be seen in the text. These quotes could
thus be seen as constituting the basic building blocks of your argument.

You quote from secondary sources in order to show how the ideas of others either inform
or contradict your own opinions. In both cases it is never enough simply to quote without
discussing and engaging with that which you are quoting.

The important thing to remember is that all quotations must be discussed. Quotes are your
‘evidence’ to support the main point that you are making in your answer and you need to
explain why that particular quote is relevant or significant. Students may want to use
phrases like ‘this is significant because…’ and ‘this shows the reader that …’ to connect a
quote to the main argument. Remember, you should read the assignment instructions
carefully to determine whether you need to use any secondary sources.

There are certain academic conventions that one needs to follow when quoting from any
source:

19
 • The quotation needs to be placed in a full sentence When you quote from either a secondary
source or from your primary text, you need to ensure that what you are quoting forms part
of a coherent and grammatically correct sentence. This means that when you read the final
sentence out loud, you should not be able to tell which words form part of the quote and
which are your own – together they should make sense as a complete sentence

• Indicate where your quote comes from by putting the author’s surname and the page number
in brackets after the quote

• Retain the wording of the original text. When you place something in quotation marks, it has
to remain exactly as it appears in the original text. You cannot change the word order or the
tense. You should decide carefully which sections of a particular quote you want to use and
then structure your sentence around it. Remember that even two or three words can be a
suitable quote. Alternatively, you can use square brackets to indicate changes.

• These changes would normally revolve around pronouns and omissions:

 Pronouns: To change a pronoun, put the correct words inside square brackets the
replace the incorrect one

 Omissions: To indicate an omission, put three dots inside square brackets

Books

When using secondary sources in the form of books in the text of your assignment, use quotation
marks if you quote the direct words of another author, for example:

The direct words of another author’ (Surname of author, year of publication of the book: page
number on which you found this information) …

You can incorporate the author’s surname into your sentence as well, for example:

As suggested by Initials and Surname of author (year of publication: page number where you found
this information) …

If you quote from another author but rephrase or paraphrase his/her ideas, you do not need use
quotation marks. Instead, you only include (Surname of author, year of publication of the book:
page number on which you found this information) in brackets.

In your bibliography at the end of your assignment, you should include all the details of the
secondary source to enable your reader to find this text easily. For example:

Evans, R. Joubert, I. Meier, C. 2017. Introducing children’s literature: A guide to the South Africa
classroom. Pretoria: Van Schaik Publishers.

Surname of author(s), Initials. Year of publication. Title of text. Place of publication: Publishing
house.

Journal articles

For journal articles, follow the same style as for books in the text of your assignment. However, the
information provided in the bibliography at the end of your assignment differs slightly. For example:
20
 ENG2613/101/0/2025

Fuentes, A. 2006. The Humanity of Animals and the Animality of Humans: A View from Biological
Anthropology Inspired by J. M. Coetzee’s Elizabeth Costello. American Anthropologist 108 (1):
124–134.

Surname of author, Initials. Year of publication. Title of article. Title of journal Volume (Number):
Page numbers on which the article appears.

Websites

While you are allowed to use reputable internet sources, please note that Sparknotes, Wikipedia,
eNotes, Shmoop and the like are not academic resources and are not designed for use by
university students. If you do consult an internet source, use the same style of author name and
date in the text of the assignment. If there is no clear author, use the organisational author. For
example, (University of South Africa, 2015) and in the bibliography:

University of South Africa. 2015. Research flagship projects. Viewed 26 April 2016,
<http://www.unisa.ac.za/Default.asp?Cmd=ViewContent&ContentID=27089>.

Organisational author. Year of publication. Title of specific section. Viewed Day Month Year,
<website URL>.

Further examples

The following are examples of the type of reference and quotations you are expected to provide.
The ellipsis (…) indicates where you would expand on that line of thought.

• I intend to pursue the line of inquiry opened by J. Smith (1998:64─76) regarding Jane
Austen’s attempt to ... and I should like to offer further arguments in support of Smith’s
suggestion...

• As suggested by J. Smith (1998:64), it would be fruitful to explore further Jane Austen’s

attempt to subvert society’s expectations. Therefore, I propose to investigate this aspect.

• In approaching the assignment question, I took as my starting point Sarah Werner’s

comment: ‘To insist on the primacy of character is to miss the opportunity to contest the idea
of Shakespeare’s universal truth’ (2001:36). My argument partly supports and partly
counters hers.

15.4 Checklist
Work through the following checklist before you submit your assignments.

I have read and understood the relevant learning material in Tutorial Letter 501 as
well as the prescribed texts

I understand what the question requires me to do

I have contacted my lecturers or my e-tutor for more information on anything I do

not understand

21
 I planned my work carefully, including using visual aids and other tools discussed
in Tutorial Letter 101

In my assignment I sustain a coherent and tight argument in response to the

questions

The quotations that I use are integrated into grammatically coherent and
complete sentences

I have edited my work carefully in order to ensure that I have not made any
language or typing errors

I have acknowledged any secondary sources that I used in writing my assignment

both in-text and in a bibliography at the end of each answer according to the
Harvard Method of Referencing

I have numbered the pages of my assignment

My name and student number appear on the cover page of my assignment

The correct unique assignment number appears on the cover page of my

assignment

I have signed and attached a plagiarism declaration (do not send this as a
separate document)

I have submitted the correct assignment for the correct module

For online submissions: The document I uploaded onto myUnisa can be opened,
read, and edited by my lecturers (NOT a read-only file)

22
 ENG2613/101/0/2025

15.5 DECLARATION

I declare that this submission is my own original work. Where secondary material has
been used (either from a printed source or from the Internet), this has been carefully
acknowledged and referenced in accordance with departmental requirements. I
have not allowed anyone else to borrow or copy my work. I understand what
plagiarism is and have read the university’s policy in this regard, available at:

http://www.unisa.ac.za/static/corporate_web/Content/Apply%20for%20admission/Doc
uments/Poli cy_copyright_infringement_plagiarism_16November2005.pdf

I understand that I will be reported to the University’s Student Disciplinary Section if

any instances of plagiarism are found in my submission. If found guilty, I may be
suspended for up to two years.

Name:
Student number:
Assignment number:
Signature [electronic or typed out]:

Date:

©
Unisa 2025

23
15.6 Multilingual assessment terminologies

ENGLISH AFRIKAANS ISIZULU ISIXHOSA SEPEDI SESOTHO ISINDEBELE SISWATI TSHIVENḒA XITSONGA SETSWANA

Account for Verklaar Beka izizathu Nika ingxelo Maikarabel Hlalosa, arabela Ziphendulela Bika nge- Fhindulani nga ha Tihlamulele Tlhalosa,
o tsaya
boikarabelo

Adapt Verwerk Jwayeza Lungisa Tlwaetša Fetola, kgema Jayela Jwayela Shumisani sa Fambelanisa Tlwaela, fetola
tiriso

Advise Aanbeveel Eluleka Cebisa Eletša Eletsa Yelelisa Yeluleka Eeletshedzani Tsundzuxa Kgakololo

Analyse Ontleed Hlaziya Hlalutya Sekaseka Sekaseka, manolla Cozulula Hlatiya, hluta Sengulusani, fhenḓani Xopaxopa Lokolola,
kanoka

Answer Antwoord Phendula Phendula Araba Araba Phendula Phendvula Fhindulani Hlamula Araba

Approximat Benader Sondezelela Qikelela Bokgaufsi Atametsa Tjhideza Linganisa Gaganyani Pimanyeta Lekanyetsa,
e tshwantshanya

Arrange Rangskik Hlela Lungelelanisa, Beakanya Hlopha Hlela Hlela Vhekanyani, Lulamisa Rulaganya
cwangcisa dzudzanyani

Argue Aanvoer Chaza Xoxa Nganga Nganga Phikisana Seka-, phikisa, Ṱaṱani Njhekanjhekis Nganga,
wesekele seka umbono a ganetsa

Apply Toepas Sebenzisa Sebenzisa Kgopela, sebedisa Faka isibawo Sebentisa Shumisani Tirhisa Kopa, tshasa,
diriša ama

Assess Bepaal Hlola Hlola, vavanya Lekola Lekola Hlola Vivinya Lingani, ṱolani Hlahluva Sekaseka,
lekola, keleka,
atlhola,
lekanya

Balance Vergelyk Linganisa Cingisisa, Lekanyetša Se setseng, masala, Linganisa Linganisa Linganyisani Ringanisa Lekanya,
lungelelanisa tekatekanyo tekatekano,
itsetsepelo

Calculate Bereken Bala Bala Hlakantšha Sebetsa palo Balisisa Bala Rekenyani, vhalelani Khakhuleta Bala, balela,
ikaelela

24
 ENG2613/101/0/2025

Carry out Uitvoer Qhuba, feza Yenza Tšwetša Phethisa Khipha, veza Yenta Shumani, itani Endla Diragatsa
pele

Categorise Kategoriseer Hlukanisa Hlela Aroganya Hlopholla Ngokweengaba Hlela Khethekanyani Avanyisa Arologanya,
ngezigaba ngokweendidi rulaganya

Change Verander Guqula, Guqula, tshintsha Fetola Fetola Tjhugulula Ntjintja Shandukisani Cinca Fetola, fetoga,
Shintsha refosanya

Choose Kies Khetha Khetha Kgetha Kgetha Khetha Khetsa Nangani, khethani Hlawula Tlhopha

Clarify Verduidelik Cacisa Cacisisa Hlatholla Hlakisa Cacisa Cacisa Ṱalutshedzani, bviselani Basisa Tlhalosa
khagala

Classify Klassifiseer Hlela Hlela Hlopha Hlophisa Hlukanisa Hlela, hlunga Khethekanyani Ntlawahata Tlhopha
ngononina

Collect Versamel Qoqa Qokelela, landa Kgoboketša Bokella Buthelela Butsisa, coca Kuvhanganyani Hlengeleta Kgobokanya,
phutha, tsaya

Combine Verbind Hlanganisa Dibanisa, Kopaya Kopanya Hlanganisa Hlanganisa Ṱanganyani Katsa Tlhakanya,
hlanganisa kopanya

Comment Lewer Phawula Caphula nge-, Swayasway Tshwaela Beka umbono, Nika umbono ku- Bulani muhumbulo Nyika Tshwaela,
on kommentaar phawula a fakaza miehleketo akgela

Compare Vergelyk Qhathanisa Thelekisa Bapetša Bapisa, tshwantsha Madanisa Catsanisa Vhambedzani, fanyisani Fananisa Tshwantshany
a, tshwantsha

Complemen Afrond Gcwalisa Fezekisa Tlaleletša Tlatsetsa Phelelisa Cedzela Ḓadzisani, engedzani, Tatisa Selekanyo,
t palo, tlaleletsa

Complete Voltooi Qedela Gqibezela Fetša Qeta Qedelela Phelelisa, cedzela Fhedzani, fhedzisani Hetisa Swetsa,
digela,
itekanetse

Compute Bereken Bala Bala Balela Ho sebetsa ho hong Balisisa Bala Rekanyani, vhalani Hlayela hi Tlhakanya,
khomputara kaya, bala

Compose Saamstel Qamba Bhala; qweba Hlama Qapa Tlama Yakha Sikani Gambha Tlhama, Dira

Conclude Beslis Phetha Phetha, Ruma Qetela Phetha Phetsa Penndelani Heta timhaka Digela, khutla,
qukumbela khutlisa

25
Consider Oorweeg Cabanga Cingela Akanya Nahana Cabanga Cabanga Dzhielani nzhele Tekela Akanya,
enhlokweni tlhokomela,
tsaa tsia

Construct Konstrueer Yakha Yakha, yenza Bopa Aha Akha, bumba Yakha Sikani. vhumbani Vumba Aga

Contrast Kontrasteer Yehlukanisa Thelekisa Farologany Phapano Hlukanisa, Catsanisa Phambanyani Kaneta Tshwanololo,
a madanisa ngemehluko tshwanologo

Correlate Korreleer Qhathanisa Nxulumanisa Tswalanya Dumellana Fanisa Hlobanisa Sumbedzani vhushaka Xakahata Nyalanya

Convert Omskep Guqula Guqula Fetola Fetolela Tjhugulula Gucula Shandukisani Hundzuluxa Fetola,
tlhabolola

Create Skep Enza Yila, dala Dira Qapa Sungula Yakha Sikani Tumbuluxa Tlhama, dira,
bopa

Critique Kritiseer Hlaziya Gxek'uncome, Ahlaahla Fana ka maikutlo Ukuhlaba Gceka, hlatiya Sasaladzani Khensa u Sekaseka,
hlaba amadlala sola tlhotlhwafatsa

Debate Beredeneer Phikisana Xoxa Ngangiša Ngangisano Ipikiswano Phikisa Ṱaṱani Jekajekisa Kgang,
kganetsano

Deduce Aflei Susela, ncikisa Fikelela Fokotša theha Ukuphetha Phetsa Swikelelani Hunguta Rarabolola
kwisigqibo

Define Definieer Chaza Chaza Hlaloša Hlalosa Hlathulula Chaza Ṱalutshedzani Hlamusela Tlhalosa,
ranola

Demonstrat Verklaar Khombisa Bonisa Bontšha Bontsha Tjengisa Tjengisa Sumbedzani Kombisa Supetsa,
e bontsha, supa

Derive Ontleen Thola Fikelela Ntšha Utulla Fumana Susela ku- Swikelelani Hlawulekisa Ntsha (go
sengwe)

Describe Beskryf Chaza Chaza Laodiša Hlalosa Hlathulula Chaza Buletshedzani,ṱalusani Hlawulekisa Tlhalosa,
bolela, kaya,
thala

Design Ontwerp Bumba Yila Hlama Taka/Thala Tlama Camba Olani Dizayini Setshwantsho,
mekgabiso

Determine Bepaal Hlonza Qinisekisa Hwetša Sekaseka Beka Tfola Wanani, dzumbululani Kumisisa Batlisisa,
sekaseka

26
 ENG2613/101/0/2025

Develop Ontwikkel Thuthukisa, Velisa, qala Tšweletša Hlahisa Thuthukisa Yakha Bveledzani Hluvukisa Tlhabolola,
akha tokafatso

Differentiat Onderskei Hlunga Bonisa umahluko, Fapanya Fapantsha Hlukanisa Hlukanisa Fhambanyisani Hambanyisa Farologanya
e yahlula

Discover Ontdek Thola Fumana Utolla Sibolla Vumbulula Tfola Wanulusani Kuma Ribolola,
fitlhela,
lemoga

Discuss Bespreek Xoxisana, Xoxa Bolediša Hlalosa/ Qoqa Khulumisana Coca Haseledzani Kanela Sekaseka,
dingida buisana,
rerisana

Distinguish Onderskei Ahlukanisa Yahlula Hlaola Kgetholla Hlukanisa Hlukanisa fhambanyani Hambanyisa Farologanya

Download Aflaai Thwebula, Thulula Downlouta daonoloda Dawunulowuda Cupha dzhiani Dawuniloda Tlhatlolo
landa

Draft Formuleer Yenza ipulani Yila, yakha Akanya Thala, kgwaritsa Tlama Bhala luhlaka Vetavetani (verb) Pfapfarhuta Kakanyetso,
elingaphelele mvetomveto tlhoma

Draw Teken Dweba Zoba Thala Tshwantsha Gwala Dvweba Olani Dirowa Thala, rala,
lekalekana

Elucidate Verklaar Cacisa Cacisa Hlaloša Hlakisa Hlathulula Cacisa Ṱalusani lu pfalaho Titlhantlha Tlhotlhomisa

Elaborate Uitwei Chaza kabanzi Naba, tyatyadula Fahlelela Hlalosa, nama Yelula kabanzi Chazisia Ṱalutshedzani Hlamusela hi Lotolotsa
vuenti

Employ Gebruik Sebenzisa Sebenzisa Thwala Sebedisa Sebenzisa Sebentisa, casha Shumisani Tirhisa Thapa, thaopa

Enumerate Opnoem Bala Yenza uluhlu Bala Bolela Iyabala Bala (ngakunye) Itani mutevhe nga Hlayela Bala, lekanya
tshithihi nga tshithihi

Establish Vasstel Sungula Milisela Hloma Hlomamisa, theha Hloma Tfola Wanulusani Kumisisa Tlhomamisa,
tlhotlhomisa

Estimate Skat Linganisa Thelekelela, Lekanyetša Lekanyetsa Linganisa Linganisa Gaganyani Kumbetela Lekanyetsa,
qikelela lebaleba, kaya

Experiment Eksperimentee Cwaninga Linga Lekola Leka, teko Lingelela Linga Lingedzani Kambisisa Tekelelo,
r lekeletsa, teko

27
Extend Uitbrei Nweba, yelula Yandisa, naba Oketša Atolosa, otlolla Khulisa Naba Engedzani Ndlandlamux Lelefatsa,
a anamisa,
atolosa

Evaluate Beoordeel Linganisa, Phonononga Lekanyetša Hlahloba Hlola Hlola sedzulusani Xopela Sekaseka,
hlola tlhotlhwafatso

Examine Ondersoek Vivinya Hlola, vavanya Lekola Hlahloba Hlola Hlola lingani Kambela Sekaseka,
tlhatlhoba

Exemplify Toelig Bonisa Zekelisa Fa mohlala Fana ka mehlala Bonisa Futisa, fananisa sumbedzani Kombisa Kaya,
(ngekwesibonelo) sedifatsa,
sedifaya

Explain Verduidelik Chaza Cacisa Hlaloša Hlalosa Hlathulula Chaza Ṱalusani, ṱalutshedzani Hlamusela Tlhalosa,
rarabolola

Explore Verken Hlola Phicotha Hlohleletša Shebisisa Hlola Buka/hlola Sedzulusani lwa Valanga Utolola,
(lokusha) vhudzivha tlhotlhomisa

Extract Maak ʼn Caphuna, Caphula Tsopola Qotsa, Ntsha Khipha Caphuna, khokha Bvisani Yimbula Ntsha, inola,
uittreksel khipha sentshwa

Extrapolate Ekstrapoleer Nweba Nika uluvo Akanya Teba Khulisa, linganisa Ndlulisela ku- U humbulela Vhumba Tlhalosa
lwakho

Find Vind Thola Fumana Hwetša Fumana Thola Tfola Wanani, ṱoḓani Kuma Fitlhela,
atlhola,
itemogela

Fit Pas Faka Linganisela, Swanela Lekhanya Lingana Gcwalisa Linganyani, eḓanyani Ringanisa Tshwanela,
lungelelanisa lekana,
tekanetseng

Follow Volg Landela Landela Latela Latela Landela Landzela Tevhelani Landzelela Latela,
latelela, lata,
tlhaloganya

Formalise Formaliseer Yenza kube Misela Dira Sebedisa Faka Gunyata, Vhumbedzelani Endla Tlotlomatsa,
semthethweni ngokusesikweni semmušo ngokusemthethwe condzisa, misa ximfumo dira ka molao
ni ngekwemtsetfo

Formulate Formuleer Akha, Yila, yakha Bopa Theha Bumba Yakha Vhumbani Vumba Thlama,
hlanganisa tlhalosa ka
amazwi botlalo

28
 ENG2613/101/0/2025

Generalise Veralgemeen Beka Qukanisa Akaretša Akaretsa Yenza Phendvula Angaredzani Angarhela Akaretsa
okwejwayeleki ngokujayelekileko ngalokujwayelekil
le e

Give Gee Nika Nika Go fa Fana/nehana nikela Niketa I fhani, ṋeani Nyika Naya

Identify Identifiseer Bonisa, hlonza Chonga Hlatha Hlwaya Fanisa Tfola Topolani Kuma Supa

Illustrate Illustreer Cacisa Cacisa Laetša Bontsha Tjengisa, bonisa Khombakalisa Sumbedzani Kombisa Supa,
ngezibonelo ngemizekelo/ bontsha,
ngemifanekiso tlhalosa

Indicate Aandui Bonakalisa, Bonisa; xela Šupetša Supa Tjengisa, Khombisa Sumbedzani Kombisa Supa,
veza khombisa bontsha, kaya

Infer Aflei Khombisa, Qonda, Ruma Qeta Nikela isizathu Phetsa Swikelelani no Kuma Akanyetsa,
susela thelekelela (ngebufakazi) ḓisendeka nga bona
zwa vhuṱanzi

Integrate Integreer Hlanganisa Dibanisa Kopanya Kopantsha Hlanganisa Hlanganisa, Ṱanganyisani Pfanganyisa Akaretsa,
butsisa swetsa,
kopanya

Interpret Interpreteer Tolika Tolika Hlatholla Toloka Rhumutjha Humusha Ṱalutshedzani Humesa Tlhalosa,
kupfesesele kwao ntwisiso toloka

Investigate Doen Phenya, Phengulula, Nyakišiša Batlisisa, Fuputsa Phenya Phenya Wanulusani, ṱoḓisisani Lavisisa Tlhotlhomisa,
ondersoek cwabungula phanda sekaseka

Justify Verdedig Sekela Nika izizathu Lokafatša Netefatsa Vumela, sekela Hlenga Khwaṱhisedzani Tihlamulela Siamisa

Label Bestempel Faka amagama, Leyibhelisha, Reela Hlalosa Leyibula Nika- Dzheniselani Lebula Sesupo
lebula phawula

Locate Vind Beka, thola Misa Bea Beha Thola, fumana Khomba Wanulusani, wanani Ndhawuhato Baya

List Lys Nika uhlu Dwelisa Efa Latelanya, etsa Rhema Nika luhlu Itani mutevhe Longoloxa Balolola
lenane

Mark Merk Faka Phawula Swaya Tshwaya Tshwaya Maka, khombisa Swayani Makara Letshwao,
izinkomba/ sesupo,
uphawu tshwaya

29
Match Pas Qondanisa Matanisa, tshatisa Tswalanya Nyalanya Madanisa Condzanisa Fanyisani Pananisa Nyalanya,
motshameko

Measure Meet Kala Linganisela, meta Ela Tekanyo Isilinganiso Kala Kalani, elani Pima Selekanyo

Mention Meld Yisho Tyumba, nika, Bolela Bolela Yitjho Shano Bulani Vula Umaka
xela

Modify Wysig Guqula Lungisa, guqula Fetola Fetola, ntjhafatsa Lungilungisa Yenta lushintjo Vhumbedzelani Cinca Fetola gole
kancane gonnye

Motivate Motiveer Sekela Zathuza, xhasa Hlohleletša Matlafatsa Khuthaza Nika sizatfu Tikedzani Tiyisisa Rotloetsa

Name Noem Nika igama Biza, xela Reela Bitsa Tlola Shano Bulani Vula Leina, taya

Observe Waarneem Buka, bheka Qwalasela Lemoga Hlokomela, eletsa Tjheja Buka Sedzesani, vheyani iṱo Xiyaxiya emoga

Order Orden Hlela Cwangcisa Laela Lotomanya Rhema Hlela Tevhekanyani Lulamisa Taelo,
tlhomagano e
e lolameng

Outline Beskryf in Klama, nikeza Gqabaza Akaretša Thala, taka Tlama, khakhanya Nika luhlaka Bviselani khagala Hlamusela Go supa
hooftrekke uhlaka dintlhakgolo,
mola

Paraphrase Parafraseer Fingqa Beka ngenye Ngwalolla Fetolela Hlathulula Chaza kabusha Ṅwalani nga maipfi aṋu Ku katsa Go kaya ka
indlela mafoko a sele

Plan Beplan Hlela Ceba Rera Rala Tlama Hlela Dzudzanyani Kunguhata Leano, dira
lenaneo

Plot Beraam Yakha Yila Rulaganya Rera Akha Yakha Bviselani khagala u Kungu Setsha, leano
tevhekana ha zwithu

Predict Voorspel Qagela Qikelela Akanya Lepa Bonela phambili Cagela Humbulelani Vumba Bonela pele

Prepare Voorberei Lungiselela Lungisa Lokiša Lokisa Lungiselela Hlela Lugiselani Lulamisa Baakanya

Present Lewer Thula Nika Ala taba Fana Okwanje Tfula Ṋetshedzani Vonisa Itsise, supa,
naya

Propose Voorstel Phakamisa Yenza isindululo Šišinya Hlahisa Phakamisa, Phakamisa Ṋekedzani ḽikumedzwa Nyika vonelo Sisinya
tjhukumisa (siphakamiso)

30
 ENG2613/101/0/2025

Prove Bewys Nika ubufakazi Qinisekisa Hlatsela Paka Qinisekisa Nika bufakazi, Khwaṱhisedzani Nyika Supa
khombisa vumbhoni
ngebufakazi

Provide Voorsien Nika Nika Aba Fana Nikela Nika Ṋeani Nyika Naya

Qoute Aanhaal Caphuna Caphula Tsopola Qotsa Dzubhula Caphuna Redzani Tshaha Inola, touta

Rationalise Verklaar Yenza Qiqa Kwagatša Nganga ka ho Tjhugulula Mela Ṱaṱani no ḓisendeka nga Hlaya Tlhagisa ka
kuzwakale utlwahala (imphendvulo) mbuno dzo dziaho mabaka

Read Lees Funda Funda Bala Bala Funda Fundza Vhalani Hlaya Buisa, bala

Rearrange Herrangskik Hlela kabusha Hlela ngokutsha Beakanya Hlopha Hlela ngobutjha Hlela kabusha Vhekanyululani Lulamisa Siamisa,
nakambe baakanya

Recall Herinner aan Khumbula Khumbula Gopola Hopola Khumbula Jikisa, buyeketa Vhuisani muhumbulo Tsundzuka Ikgakolola

Recommen Aanbeveel Nika izincomo Cebisa Eletša Kgothaletsa Phakamisa Ncoma Themendelani Bumabumela Gakolola
d

Record Aanteken Qopha Shicilela Rekota Ngola Rekhoda Copha Ṅwalani fhasi Tsala ehansi Kwala

Recount Meedeel Xoxa Balisa Badišiša Hopola, tshehetsa Bala godu Landzisa, bala Vhalululani Hlaya Bolela
kabusha nakambe

Rectify Verbeter Lungisa Lungisa Phošolla Lokisa Lungisa Lungisa Khakhululani, lulamisani Lulamisa Siamisa

Relate Hou verband Landa Nxulumanisa, Tswalanya Pheta, amanya Hlobanisa Hlobanisa Sumbedzani vhushaka Fambelanisa Anela
met balisa

Represent Verteenwoordi Mela, beka Bonisa, mela Emela Emela Jamela Mela Sumbedzani na nga u Yimela Emela
g kabusha (ola) sumbedzani zwo
imela mini

Respond to Antwoord Phendula Phendula, phefum Fetola Arabela ho Phendula ku Phenvula ku- Bviselani vhupfiwa haṋu Hlamula eka Araba
la khagala

Review Hersien Buyekeza Qwalasela, Sekaseka Lekola Buyekeza Buyeketa Sedzulusani Kambisisa Tlhatlhoba,
phengulula akanya seša
ngokutsha

31
Rewrite Herskryf Phinda ubhale Bhala ngokutsha Ngwalolla Ngola hape Tlola kabutjha Bhala kabusha Ṅwalululani Tsala Kwala gape
nakambe

Skim Lees vlugtig Ikha phezulu Funda Tadima Okola Susa Susa (masisha), Vhalani nga nṱha Fambisa tihlo Okola
ngokukhawuleza fundza
(ngekundlulisa
emehlo)

Select Kies Khetha, qoka Khetha Hlaola Kgetha, hlwaya Khetha Khetsa Nangani Hlawula Tlhopha

Show Aantoon (hoe) Khombisa Bonisa (njani) Bontšha Bontsha (jwang) Khombisa (njani) Khomba (njani) Sumbedzani (hani) Kombisa Bontsha
(how) (kanjani)

Simplify Vereenvoudig Enza lula Yenza lula Nolofatša Nolofatsa, Bebofat Yenza lula Yenta kube Leludzani Olovisa Tlhofofatsa
sa melula

Sketch Skets Dweba Yenza isazobe, Thala Tshwantsha, taka, Dweba Dvweba Luhlaka Olani Mpfampfarhut Setshwantsho
yila thala a

State Noem Yisho Xela Bolela Tshetleha, Tlola Shano Ambani, ṋeani Hlamusela Seemo, bolela,
bolela, hlahisa puso

Study Bestudeer Funda Funda, Ithuta Ithuta Funda Fundza Gudani Dyondza Ithuta
phonononga

Solve Oplos Xazulula Sombulula Rarolla Rarolla Rarulula Catulula Tandululani Tshunxa Rarabolola

Submit Indien Thumela Ngenisa, faka Romela Nehelana Thumela Tfumela Ṋekedzani Yisa Tlisa, neela

Substantiate Bewys Qinisekisa, Ngqinisisa, nika Fahlela Matlafatsa Sekela Seka Tikedzani Seketela Fa bosupi,
chaza kanzulu izizathu (ngebufakazi) rurifatsa

Substitute Vervang Faka Beka endaweni Ntšha Kemedi, phetolo Jamiselela Susa nge- Ṱusani Hunguta Emisetsa
esikhundleni yenye

Suggest Voorstel Beka umbono, Cebisa Akanya Hlahisa Phakamisa, Ncoma Dzinginyani Ringanyeta Sisinya,
hlongoza tjhukumisa akanya

Summarize Opsom Finyeza Shwankathela Akaretša Kgutsufatsa, Rhunyeza Finyeta Pfufhifhadzani, nweledz Komisa Soboka
akaretsa ani

Support Ondersteun Yesekela Xhasa Thekga Tshehetso Sekela Seka Tikedzani Seketela Tshegetsa

32
 ENG2613/101/0/2025

Synthesise Sintetiseer Hlela imiqondo Hlanganisa Go Hokahanya Hlela, hlanganisa Khicita, yakha Bveledzani Katsakanya Go tlhakanya
tšweletša dikarolo

Tabulate Tabelleer Faka Dwelisa Hlopha hlohlomisa Hlela Chaza ngelitafula Vhekanyani Longoloxa Rulaganya
ethebuleni ngokwetheyibhule ngokwethebula

Trace Naspeur Thola Landa umkhondo, Hlatha Mohlala, Fuputsa Gadangisa Tfola Oledzelani Landzelerisa Motlhala, go
umkhondo treyisa latela

Translate Vertaal Humusha Guqula Fetolela Fetolela Tjhugulula Toliga Pindulelani Hundzuluxa Fetolela,
ranola

Turn over Omdraai Vula Tyhila kwelinye Phutholla Phetla Phendla Phenya, vula, Vulani Pfula Madi a
okulandelayo, icala gucula dipoelo
pheqa

Use Gebruik Sebenzisa Sebenzisa Šomiša Sebedisa Sebenzisa Sebentisa Shumisani Tirhisa Dirisa

Verify Bevestig Qinisekisa Qinisekisa Kgonthišiša Netefatsa Qinisekisa Cinisekisa Sedzulusani Tiyisisa Netefatsa

What is Wat word Kusho ukuthini Kuthetha Se se šupa Ho hlaloswa eng Kutjhiwo ini Kushiwoni nge- Izwi zwi amba mini Xana leswi Go tewa eng
meant by… bedoel met … ukuthi … ukuthini… eng… ka… ngo… swi vula yin? fa gotwe?...

Where? Waar? Kuphi? Phi? Kae? Kae? Kuphi? -phi Ngafhi? Kwihi? Kae?

Which Wat Phi? Yeyiphi? Efe? Efe? Yiphi? -phi -Fhio? Yini? Efe, efeng,
sefe, sefeng

Why Waarom Kungani Kutheni? Go reng? Hobaneng? Kubayin? Kungani Ndi ngani? Hikokwalaho Goreng?
ka yini?

Work out Werk uit Thola Sombulula, Rarolla, Rarolla, sebetsa Fumana Sombulula Bviselani Tsala leswi Rarabolola
izixazululo sebenza soma khagala, shumani

Write Skryf Bhala Bhala Ngwala Ngola Tloa Bhala Ṅwalani Tsala Kwala

33