ENG1503
Assignment 1
Semester 2
Unique No: 814563
Due: 15 August 2025
, ENG1503
Assignment 1
Semester 2
Unique No: 814563
DUE 15 August 2025
EXCEPTIONAL ANSWERS
1. Target Audience of the Text (150 words)
The text strategically targets education policymakers, school administrators, and
academic researchers grappling with South Africa’s multifaceted education crises. Its
citation of the Stellenbosch University Teacher Preferences and Job Satisfaction report
(Bakharia, 2025), revealing that over 70% of teachers cite administrative overload as a
key driver of burnout, signals a deliberate appeal to scholars and analysts interrogating
teacher attrition dynamics. Moreover, by integrating Equal Education’s critique of
inadequate rural teacher training, the text directly engages policymakers tasked with
reimagining teacher preparation frameworks to bridge urban–rural disparities. The
inclusion of SADTU’s urgent call for dedicated policing units and embedded
psychosocial services addresses school administrators and government officials
implementing safety and wellbeing interventions amidst escalating school-based
violence. The text’s formal register, evidence-based argumentation, and structural
clarity position it within high-level strategic discourse, ensuring rapid uptake by
professionals seeking actionable, research-informed solutions to stabilise and transform
South Africa’s fragile educational landscape before its systemic failures become
irreversible.
Assignment 1
Semester 2
Unique No: 814563
Due: 15 August 2025
, ENG1503
Assignment 1
Semester 2
Unique No: 814563
DUE 15 August 2025
EXCEPTIONAL ANSWERS
1. Target Audience of the Text (150 words)
The text strategically targets education policymakers, school administrators, and
academic researchers grappling with South Africa’s multifaceted education crises. Its
citation of the Stellenbosch University Teacher Preferences and Job Satisfaction report
(Bakharia, 2025), revealing that over 70% of teachers cite administrative overload as a
key driver of burnout, signals a deliberate appeal to scholars and analysts interrogating
teacher attrition dynamics. Moreover, by integrating Equal Education’s critique of
inadequate rural teacher training, the text directly engages policymakers tasked with
reimagining teacher preparation frameworks to bridge urban–rural disparities. The
inclusion of SADTU’s urgent call for dedicated policing units and embedded
psychosocial services addresses school administrators and government officials
implementing safety and wellbeing interventions amidst escalating school-based
violence. The text’s formal register, evidence-based argumentation, and structural
clarity position it within high-level strategic discourse, ensuring rapid uptake by
professionals seeking actionable, research-informed solutions to stabilise and transform
South Africa’s fragile educational landscape before its systemic failures become
irreversible.
