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ENG2601 January/February (SUPPLEMENTARY PORTFOLIO) 2025 - DUE 17 January 2025 R51,31
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ENG2601 January/February (SUPPLEMENTARY PORTFOLIO) 2025 - DUE 17 January 2025

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ENG2601 January February Supplementary Portfolio 2025 - DUE 17 January 2025 ;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)........... ENG2601 JAN/FEB SUPPLEMENTARY EXAM (ANSWERS) 2025 TEXT A 2 Over...

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ENG2601
JAN/FEB SUPP PORTFOLIO 2025
UNIQUE NO.
DUE DATE: 17 JANUARY 2025

, ENG2601

January/February

Supplementary Portfolio 2025



Due Date: 17 January 2025.

Unique No.

Applied English Language Studies

The article “Overcoming Challenges in Online Learning: Retention Factors and Prime
Persistence Practices” by Amy Winger discusses the issues affecting student retention
in online learning and proposes effective solutions. Through the use of textual cohesion,
academic genre, formal register, persuasive tone, and a clear understanding of its
audience, the text successfully informs and persuades educators and stakeholders
about strategies to improve online learning persistence rates.

The textual cohesion in the article is evident in its structured argumentation and logical
progression. The text begins by presenting the retention challenges in online learning
and categorizing them into three main areas: student factors, course or program factors,
and environmental factors (Lee and Choi, 2011, p. 593). Each section builds on the
previous one, moving from the problem of prioritization to solutions such as time-
management tools like Artful Agenda and Asana. Repetition of key terms such as
“persistence,” “retention,” and “motivation” reinforces the central argument and ensures
the coherence of the text. The integration of research findings and practical examples
further strengthens the flow of ideas, creating a well-structured narrative.

The article’s genre is academic, as demonstrated by its reliance on evidence-based
research and scholarly references. The use of credible sources, such as Rahmani,
Groot, and Rahmani (2024) and Kizilcec et al. (2020), lends authority to the discussion.
For instance, the article cites a study where mental contrasting and implementation
intentions (MCII) led to a 15% and 32% improvement in course completion rates (p.

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