ENG2601 January/February
Supplementary Portfolio
(COMPLETE ANSWERS)
2026 - DUE 22 January 2026
NO PLAGIARISIM
[School]
[Course title]
, Exam (elaborations)
ENG2601 January/February Supplementary Portfolio (COMPLETE ANSWERS) 2026 -
DUE 22 January 2026
Institution
University Of South Africa (Unisa)
Course
Applied English Language Studies: Further Explorations (ENG2601)
ENG2601 January/February Supplementary Portfolio (COMPLETE ANSWERS) 2026 - DUE 22
January 2026; 100% TRUSTED Complete, trusted solutions and explanations.
Jan/Feb 2026 ENG2601 Applied English Language Studies: Further Explorations 100 marks 72
hours (3 days) Read Text A and answer the questions that follows. Lack of books in SA’s homes
throws spotlight on Pirls shock No books in 43% of households with young children, according
to research by Unicef by Tamar Kahn (Health & Science Correspondent) Read the text below
and answer the question set. How South Africa can prepare for a data-driven education system
Published: January 21, 2021 3.34pm SAST Authors: Mmaki Jantjies and Paul Plantinga le There
are significant disparities in South Africa’s education system. Schools are divided into quintiles,
from one to five; the poorest, in quintile one, struggle enormously with a lack of resources and
support. They also tend to have poorer educational outcomes. That has a direct effect on
university admission and outcomes. One of the government’s attempts to address these
inequalities is through technology. This began as early as 2003 with the Draft White Paper on e-
Education. These and similar policies aim to resource more marginalised schools, universities
and colleges with digital tools. This, in a bid to “leapfrog” access to interactive learning content
and improved administrative capabilities. COVID-19 lockdowns have made this approach
“imperative … now the only thing we can do”, according to the country’s Ministry of Basic
Education. More and more, data and data-driven tools are emerging as a central feature of this
digital response. Developers of these technologies promise a new level of insight and automation
that mimics human intelligence. They argue this will bring greater efficiency and effectiveness to
both teaching and learning as well as to administrative processes. They suggest that performance
dashboards, automated assessments, chat bots and adaptive learning technologies can mitigate
many of the challenges faced by the country’s teachers, lecturers, district managers and
university administrators. There’s a growing global evidence base to support these sorts of
approaches. For instance, teachers in under-resourced schools with large classes could use
technology to gather individualised data. With this they could develop more personalised
learning experiences for pupils based on their strengths and weaknesses. Data is the backbone of
these tools. The growth of machine learning and other intelligent applications has been spurred
Supplementary Portfolio
(COMPLETE ANSWERS)
2026 - DUE 22 January 2026
NO PLAGIARISIM
[School]
[Course title]
, Exam (elaborations)
ENG2601 January/February Supplementary Portfolio (COMPLETE ANSWERS) 2026 -
DUE 22 January 2026
Institution
University Of South Africa (Unisa)
Course
Applied English Language Studies: Further Explorations (ENG2601)
ENG2601 January/February Supplementary Portfolio (COMPLETE ANSWERS) 2026 - DUE 22
January 2026; 100% TRUSTED Complete, trusted solutions and explanations.
Jan/Feb 2026 ENG2601 Applied English Language Studies: Further Explorations 100 marks 72
hours (3 days) Read Text A and answer the questions that follows. Lack of books in SA’s homes
throws spotlight on Pirls shock No books in 43% of households with young children, according
to research by Unicef by Tamar Kahn (Health & Science Correspondent) Read the text below
and answer the question set. How South Africa can prepare for a data-driven education system
Published: January 21, 2021 3.34pm SAST Authors: Mmaki Jantjies and Paul Plantinga le There
are significant disparities in South Africa’s education system. Schools are divided into quintiles,
from one to five; the poorest, in quintile one, struggle enormously with a lack of resources and
support. They also tend to have poorer educational outcomes. That has a direct effect on
university admission and outcomes. One of the government’s attempts to address these
inequalities is through technology. This began as early as 2003 with the Draft White Paper on e-
Education. These and similar policies aim to resource more marginalised schools, universities
and colleges with digital tools. This, in a bid to “leapfrog” access to interactive learning content
and improved administrative capabilities. COVID-19 lockdowns have made this approach
“imperative … now the only thing we can do”, according to the country’s Ministry of Basic
Education. More and more, data and data-driven tools are emerging as a central feature of this
digital response. Developers of these technologies promise a new level of insight and automation
that mimics human intelligence. They argue this will bring greater efficiency and effectiveness to
both teaching and learning as well as to administrative processes. They suggest that performance
dashboards, automated assessments, chat bots and adaptive learning technologies can mitigate
many of the challenges faced by the country’s teachers, lecturers, district managers and
university administrators. There’s a growing global evidence base to support these sorts of
approaches. For instance, teachers in under-resourced schools with large classes could use
technology to gather individualised data. With this they could develop more personalised
learning experiences for pupils based on their strengths and weaknesses. Data is the backbone of
these tools. The growth of machine learning and other intelligent applications has been spurred
