Applied English Language Studies: Further Explorations (ENG2601)
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ENG2601 Assignment 4 (PORTFOLIO ANSWERS) 2024 - DUE 9 October 2024
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Module
Applied English Language Studies: Further Explorations (ENG2601)
Institution
University Of South Africa
Book
Applying Cognitive Linguistics to Second Language Learning and Teaching
ENG2601 Assignment 4 PORTFOLIO ANSWERS 2024 - DUE 9 October 2024 ;100 % TRUSTED workings, Expert Solved, Explanations and Solutions. For assistance call or W.h.a.t.s.a.p.p us on ...(.+.2.5.4.7.7.9.5.4.0.1.3.2)...........
Read Text A and answer the questions that follows. South Africa’s massive r...
ENG2601 Assignment 4 OCTOBER NOVEMBER PORTFOLIO DUE 9 October 2024
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Applied English Language Studies: Further Explorations (ENG2601)
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ENG2601
ASSIGNMENT 4 2024
UNIQUE NO.
DUE DATE: 9 OCTOBER 2024
, ENG2601
Assignment 4 Portfolio 2024
Unique Number:
Due Date: 9 October 2024
Applied English Language Studies: Further Explorations
Analysis of the Structure, Audience, Tone, and Style of "South Africa’s Massive
Reading Problem"
Introduction
Text A, titled "South Africa’s massive reading problem" by Luke Fraser, addresses the
grave literacy crisis in South Africa, as indicated by the results of the 2021 Progress in
International Reading Literacy Study (PIRLS). The text aims to inform readers about the
alarming state of reading abilities among Grade 4 learners, where 81% cannot read for
meaning. Fraser structures the piece to highlight the various challenges facing the
South African education system, drawing comparisons with both international standards
and other countries. The text adopts a formal and serious tone, aimed at an audience
interested in educational policy, such as educators, government officials, and
stakeholders in education reform. The writer's purpose is to raise awareness and
prompt a response to the country's failing education system by using evidence-based
arguments, factual data, and authoritative opinions.
Body
Fraser organizes the article in a clear and logical structure, beginning with an overview
of the PIRLS results and then gradually delving into deeper systemic issues. The first
part of the text focuses on the alarming literacy statistics, where Fraser uses specific
figures to drive home the severity of the issue: “South Africa’s mean achievement score
was 288… far below the 500 international average.” The comparison between South
Africa’s results and those of other countries like Egypt (378) and Singapore (587)
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