ENG2601 PORTFOLIO EXAMINATION
ANSWERS
OCTOBER/NOVEMBER 2025
ANALYSIS ESSAY (2025)
University of South Africa (UNISA)
Due date: 08 OCTOBER 2025 (Do not
forget the declaration form)
PORTFOLIO QUESTION:
Write a coherent and well-constructed essay (1000–1200 words) in which you
analyse the structure, audience, tone and style of the text “How South Africa Can
Prepare for a Data-Driven Education System” by Mmaki Jantjies and Paul Plantinga,
to show how the writer’s purpose is achieved. Support your argument with evidence
from the text.
Includes:
• Complete 1200-word model essay
• Paraphrased, Turnitin-safe analysis
• Follows UNISA ENG2601 study guide (TL501, 2025)
• Covers structure, tone, audience, and style in depth
• No AI used to complete the portfolio
• A 90% Pass is guaranteed!
, Title: Bridging Inequality Through Data: Analysing Structure, Audience, Tone
and Style in Jantjies and Plantinga’s Article.
Introduction
In their article “How South Africa Can Prepare for a Data-Driven Education System”
(2021), Mmaki Jantjies and Paul Plantinga discuss how technology and data could
transform education in South Africa. The text highlights the inequalities among
schools and the potential of technology and sound data governance to address
these gaps. The article forms part of an academic policy conversation about digital
education reform, drawing on both global and local contexts. This essay analyses
how the structure, audience, tone, and style of the text work together to achieve the
authors’ purpose: to inform and persuade policymakers, educators, and the public
about the importance of responsible, data-driven education.
Structure
The article is organised in a logical and informative structure, which reflects its
academic and policy-oriented purpose. It begins by outlining South Africa’s
educational disparities, setting a contextual background. The writers first explain the
division of schools into quintiles to highlight inequality (“the poorest, in quintile one,
struggle enormously…”). This opening paragraph functions as an introduction and
problem statement, establishing a need for reform.
The next sections develop the argument sequentially, following a cause-and-solution
pattern typical of expository writing. After presenting the problem, the authors
introduce the government’s efforts, such as the Draft White Paper on e-Education,
and the growing reliance on technology and data. They then discuss the benefits of
data-driven systems like dashboards and adaptive learning tools before examining
the risks involving data privacy, bias, and accessibility.
This structure is cohesive and mirrors the “introduction body conclusion” model
explained in the study guide (ENG2601: 87), where ideas are arranged logically
using discourse markers such as “more and more,” “for instance,” and “a third point.”
ANSWERS
OCTOBER/NOVEMBER 2025
ANALYSIS ESSAY (2025)
University of South Africa (UNISA)
Due date: 08 OCTOBER 2025 (Do not
forget the declaration form)
PORTFOLIO QUESTION:
Write a coherent and well-constructed essay (1000–1200 words) in which you
analyse the structure, audience, tone and style of the text “How South Africa Can
Prepare for a Data-Driven Education System” by Mmaki Jantjies and Paul Plantinga,
to show how the writer’s purpose is achieved. Support your argument with evidence
from the text.
Includes:
• Complete 1200-word model essay
• Paraphrased, Turnitin-safe analysis
• Follows UNISA ENG2601 study guide (TL501, 2025)
• Covers structure, tone, audience, and style in depth
• No AI used to complete the portfolio
• A 90% Pass is guaranteed!
, Title: Bridging Inequality Through Data: Analysing Structure, Audience, Tone
and Style in Jantjies and Plantinga’s Article.
Introduction
In their article “How South Africa Can Prepare for a Data-Driven Education System”
(2021), Mmaki Jantjies and Paul Plantinga discuss how technology and data could
transform education in South Africa. The text highlights the inequalities among
schools and the potential of technology and sound data governance to address
these gaps. The article forms part of an academic policy conversation about digital
education reform, drawing on both global and local contexts. This essay analyses
how the structure, audience, tone, and style of the text work together to achieve the
authors’ purpose: to inform and persuade policymakers, educators, and the public
about the importance of responsible, data-driven education.
Structure
The article is organised in a logical and informative structure, which reflects its
academic and policy-oriented purpose. It begins by outlining South Africa’s
educational disparities, setting a contextual background. The writers first explain the
division of schools into quintiles to highlight inequality (“the poorest, in quintile one,
struggle enormously…”). This opening paragraph functions as an introduction and
problem statement, establishing a need for reform.
The next sections develop the argument sequentially, following a cause-and-solution
pattern typical of expository writing. After presenting the problem, the authors
introduce the government’s efforts, such as the Draft White Paper on e-Education,
and the growing reliance on technology and data. They then discuss the benefits of
data-driven systems like dashboards and adaptive learning tools before examining
the risks involving data privacy, bias, and accessibility.
This structure is cohesive and mirrors the “introduction body conclusion” model
explained in the study guide (ENG2601: 87), where ideas are arranged logically
using discourse markers such as “more and more,” “for instance,” and “a third point.”
