Name: Noleta
Surname: Pienaar
Student Number: 22592415
Module: TMS3716 Assessment 3
Question 1
1.1 Define schema theory
Schema theory is the idea that people understand new information by connecting
it to what they already know. These connections are built through mental
frameworks called "schemas," which help readers make sense of new
vocabulary, themes, and ideas in a text (UNISA, 2025).
Activating prior knowledge helps learners relate the text to their personal
experiences. This not only improves comprehension but also increases
engagement, motivation, and confidence, especially when learners are reading
unfamiliar or complex material. Two examples of pre-reading activities:
1. KWL Chart – Learners write what they Know, what they Want to know, and
what they have Learned.
2. Brainstorming – A class discussion to share background knowledge before
reading.
1.2 Define extensive reading and give an example of its benefits
Extensive reading means reading long texts for general understanding,
enjoyment, and fluency. It allows learners to read without stopping to check every
word. A benefit is that learners build vocabulary and reading confidence naturally
over time. For instance, a Grade 9 learner reading a youth novel can improve
fluency and gain exposure to various writing styles.
1.3 Define intensive reading and give an example of an intensive reading activity
Intensive reading involves closely analyzing short texts for detailed
understanding. The focus is on grammar, vocabulary, and meaning. An example
would be a class reading a poem and discussing the author’s use of metaphor,
tone, and imagery. This improves analytical skills and deepens comprehension.
Question 2
2.1 Key features of teaching a novel
When teaching a novel, teachers focus on character development, themes, plot,
context, and language use. These elements help learners engage with the text
critically and personally. Understanding characters and their choices, the author’s
message (theme), how the story unfolds (plot), and the historical or cultural
setting (context) all add depth to learners’ understanding.
2.2 Engaging activities for each feature
- Character analysis: Write diary entries from the point of view of a character.
- Themes: Connect themes to current social issues through debates.
- Plot: Create a comic strip to retell key events.
- Context: Research the time period or setting of the story.
- Language: Highlight and explain the use of literary devices like metaphors and
tone.
2.3 Characteristics of descriptive writing
Descriptive writing uses sensory details and figurative language to create vivid
images. It appeals to the reader’s senses (sight, sound, touch, taste, smell) and
emotions. Writers use adjectives, adverbs, similes, and metaphors to make their
writing more specific and immersive. The purpose is to help the reader imagine
or feel what is being described.
2.4 Strategies to teach descriptive writing
- Teacher modelling: Demonstrating how to write using vivid details.
- Guided practice: Giving learners prompts and sentence starters.
- Use of images/videos: Inspiring learners to describe visual scenes.
- Peer feedback: Helping learners improve through comments.
- Sentence expansion: Adding detail to basic sentences for practice.
Question 3
3.1 Stages of the writing process
1. Planning
2. Drafting
3. Revising
4. Editing
5. Publishing
3.2 How to support learners at each stage
- Planning: Use brainstorming, mind maps, and outlines to help learners organize
ideas.
- Drafting: Encourage free writing and use sentence starters to reduce pressure.
- Revising: Guide learners through peer feedback and show examples of
improved drafts.
- Editing: Use grammar checklists and peer-editing sessions to correct errors.
- Publishing: Create opportunities for learners to present their work (e.g., class
wall, presentation, or reading aloud).
These supports help learners gain confidence and see writing as a process of
improvement.
Question 4: Lesson Plan – Writing & Presenting
Topic: The Importance of Effective Communication
Grade: 9
Lesson Objectives:
- Learners will define and identify types of communication.
- Learners will plan and write a short speech.
- Learners will present their speech to the class.
Activating Prior Knowledge:
- Think-Pair-Share: “When was the last time good or bad communication made a
difference in your life?”
- Group discussion on real-life communication experiences.
Introducing Key Vocabulary and Concepts:
- Terms: tone, clarity, active listening, non-verbal cues, empathy
- Use video clips and pictures to explain concepts.
Guided Writing Activities:
- Learners plan a short speech on a chosen topic.
- Use writing frames and brainstorming sheets.
- Draft speech in 150–200 words.
Review and Refine Written Work:
- Peer feedback sessions.
- Teacher reviews with suggestions for improvement.
- Use editing checklists.
Integrating Writing and Presenting:
- Practice presentations in pairs.
- Teach body language and voice projection.
- Present speeches to the class with visual aids (e.g., posters or slides).
Assessment:
- Formative: Peer and teacher feedback on drafts.
- Summative: Final written speech and oral presentation marked with rubrics.
Question 5: Assessment Task – Writing & Presenting
“Describe a time when good communication helped you solve a problem.”
Write a 150–200 word narrative about a real or imagined situation where
communication made a difference. Include what the problem was, how
communication helped, and the final outcome.
Length: 150–200 words
Weight: 20 marks total
Breakdown (out of 20):
Content relevance and clarity – 5 marks
Organization (structure: intro, body, conclusion) – 5 marks
Language use (grammar, vocabulary) – 5 marks
Mechanics (spelling, punctuation, formatting) – 5 marks
Presentation Task
Prepare a 2–3 minute oral presentation of your story. Use visual aids (e.g., a
poster or slide) to support your speech.
Duration: 2–3 minutes
Weight: 20 marks total
Delivery (voice, posture, pace) – 5 marks
Clarity (pronunciation, volume) – 5 marks
Audience engagement (eye contact, enthusiasm) – 5 marks
Use of visual aid – 5 marks
Total Learner Marks: 40 marks (20 for writing + 20 for presentation)
References
UNISA. (2025). Teaching Writing and Reading Strategies: Grade 9. Department
of Language Education, Arts and Culture.
Honesty Declaration for the Department of Language Education, Arts and
Culture
Module Code: TMS3716 Assessment Date: 17 June 2025
1. I know that plagiarism means taking and using the ideas, writings, works or
inventions of another as if they were one’s own. I know that plagiarism not only
includes verbatim copying, but also the extensive use of another person’s ideas
without proper acknowledgement (which includes the proper use of quotation
marks) or any attempt to cheat the plagiarism checking system. I know that
plagiarism covers the use of material found in textual sources and from the
Internet.
2. I acknowledge and understand that plagiarism is wrong.
3. I understand that my assignment/exam answers must be accurately
referenced.
4. This assignment/exam file/portfolio is my own work. I acknowledge that
copying someone else’s work, or part of it, is wrong, and that submitting identical
work to others constitutes a form of plagiarism.
5. I have not allowed, nor will I in the future allow anyone to copy my work with
the intention of passing it off as their own work.
6. I understand that I can be awarded 0% if I have plagiarized.
7. I understand that my assignment/exam file/portfolio may be submitted
automatically to Turnitin.
8. I confirm that I have read and understood the following UNISA policies:
8.1 Policy for Copyright and Plagiarism
8.2 Policy on Academic Integrity
8.3 Student Disciplinary Code
Name: Noleta Pienaar
Student No: 22592415
Signed: NP
Date: 17 June 2025
