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ENG2601 ASSIGNMENT 02 DUE DATE: 24 JUNE 2024
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  • ENG2601 (ENG2601)
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  • University Of South Africa (Unisa)

ENG2601 ASSIGNMENT 02 DUE DATE: 24 JUNE 2024 Question 1. In an essay of 1000 to 1200 words, write a detailed discussion on how the writer has used diction and register for the purposes of persuading the reader that interventions are required to reverse learning losses after the COVID-19 pa...

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  • 31 de mayo de 2024
  • 6
  • 2023/2024
  • Examen
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  • eng2601 assignment 02 due date 24 june 2024

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  • University of South Africa (Unisa)
  • ENG2601 (ENG2601)
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, ENG2601 ASS 2 DUE 24 JUNE 2024

Question 1.

In an essay of 1000 to 1200 words, write a detailed discussion on how the writer
has used diction and register for the purposes of persuading the reader that
interventions are required to reverse learning losses after the COVID-19
pandemic.



The writer of the #BackOnTrack campaign launch speech has employed a strategic
use of diction and register to persuade the reader of the urgency and necessity of
interventions to address learning losses post-COVID-19 pandemic.

Firstly, the writer uses a formal and objective tone, characteristic of a government
official, to establish credibility and authority. This tone is maintained throughout
the speech, instilling confidence in the reader and underscoring the gravity of the
situation. The writer's use of a formal and objective tone establishes credibility
and authority, creating a sense of trust with the reader. This tone is characterized
by the use of professional language, avoiding emotive or sensationalist
terminology. The writer presents facts and data in a neutral and impartial
manner, devoid of personal biases or opinions. This objectivity lends credence to
the writer's arguments, making them more persuasive and convincing. The formal
tone also signals that the issue of learning losses is a serious and critical matter,
requiring a thoughtful and systematic approach.



Secondly, the writer employs a range of persuasive devices .The writer employs a
range of persuasive devices to engage the reader and emphasize the need for
action. Repetition is used to drive home the urgency of the situation ("we have to
act," "we have to act decisively"), while rhetorical questions ("how can we say
that a child is receiving quality education if...") encourage the reader to reflect on
the issue. Emotive language ("full-blown learning crisis," "better future") appeals
to the reader's emotions, creating a sense of concern and motivation. These

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