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Eng 2602 Study Guide Essay

  • Submitted by: Briersr
  • on August 17, 2015
  • Category: English
  • Length: 40,180 words

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Below is an essay on "Eng 2602 Study Guide" from Anti Essays, your source for research papers, essays, and term paper examples.

©  2013 University of South Africa
All rights reserved
Printed and published by the
University of South Africa
Muckleneuk, Pretoria
ENG2602/1/2014–2017
70061653
InDesign

HSY_Style

Contents



Introduction

STUDY UNIT 1: Critically reading a text and writing about it

v
1

STUDY UNIT 2: Prose 7
STUDY UNIT 3: Persuasive texts

18

STUDY UNIT 4: Poetry

31

STUDY UNIT 5: Drama 59
STUDY UNIT 6: Conversational analysis – ‘real life’ dialogue

75

Conclusion 87

ENG2602/1/2014–2017iii

iv

Introduction

David Levey and Clifford Ndlangamandla

In this module we focus on the fascinating area of how ‘language’ contributes to any
writing, whether this is ‘literature’ or another kind of text. We are sure that you will
enjoy this exercise.
Thus, when we read a piece of writing, whether it is a book, a poem, an advertisement
for soap, a newspaper, or a blog on the Internet, we are concerned with questions such
as:
1.

‘What genre is this text?’ This helps the reader to become aware of appropriate
ways of reading it. She should read a poem differently from an advertisement,
or a drama, or a study guide, such as this one.

2.

‘What is its purpose?’ No piece of writing is ever neutral: amongst other purposes
(such as the writer’s desire to express herself, to explore something in writing)
it is always intended to place the reader in a particular position and create a
specific response. Think about this for a moment.

3.

‘How is this purpose being achieved?’ What kinds of language features (or
linguistic devices) is the writer using to address, influence, entertain, challenge,
inform, even manipulate, the reader?

Let’s put this in official terminology: what are the outcomes of this module? What do
we expect? Below we have italicised some of the more important points and mentioned
some of the queries one could pose.
Outcome 1: students (in other words, ourselves and...

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