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Question: Assignment guidelines: • This assignment is worth 50 marks and consists of two sections. Answer all questions. • Remember to use your own words: do not copy and paste answers from study material, websites, or your peers. DO NOT PLAGIARISE – you will fail the assignment. • Any sources consulted should be cited according to the Harvard referencing method. • You MUST cite Tutorial Letter 501 in your assignment. • You are allowed to use AI for brainstorming, but you may not copy and paste an essay that has been produced by AI as this is plagiarism. • Complete the plagiarism declaration form and AI use declaration form found at the end of this document and include them in your assignment submission. • Remember to edit and proofread your work before submitting your assignment on the ENG2613 myModules site. • It is compulsory that your assignment be typed and converted to a PDF document. Use Arial 12 font for your assignment and 1.5 spacing. No hand-written assignments will be marked. No assignments uploaded as images will be marked. • Remember to accept the EULA (end user license agreement) when you upload your assignment. If you do not accept the EULA, your assignment will not be marked. Question 1 Read the story below and then answer the questions that follow. I want to be a chef! By Kgosi Kgosi In the town of Mahikeng, there lived a young boy named Kabelo. He loved nothing more than cooking. He cooked good food that everyone in his family enjoyed. Kabelo was also good at baking. He baked cakes and bread. He also made soup for homeless people in his community. One morning at school, Mrs Ramaila, Kabelo’s teacher, asked everyone in the class to say what they would like to do after they finish school one day. A girl stood up. “I would like to be an astronaut and go to space,” she said. “I would like to be a doctor,” said one of the boys. Then Kabelo stood up. “I would like to earn a living by cooking,” he said. “I want to be a chef.” All the children were shocked. First they stared at Kabelo and then they all started laughing. “But cooking is for girls,” laughed one of the girls. Mrs Ramaila told everyone to be quiet. “You can be anything you want to be, Kabelo,” she said kindly. “Don’t listen to them.” But Kabelo’s feelings were already hurt. On the way home from school the other children kept on teasing him. When he got home, Kabelo found his father washing the dishes while his mother made lunch. “How was school today?” asked his father. “Everyone laughed at me when I told them I wanted to be a chef and cook for a living,” explained Kabelo. “They said that boys don’t cook and that cooking is for girls. They also said real boys play rugby and soccer. But I don’t like those things!” His father hugged him. “Do you know that some of the best chefs in the world are men?” Kabelo was surprised and said, “Really?” “Yes!” said his father as he took his cellphone out of his pocket. “Look!” He showed Kabelo pictures of the many chefs around the world who were men. They looked at pictures of all the good food the chefs had cooked and Kabelo started to feel a little better. “You should enter a cooking competition, Kabelo,” his mother said to him. “There is one called The Young Super Chef and it is on television.” His father agreed. “Yes,” he said, “your cooking is very good. You could win that competition.” And that was how it came about that Kabelo entered The Young Super Chef competition. A few months later, as part of the competition, Kabelo was on television. He found himself amongst other young chefs just like him. Some of them were boys who loved cooking – just like him! The competition was really tough! The young chefs were asked to cook meals they had never cooked before. They also had to use ingredients they had never heard of before. One by one, they were voted out by the judges. Kabelo saw them cry as they left. He did not want the same thing to happen to him. He concentrated extra hard to make sure that he didn’t make any mistakes. When Kabelo ended up in the final round of the competition, his mother and father were so proud of him! The whole school was watching on television – even the boys and girls who had made fun of him. Kabelo was making his school proud. Kabelo felt nervous. The competition was nearly over, but there was one person left he had to beat in order to win. The problem was, that young chef was as good as Kabelo was! The final round started. The two young chefs each had an hour to cook their meal. Fifteen minutes into the round, Kabelo dropped a bowl filled with the mixture for a chicken pie onto the floor. He wasn’t allowed to pick the mixture up – that would mean that he would lose the competition. So he had to start all over again. Now it would be a struggle for him to finish in time. Everyone watching was worried, but Kabelo managed to finish his dish just in time. Then the judges had to taste the food. This would decide who the winner would be! They tasted Kabelo’s food and said that they thought it was very good. Then they tasted the food of the other young chef. They thought that was very good too! They left to make a final decision. The audience knew that choosing a winner was going to be difficult. It was a whole hour before the judges came back with a final decision. The winner was … Kabelo! His parents were so happy and proud! Their son was The Young Super Chef of the year. Kabelo won a trophy and prize money. The next day Kabelo took his trophy to school and everyone there celebrated with him. Kabelo had shown everyone that boys could be chefs too! “I’m glad you didn’t listen to some of the children when they teased you,” said Mrs Ramaila. “You see, I told you, you could be anything you want to be!” Source: https://nalibali.org/story-library/multilingual-stories/i-want-to-be-chef 1.1What kind of literature does this story belong to? Is it fiction or non-fiction; fantasy or realism; prose, poetry or drama? Give reasons for your answers. (6 marks) 1.2Write a paragraph in which you discuss what kinds of stereotypes the story engages with. What is the story’s message regarding such stereotypes? Provide at least three examples from the story to explain how the story conveys this message. (10 marks) 1.3 Do you think this story is appropriate for a diverse and multicultural South African intermediate phase FAL classroom? Write a paragraph in which you give at least three reasons for your answer. In your answer, consider: • whether the story is appropriate in terms of its language and themes for this age group of first additional language learners, and • whether the story is inclusive of diversity. (9 marks) Question 2 Read the poem below and then answer the questions that follow. Dreams By Langston Hughes Hold fast to dreams For if dreams die Life is a broken-winged bird That cannot fly. Hold fast to dreams For when dreams go Life is a barren field Frozen with snow. Source: https://www.poetryfoundation.org/poems/150995/dreams-5d767850da976 2.1 Identify the figure of speech in lines 2-4 and discuss how this figure of speech contributes to the overall meaning of the poem. (5 marks) 2.2 Identify the figure of speech in lines 6-8 and discuss how this figure of speech contributes to the overall meaning of the poem. (5 marks) 2.3 Do you think this poem is appropriate for a diverse and multicultural South African intermediate phase FAL classroom? Write a paragraph in which you give at least three reasons for your answer. In your answer, consider: • whether the poem is appropriate in terms of its language and themes for this age group of first additional language learners, and • whether the poem is inclusive of diversity. (9 marks) 2.4 Unit 2 in your study guide is called “Poetry in Motion”. This reminds educators that poetry must not be left “on the page” but brought to life i.e., the printed text should not be the only source of meaning. Write a paragraph in which you explain three activities that you could use when teaching this poem to “take it off the page”. (6 marks) Total: 50 marks
--- ## Question 1 ### 1.1 Literature Identification This story belongs to the genre of *fiction*. Fictional stories uniquely originate from the imagination rather than purely being real-life depictions. "I want to be a chef!" is an imaginative narrative focused around a young boy named Kabelo, whose ambitions and experiences shape the plot. The story falls under *realism* as it portrays relatable characters and situations such as school life, ambition, societal stereotypes, and overcoming challenges realistically. Moreover, it is *prose*, given its structured form composed of sentences and paragraphs, differentiating it from poetry and drama. - **Fiction:** The story is invented and not a true account. - **Realism:** The setting, characters, and events are plausible and relatable. - **Prose:** Written in continuous text rather than verse or dialogue. ### 1.2 Stereotype Discussion The story engages with gender stereotypes, specifically those surrounding the roles and activities deemed appropriate for boys and girls. It directly challenges the stereotype that cooking is a feminine activity and sports like rugby or soccer are more suitable for boys. The story's message is clear: individuals should follow their passions and interests regardless of societal expectations. Three examples from the story include: 1. **Rejection of gender roles:** Kabelo’s classmates laugh at him because they believe "cooking is for girls," reinforcing a stereotype. 2. **Support from parents:** Kabelo’s father and mother support his ambition, countering the stereotype and affirming that many renowned chefs are men. 3. **Overcoming prejudice:** Kabelo competes in and wins The Young Super Chef competition, proving his skills and challenging the gender stereotype. The story successfully conveys that talents and ambitions should not be limited by stereotypes. ### 1.3 Appropriateness for a South African Intermediate Phase FAL Classroom This story is appropriate for a diverse and multicultural South African intermediate phase FAL (First Additional Language) classroom for several reasons: 1. **Language and Themes:** The language used is simple and accessible for young learners with a basic proficiency in the language. The themes of following one's dreams and challenging stereotypes are universally relatable and educational. 2. **Cultural Relevance:** The story showcases a South African context (Mahikeng), which allows learners to relate to the setting and context easily. 3. **Inclusivity:** It promotes inclusivity by addressing and challenging gender stereotypes, encouraging tolerance and positivity towards diverse interests and ambitions. Teaching this story can spur conversations about personal aspirations regardless of background, and teach about persistence, support, and self-belief. --- ## Question 2 ### 2.1 Figure of Speech in Lines 2-4 The figure of speech in lines 2-4 is a metaphor. The phrase "Life is a broken-winged bird that cannot fly" compares life without dreams to a bird with broken wings, emphasizing the hopelessness and stagnation when dreams (aspirations) are lost. This metaphor contributes significantly to the poem’s overall meaning by vividly conveying the detrimental impact on life when one abandons or loses their dreams. ### 2.2 Figure of Speech in Lines 6-8 Similarly, the figure of speech in lines 6-8 is a metaphor. "Life is a barren field frozen with snow" compares life without dreams to an empty, infertile, and cold field, highlighting an absence of growth, warmth, and vitality. This reinforces the importance of dreams by depicting the stark, lifeless, and desolate existence in their absence, underscoring the necessity of holding onto aspirations. ### 2.3 Appropriateness for a South African Intermediate Phase FAL Classroom Langston Hughes’ poem "Dreams" is appropriate for a diverse and multicultural South African intermediate phase FAL classroom for several reasons: 1. **Language:** The language is straightforward and suitable for first additional language learners at this stage. 2. **Theme of Dreams:** The universal theme of holding onto dreams speaks to all children, encouraging them to aspire and pursue their goals. 3. **Inclusivity:** The poem does not reference specific cultures, making it inclusive and relevant to any student’s background. Its message resonates with the importance of dreams for all individuals. In addition, exposing students to work by Langston Hughes introduces them to diverse global literary voices. ### 2.4 Activities to Take the Poem "Off the Page" To bring "Dreams" by Langston Hughes to life: 1. **Dramatic Recitation:** Students can memorize and recite the poem aloud with expressive gestures. This will help them understand the emotional weight of maintaining one’s dreams. 2. **Art Creation:** Learners can create drawings or collages that visualize the metaphors in the poem, such as a broken-winged bird or a barren field, aiding in deepening their comprehension through visual representation. 3. **Group Discussion:** Facilitate a discussion where students share their personal dreams and how they plan to keep them alive. This activity helps to personalize the poem’s message and allows students to connect with it on a deeper level. Using these engaging activities enhances students' connection to the poem’s themes and meanings, moving beyond just reading to experiencing the poem. --- Total: 50 marks
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