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ENG2601 OCT/NOV EXAM ANSWERS 2024
- Institution
- University Of South Africa (Unisa)
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PREVIEWIn his article “South Africa’s Massive
Reading Problem,” Luke Fraser
highlights the severe issues plaguing
the South African education system,
particularly the shocking reading
abilities of Grade 4 students. The
2021 Progress in International
Reading Literacy Study (PIRLS)
indicates that an astounding 81% of
these learners are “unable to read for
meaning.” By carefully presenting
data and critiquing systemic flaws,
Fraser aims to inform and persuade
readers of the critical need for
educational reform. This essay
examines the article’s structure,
audience, tone, and style to illustrate
ENG2601
how Fraser effectively
communicates his message
regarding literacy in South Africa.
NATALIE FOXX
OCT/NOV EXAM ANSWERS 2024
, The Essay:
In his article “South Africa’s Massive Reading Problem,” Luke Fraser highlights the
severe issues plaguing the South African education system, particularly the shocking
reading abilities of Grade 4 students. The 2021 Progress in International Reading
Literacy Study (PIRLS) indicates that an astounding 81% of these learners are “unable to
read for meaning.” By carefully presenting data and critiquing systemic flaws, Fraser
aims to inform and persuade readers of the critical need for educational reform. This
essay examines the article’s structure, audience, tone, and style to illustrate how Fraser
effectively communicates his message regarding literacy in South Africa.
Fraser’s article features a clear and logical organization that stresses the seriousness of
the reading crisis from the beginning. The opening statement presents a striking fact:
“Grade 4 learners in South Africa have the worst reading ability in the world, with 81%
incapable of reading for meaning.” This impactful assertion captures the reader’s
attention while establishing the urgency of the issue at hand. Following this compelling
introduction, Fraser shares detailed data from the PIRLS study, emphasizing that South
Africa’s mean achievement score of 288 is “far below the 500 international average.” By
starting with these compelling facts, Fraser ensures that readers immediately recognize
the gravity of the situation.
To explore how Fraser substantiates his claims, one must examine his use of empirical
evidence and statistics throughout the article. He introduces a striking statistic at the
start, claiming that “Grade 4 learners in South Africa have the worst reading ability in the
world.” This assertion is reinforced by data from the PIRLS study, which reveals that
South Africa’s mean achievement score is only 288, “far below the 500 international
average.” By grounding his arguments in concrete data, Fraser effectively conveys the
severity of the literacy crisis, enabling readers to understand the full extent of these
educational shortcomings.
Fraser also utilizes comparative analysis to highlight disparities in reading abilities
among various learner groups. He notes that students tested in Afrikaans and English
achieved significantly higher scores of 387 and 382, respectively, while those assessed
in African languages scored markedly lower, such as Setswana at a mere 211. This stark
contrast underscores the inequities within the South African education system and
emphasizes the necessity of addressing language as a critical factor in literacy
outcomes. Fraser asserts, “This shows that the language of instruction significantly
impacts reading performance,” indicating that reforms in language policy could be
essential for improving literacy rates.
Fraser’s examination of systemic issues within the education system further reinforces
his argument for reform. He points out that “80% of teachers in public schools lack the
content knowledge and pedagogical skills for their subjects,” revealing deep-rooted
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