ENG2602/101/0/2025

Tutorial Letter 101/0/2025

Genres in Literature and Language: Theory,

Style and Poetics
ENG2602

Year Module

Name of Department English Studies

Please register on myUnisa, activate your myLife e-mail account and make sure
that you have regular access to the myUnisa module website, ENG2602-25-Y,
as well as your e-tutor group website.

Note: This is a fully online module. It is, therefore, only available on myUnisa.

BARCODE
 CONTENTS

Page

1. Introduction………………………………………………………………………………………………..4
2 PURPOSE AND OUTCOMES ..................................................................................................... 5
2.1 Purpose........................................................................................................................................ 5
2.2 Outcomes..................................................................................................................................... 5
3 CURRICULUM TRANSFORMATION .......................................................................................... 6
4 LECTURER(S) AND CONTACT DETAILS .................................................................................. 7
4.1 Lecturer(s).................................................................................................................................... 7
4.2 Department .................................................................................................................................. 7
4.3 University ..................................................................................................................................... 8
5 RESOURCES .............................................................................................................................. 8
5.1 Prescribed book(s) ....................................................................................................................... 8
5.2 Recommended book(s) ................................................................................................................ 8
5.3 Electronic reserves (e-reserves) .................................................................................................. 8
5.4 Library services & resource information…………………………………………………….8
6 STUDENT SUPPORT SERVICES ............................................................................................... 9
6.1 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 ...........................................................................................................................11
9.1 Assessment criteria .....................................................................................................................11
9.2 Assessment plan .........................................................................................................................12
9.3 Assessment/assignment due dates .............................................................................................12
9.4 Submission of assessments/assignments ...................................................................................13
9.4.1 Types of assignments and descriptions .........................................................................................13
9.5 The assessments/assignments ...................................................................................................13
9.6 Other assessment methods.........................................................................................................13
9.7 The examination..........................................................................................................................13
9.7.1 Invigilation/proctoring ..................................................................................................................13
10 ACADEMIC DISHONESTY .........................................................................................................15
10.1 Plagiarism ...................................................................................................................................15
10.2 Cheating......................................................................................................................................15
10.3 For more information about plagiarism, follow the link below: ......................................................15
11 STUDENTS LIVING WITH DISABILITIES ..................................................................................15

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12 FREQUENTLY ASKED QUESTIONS ........................................................................................ 16

13 SOURCES CONSULTED........................................................................................................... 17
14 IN CLOSING .............................................................................................................................. 18
15 ADDENDUM .............................................................................................................................. 22

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 1 INTRODUCTION
Dear Student
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

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

(Whether a module is offered either as blended (meaning that we use a combination of printed and
online material to engage with you) or online (all information is available via the internet), we use
myUnisa as our virtual campus. This 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

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module site. Information on the tools that will be available to engage with the 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).

Because this is a fully online module, you will need to use myUnisa to study and complete the
learning activities for this module. Visit the website for ENG2602 on myUnisa frequently. The
website for your module is ENG2602-2025-Y.

We wish you every success with your studies!

2 PURPOSE AND OUTCOMES

2.1 Purpose

The purpose of this module is to equip you with:

a. the skill of reading short passages of literature in a variety of different genres with close
attention to authors’ creative choices regarding language usage.

b. the skill of reading short passages of persuasive texts with close attention to authors’
creative choices regarding language usage.

c. the ability to write about these passages coherently and with compliance to the
requirements of academic English.

We suggest you get into the habit of circling or highlighting key words and phrases straightaway.

2.2 Outcomes

For this module, you will have to master several outcomes:

• Specific outcome 1:

You can identify the typical English language attributes of persuasive texts, poetry, prose and
drama.

Assessment criteria:

You should be able to:

1.1 make a valid analysis of texts in these genres; and

1.2 discuss the specific English language features of each genre.

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 • Specific outcome 2:

You can discuss the use of figurative language in a variety of literary texts.

Assessment criteria:

You should be able to:

2.1 discuss different forms of figurative language in literary texts in writing; and

2.2 evaluate the effectiveness of particular instances of figurative language (such as simile,
metaphor, personification and irony) in writing.

• Specific outcome 3:

You can read literary language as a means of positioning the reader in order to elicit a
particular response.

Assessment criteria:

You should be able to:

3.1 discuss the effects of emotive language, bias, and point of view in writing; and

3.2 include commentary on how the intended reader is positioned in your discussion

• Specific outcome 4:

You can discuss the creative choices made in literary texts.

Assessment criteria:

You should be able to:

4.1 discuss authorial choices and the effect of particular words and phrases coherently
in your writing; and

4.2 discuss the constructed nature of the literary work of art in writing.

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 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.
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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)

If you have any queries about the module, feel free to contact any of the lecturers listed below. All queries
that are not of a purely administrative nature but about the content of this module should be directed to
the lecturers. The lecturers for this module are:

Dr D Steyn

E-mail: [email protected]

Prof. C Chaka
Tel: 012429-3477
E-mail: [email protected]

Dr F Ismail
Tel: 012429-8017
E-mail: [email protected]

Mr P Magwele (Primary Lecturer)

Tel: 012429-8256
E-mail: [email protected]

Ms M Mphahlele (Co-Primary Lecturer)

Tel: 012429-6311
E-mail: [email protected]

4.2 Department

Mr G Ranko
Tel :012429 3826
E-mail: [email protected]

Ms NC Tabane
Tel. 012429 6248
E-mail: [email protected]

The Chair of Department of English Studies

Dr TP Shandu-Phetla
E-mail: [email protected]

For other details, see the departmental web pages at www.unisa.ac.za/english

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4.3 University

If you need to contact the University about matters not related to the content of this module, please
consult the Study @ Unisa link on the website. There is information on how to contact the University
(e.g., whom you can write to about different enquiries, important telephone numbers, addresses and
details of the times certain facilities are open). Please send individual enquiries to relevant e-mail
addresses or SMS numbers that are provided and include your student number and module code in
the subject line. Always have your student number on hand when you contact the University.

Always use your myLife e-mail account when contacting the University. The University will also use
this e-mail account to communicate with you; so, it is important that you check your inbox regularly.

All study-related information is now available on the Unisa corporate website in both web and mobi
formats. Once you are registered as a Unisa student, you can download your study material and
submit your assignments online.

Unisa website: http://www.unisa.ac.za and http://mobi.unisa.ac.za

myUnisa: http://my.unisa.ac.za/portal and https://my.unisa.ac.za/portal/pda

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)

There are no prescribed books for this module.

5.2 Recommended book(s)

There are no recommended books for this module.

5.3 Electronic reserves (e-reserves)

E-reserves can be downloaded from the library webpage Find e-reserves. More information
is available at: http://oasis.unisa.ac.za/search/r

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

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• 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: [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

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

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 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.
mailto:

6.1 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 [email protected]
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

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7 STUDY PLAN
There is no practical work for this Module.

8 PRACTICAL WORK
What does it mean to study fully online?
9 ASSESSMENT
9.1 Assessment criteria

Assessment criteria

We will be looking for the following when we mark your assignments:

• clear expression in English;

• the ability to write grammatically correct sentences and paragraphs in an appropriate

register;

• the ability to follow instructions;

• evidence that you have worked through the text(s) related to each assignment;

• evidence of a thoughtful engagement with the concepts and issues raised in the module,
such as awareness of the social context in which you are writing;

• careful substantiation of points in your arguments;

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 • original work;

• clear, well-structured and logical arguments, in proper essay form where required; and

• meticulous citation of references and the inclusion of a bibliography (at least the text(s),
the study guide and any other references you may have used).

You are reminded about the English Department’s A beginner’s guide to essay writing, which will be
sent out as Tutorial Letter 301.

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.
• The assignment weighting for the module is 35%.
• You will receive examination information via the myModules sites. Please watch out for
announcements on how examinations for the modules for which you are registered will be
conducted.
• The examination will count 65% towards the final module mark.

9.3 Assessment/assignment due dates

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

• Assessment/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 assessments as soon as you register for the module. Familiarising
yourself with the module content first is essential for you to understand the demands of the
assignment.

• 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 assessments/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

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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
2025 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 assessments/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.

• To complete quiz assessments, please log on to the module site where you need to complete
the assessment. Click on the relevant assessment shell (Assessment 1, Assessment 2, etc.).
There will be a date recorded there telling you when the assessment will open for you. When
the assessment is open, access the quiz online and complete it within the time available to
you. Quiz assessment questions are not included in this tutorial letter (Tutorial Letter 101) and
are made available online only. You must therefore access and complete the quiz online where
it has been created.

• It is not advisable to use a cellphone to complete quizzes and you should please use a desktop
computer, tablet or laptop for this task. Students who use cellphones find it difficult to navigate
the Online Assessment tool on the small screen and often struggle to navigate between
questions and successfully complete the quizzes. In addition, cellphones are more vulnerable
to dropped internet connections than other devices. If at all possible, please do not use a
cellphone for this assessment type.

• For written assessments/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
assessment/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 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 assessments/assignments.

9.4.1 Types of assignments and descriptions

There are no assignments included in this tutorial letter. Assignments and due dates will be made
available to you on myModules for this module. An additional tutorial letter, TuT Letter 102, will be
posted on myUnisa, containing details of the assignments to be completed.

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9.5 The assessments/assignments

As indicated in section 9.2, you need to complete THREE assessments for this module.

9.6 Other assessment methods

There are no other assessment methods.

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.

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 ghost-writing.
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 App 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
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.

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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 as

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 [email protected] and
[email protected] to discuss the assistance that you need.

12 FREQUENTLY ASKED QUESTIONS

For general queries, please see the Study @ Unisa link on myUnisa for the most relevant study
information. With regards to ENG2602, the following, although not exhaustive, apply:

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How should I communicate with my lecturers?

Please correspond with us via your myLife email account. This is the ONLY email address which
UNISA will use to communicate with you.

How often should I check my myLife e-mail account?

When we send you important announcements for ENG2602, it will be sent to this address. We do
not accept excuses such as “I did not know” or “I do not have access to my Unisa email address”. It
remains your responsibility to check your myLife account on a regular basis and resolve any technical
matters with ICT.

What is the appropriate procedure to follow when e-mailing my lecturers?

When you send us an e-mail, please use your student number and module code in the subject line.
If you want to address a query to the entire teaching team, please do so in one email. Do not send
the same query to different lecturers in different e-mails. This leads to a duplication of responses and
wastes time that could have been spent helping another student. We respond to all e-mails within 48
hours (excluding weekends and public holidays).

Can I submit my assignment after the submission due date?

No. Submission due dates for assessments and exam portfolios are final and non-negotiable. The
only extensions that can be granted in this module are blanket University extensions. In other words,
your lecturers cannot grant you an extension. Unless informed otherwise by the University, you will
not be allowed to submit an assessment after the due date. In the event that you know that you will
miss the submission due date because of personal circumstances, you need to inform your lecturer
BEFORE the submission due date in order to discuss possibilities.

How can I prove that I have submitted my assignments?

When you submit an assessment, you need to save proof of submission. Once your submission has
been successful, you will receive a myUnisa notification to that effect. If there is a technical problem
and you do not receive the proof/notification of submission, then you need to take a screen shot of
the assessment page that says that your assignment has been processed by the system. Save the
screen shot. We will not accept excuses that the system did not upload your assessment without the
necessary proof. Please keep in mind that we can trace all your myUnisa activities and see when you
were active on the ENG2602 page.

What if I submitted the wrong assessment?

Please ensure that you upload the correct assessment. Click on your submitted assessment to make
sure that it is the correct one and resubmit immediately if it is not. Keep in mind that there are over 3
000 students enrolled in this module. It is not logistically possible for us to make courtesy calls to
students to inform them of what seems like “honest mistakes”. If you upload any document other than
the correct assessment, your assessment will be cancelled, and you will not receive any marks for it.'

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How will I remain up to date with new developments in the module?

Visit myUnisa to see what announcements have been uploaded. It is your responsibility to make sure
that you are aware of any important information that we communicate to you via this channel. Other
tools that we frequently use are the Discussion Forum and Additional Resources.

What will happen if I copy my essay directly from the internet?

We have a zero-tolerance policy regarding plagiarism. Multiple resources explaining exactly what
plagiarism is and how to avoid it have been uploaded under “Additional Resources.” It is your
responsibility to make sure that you know what plagiarism is.

What should I do if my assessment marks have been incorrectly captured?

If you have any problems with your assessment, especially concerning marks, please contact any
one of the module lecturers for assistance as soon as possible. It is very difficult to correct a mistake
or to adjust marks once the assessment of the exam has begun; it will take a lot of time and effort and
there are no guarantees that we can make the necessary amendments in due course.

What is the most important thing to remember in this module?

Read your study material. This includes all your Tutorial Letters (101, 102, 301 and 501), as well as
through Study @ Unisa. We often receive queries from students which are answered in the study
material.

13 SOURCES CONSULTED
Only a few of the sources consulted under Addendum A are listed below. It is not possible to trace
the sources consulted in other parts of the document as much of the information was compiled by
departments other than the Department of English Studies. The listed sources below are only a
sample of what was consulted.

Abrams, M. H. (2005). A Glossary of Literary Terms. Boston. Mass: Thomas Wadsworth.

Baldick. C. (2008). The Oxford Dictionary of Literary Terms. (3rd ed). Oxford; New York: Oxford
University Press.

Coles Editorial Board. (1987). Dictionary of Literary Terms. Toronto: Coles Publishing Company
Limited.

Cuddon, J. A. (1976). A Dictionary of Literary Terms. Harmondsworth: Penguin Books.

Peck, J. & Coyle, (1984). Literary Terms and Criticism: A Student’s Guide: Houndmills: Macmillan.

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14 IN CLOSING
Please do not hesitate to contact us via email if you are experiencing problems with the content of
this tutorial letter or with any academic aspect of the module. Remember to include your student
number in your email’s subject line.

We are convinced that you will enjoy this module and wish you all the best for your success in it.

THE ENG2602 Team

15 ADDENDUM
ADDENDUM A: Toolkit for ENG2602

For ease of reference, the literary terms defined below are arranged in alphabetical order. An ideal
presentation of them would be to group them according to how they relate to each other in application.

The list is by no means exhaustive as it refers largely to terms you are most likely to come across in
this module. You are encouraged to seek the definitions of other terms in order to increase your
repertoire of the terms. Of ultimate importance, is your ability to apply these terms appropriately as
you learn to use them in your analysis of texts.

Act: a major division in the action of a play, comprising one or more scenes. A break between acts
often coincides with a point at which the action is interrupted before resuming at a later fictional
time, or at which it moves to a different venue.

Alliteration: the repetition of consonant sounds in words that appear close to one another. e.g.

Deep into that darkness peering, long I stood there wondering, fearing,

Doubting, dreaming dreams no mortal ever dared to dream before

Edgar Allan Poe, ‘The Raven’, 25-26.

(The consonant d is repeated several times in the lines.)

Antithesis: the placing of contrasting or contradictory ideas next to or near each other; this
juxtaposition is usually most effective when the contradictory ideas are expressed in
parallel phrases (see the definition of parallelism), e.g.

To err is human, to forgive divine.

Alexander Pope, An essay on criticism, 525

(There are two parallel elements in this line; each of these parts contrasts with the element parallel to
it: To err is parallel to to forgive and contrasted with it; human is parallel to divine and contrasted with
it.)

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Assonance: the repetition of vowel sounds that appear close to one another, e.g.

if you need me / me and Neil’ll be hanging out with the DREAM KING

Tori Amos, “Tear in Your Hand”

(The “e” sound, (phonetically pronounced as /iː/ or /i/), is repeated several times in the line.)

Couplet: a pair of verse lines coupled together, usually by metre and/or rhyme.

Dialogue: spoken exchanges between or among characters in a dramatic or narrative work; or a

literary form in prose or verse based on a debate or discussion, usually between two
speakers. Dialogue is clearly a major aspect of drama, and is usually a significant
component of prose fictions and of some narrative poetry, as in the ballad.

Diction: the choice of words used in a literary work.

Ellipsis: leaving a word or words out of a sentence, when what is left out is able to be understood
from the context, e.g.

And he to England shall along with you.

Shakespeare: Hamlet III.iii.4.

(The verb ‘go’ has been left out, but is understood from the context. Note that you should not use
ellipsis in this way in your own writing: in your assignments and examinations you should always write
out what you mean in full.)

Hyperbole: the use of exaggeration for effect or emphasis. e.g. I’ve told you a million times to stop
exaggerating! (I probably have not literally said this a million times, or else I would never
have got the chance to do anything else!)

Imagery: according to Peck and Coyle (1984:37), imagery is an umbrella term for “every concrete
object, action and feeling in a poem and also the use of metaphors and similes.” It is
important to remember that, when analysing a poem, it is not enough to merely comment
on a particular object, action, or feeling, but to also discuss how its significance is extended
through tropes.

Intertextuality: the citation of or reference to one text in another. Abrams (2005:325) refers to this as
a text’s “repetitions and transformations” of the features of other, earlier texts. For
example, in Anthony Sher’s play, ID, when the character Helen introduces herself,
Tsafendas replies with “Hmn? No, no, she’s from another story. She caused the
whole to-do, she’s the face that launched a thousand ships.” This refers to the myth
of “Helen of Troy.” According to this myth, Helen was abducted, and a thousand ships
were sent to retrieve her. Sher’s play therefore makes an intertextual reference to the
earlier text of “Helen of Troy.”

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Irony: saying something in such a way that the meaning that is implied by what is said is very different
– frequently opposite – to the literal meaning of what is expressed. e.g. For Brutus is an
honourable man. Shakespeare, Julius Caesar, III.ii.88 (In the play Julius Caesar these lines
are spoken shortly after Brutus has participated in the murder of Caesar; within the context of
the speech, the audience realises that the speaker actually implies that Brutus is
dishonourable, not honourable.)

Metaphor: a comparison between two things that are not literally the same but have something in
common. In a metaphor, the comparison is implied – that is, the two things are said to be
the same, and no word or phrase (for example ‘as’ or ‘like’) is used to declare that a
comparison is being made. e.g. The soldier was a lion in battle. (The soldier was not
literally a lion, but perhaps showed qualities we associate with lions, like ferocity, courage,
etc. The comparison is implied – the sentence does not say the soldier was like a lion,
but that he/she was a lion.)

Metonymy:instead of using a particular word, using a word that is closely associated with it,
expresses a quality of it, or is suggestive of it. e.g. He had a bit too much of the bottle last
night. (The bottle here actually suggests the alcohol kept in it.)

Mime: a wordless way of communicating, using gestures and movement. In contemporary times,
mime is usually performed without props, but props may also be used (Law, 2011:331-
332).

Onomatopoeia: a sound effect used in language. This means that the sound of a particular word
matches the meaning of the word. Examples are “hiss” or “buzz.” Onomatopoeia
can also be understood in a broader sense, as when a poem about the sea contains
alliteration of the “s” sound, especially within a particular rhythm, mimicking the
sound of the sea.

Oxymoron: joining together two terms that are normally contradictory or opposite. e.g. The angry
couple stared at each other in thunderous silence. (Thunder is normally particularly loud,
and opposite to silence.)

Parallelism: the arrangement of a pair or series of clauses or phrases into a similar word order and
structure, e.g.

Good nature and good sense must ever join; To err is human, to forgive divine.

Alexander Pope, An essay on criticism, 524-525.

(Good nature and good sense follow the pattern good plus noun; the infinitive verb form is used at the
beginning of consecutive phrases in To err and to forgive, and this pattern is reinforced by the use of
an adjective at the end of both of these phrases – human and divine. Note that this example might
also be regarded as an example of antithesis.)

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Parenthesis: putting a word or phrase that is not grammatically necessary into a sentence. The
parenthetical word or phrase is usually inserted between brackets, commas or dashes.
The presentation of the additional information tends to interrupt the flow of the
sentence, e.g.

I went (this was early in the morning) up the stairs, which were creaky and worn, and took the passage
on the left.

(The phrases ‘this was early in the morning’ and ‘which were creaky and worn’ are not grammatically
necessary. They interrupt the flow of the sentence “I went up the stairs, and took the passage on the
left.”)

Props: short for “stage properties,” referring to any article used by an actor during a performance.
This excludes scenery, décor, and costumes (Law, 2011:404). For example, the little glass
animals that Laura collects and handles throughout Tennessee Williams’ ‘The Glass
Menagerie’ (1948) would be represented by props in a stage production of the play.

Quatrain: a stanza of four line

Repetition: saying again something that has already been said; using a word or phrase that has
already been used. Repetition is frequently particularly used (and particularly effective) at
the beginning or end of phrases or lines of poetry. e.g. I was very, very, very tired of trying
to think of examples of repetition. One use of very would have been sufficient, e.g.

In every cry of every man,

In every infant’s cry of fear,

In every voice, in every ban,

The mind-forged manacles I hear.

William Blake, London

(Note the repetition of the word ‘every’, and of the phrase ‘in every’.)

Scene: In a drama, a subdivision of an act or of a play not divided into acts. A scene normally
represents actions happening in one place at one time, and is marked off from the next scene
by a curtain, a black‐out, or a brief emptying of the stage. Adjective: scenic.

Simile: a comparison between two things that are not literally the same but have something in
common. In a simile, the comparison is explicit – that is, either the word ‘as’ or the word ‘like’
is used to declare that a comparison is being made. e.g. During the battle, the soldier fought
like a lion. (The soldier is explicitly compared to a lion – the word like declares that a
comparison is being made.) Personification: an object, idea or concept is represented as
having human characteristics. e.g. She sat close to the fire, and stared at the dancing flames.
(The flames are not literally moving rhythmically to music, but are rather moving quickly,
perhaps in a pleasing pattern. Dancing is a thing that human beings do.)

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Sonnet: a poem of fourteen lines, usually grouped together in one stanza, with a complex rhyme
scheme. This stanza is usually divided into sections in one of two ways:

• The first eight lines are grouped together (a grouping of eight lines is called an octave) – this
octave has the rhyme scheme abbaabba; the last six lines are grouped together) a grouping of
six lines is called a sestet) – this sestet has the rhyme scheme cdecde, or some similar variant.
This type of sonnet is called an Italian or Petrarchansonnet.

• The first twelve lines are grouped into three quatrains – these quatrains usually rhyme abab cdcd
efef; the last two lines are grouped into a rhyming couplet. This type of sonnet is called an English
or Shakespearean sonnet.

Stanza: a group of lines in a poem forming a basic division, equivalent to a paragraph in prose.

Symbol: when used in the context of literature, a word, phrase, or image “that signifies an object or
event which in turn signifies something” beyond itself (Abrams, 2005: 320). For example, in
the fairy tale of “Little Red Riding Hood,” the Wolf is a symbol for harm and evil, and Little
Red Riding Hood herself is a symbol for innocence.

Tercet: a stanza of three lines; usually all three lines have the same rhyme.

Theme: the central or dominating idea of a subject that may be stated directly or indirectly. It
is the thesis or meaning of a work.

Understatement: intentionally making something sound unimportant, small, or less good than it
actually is in order to emphasise something or make a point. e.g. Lionel Messi is
not the worst soccer player in the world. (In actual fact, he is exceptionally good,
so this is a very toned-down way of talking about his quality.)

End – of – list

ADDENDUM B
See the next page for the honesty declaration. Remember to complete it and sign it for each of your
three assignments. You may cut and paste it as the last page for each of your assignments.

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Plagiarism declaration
DECLARATION
Name and Student number……………………………………………………….…………
Assignment Topic…………………………………………………………………………….
I declare that this assignment is my 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 understand what plagiarism is and am aware of the
department's policy in this regard. I have not allowed anyone else to borrow or copy my work.
Signature……………………………………………… Date………………………………….

©
Unisa 2025

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