AFL2603 LITERATURE AND SOCIETY - A perspective on African languages - Tutorial Letter 201/2/2018

Sep 18, 2026

Uploaded by Mason

Tutorial Letter 201/2/2018 for module AFL2603 (Literature and Society), Semester 2, provides guidance and assessment tasks. It outlines assignments focusing on African lullabies, folksongs, folktales, and naming patterns, including expected functions such as education, cultural transmission, and vocabulary development. It also includes a novel-based character portrayal task, rubric details for marking, and poem-analysis guidance centered on AIDS, including tone and use of figurative language. Additional questions address narratives, loved characters, and the educational role of concept, alphabet, and counting books.

LanguageEnglish

CategoryExam

FormatPDF

Pages51

Reading Time2 h 9 min

AccessFree to download

Question 1

(a) Lullabies and folktales

(b) Naming after in African communities

Question 2

Character portrayal based on a prescribed African-language novel

Question 3

(a-h) Poem analysis on AIDS: imagery, tone, personification, grants

Question 4

(a-c) Children’s beloved characters, women as narrators, types of books

AFL2603/201/2/2018 Tutorial Letter 201/2/2018 LITERATURE AND SOCIETY: A perspective on African languages AFL2603 Semester 2 Department of African Languages IMPORTANT INFORMATION: This tutorial letter contains important information about your module. BARCODE 2 ND SEMESTER AFL2603 MEMO’S_ Assignment 1’s Assignments 1 English Assignment 10 Question 1 (a) Lullabies are used to lull the babies to sleep. They are soothing to babies. They teach the young ones the culture of that nation. Lullabies contain soothing words that cause children to lull to sleep. Unfortunately, African lullabies were not developed by the then writers. Our African children to date, they are still crying and need nurse girls/mothers to soothe them. Even in the crèches, workers still sing those songs so soothe the babies. (Students to give their own opinions, this is just a guide. ) (5) Folktales: they are educational. Some contain the history of the nation. They teach the listeners about creation, for instance how death came about. They teach the young ones to sharpen the skill of listening and that of narration. Children learn to order events and to critically. Through listening to folktales, children learn more about animals, different trees and by so doing, they increase their vocabulary. (Any other correct function will be credited. ) (5) (10) (b) The common pattern in the African community was naming after. If the father was Sipho, and having three sons and two daughters, the name Sipho should not just die but to be carried forward to his grandchildren. All his sons and daughters will have to name one of their children after the grandfather. (6) (c) Functions of folksongs: Folksongs are educational; they are used to warn others, they help increase the vocabulary in children and also help to build confidence in children. Folksongs help sharpen the listening skills of children. Praise poems help to record the history of the people, help to honour their hero’s and also appreciate nature. Folk songs are used to entertain in different functions. Folksongs carry the pride and the culture of the people. Folksongs help to give the singers confidence and also transfer different messages. (Students should be able to substantiate their answers. And other functions that can be mentioned by students. ) (10) /25/ Question 2 Students are expected to read and answer on a novel that is known and prescribed in any African language. Students are to write about character portrayal. The student can list characters and indicate how they are portrayed. For instance in the novel titled Mbala Ngubaba: Skhosana PB. The character named uMavela, is greedy, shallow minded, a lie and ignorant. He sold his father’s cattle; he wanted to please the thieves instead of complying as the will states. The lesson learnt by him is that greed does not pay because he ended in jail. AFL2603/201 NaMtshweni was honest, loving, followed culture to the later, and a Christian. She prayed when things were tough. She wore and clad in a respected manner after the death of her husband. She obeyed with what was required in the will of her husband. NaMtshweni was submissive to her late husband and was also to be guided by her elder son Mavela whenever she was taking a decision. Mavela being the son of NaMtshweni was expected to listen to her mother and not be above her. The author did not potray NaMtshweni well. (Students to use both females and male characters and indicate how characters are depicted. ) The rubric for marking is as follows: Language: 8 Facts: 12 Structure : 5 Total Marks: =25 Question 3 (a) The poem is about the scary disease AIDS. The grandmother was asking herself what kind of the disease it is. She equated it to influence, to the smallpox, or a draught. But the disease was like fire that burns intently. The disease is like the thorn that pricks continuously and not regressing. It is like a mamba that strikes hard and paralyses

FAQs

What is expected in Question 1 about African literature genres?

Students are guided to discuss functions of African lullabies, folktales, naming patterns, and folksongs, including how these forms educate, preserve culture, and support skills like listening and narration.

What does Question 2 require for the prescribed novel?

Students must read a known and prescribed novel in any African language and write about character portrayal by listing characters and explaining how they are depicted.

How should Question 3’s poem about AIDS be analyzed?

Students should explain content such as comparisons (similes), the tone (sad/bitter due to orphans), and language devices like simile and personification, and relate the effects of AIDS on families and communities.

Sep 18, 2026

Uploaded by Mason