Made available in DSpace on 2015-05-07T14:46:44Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2333831 bytes, checksum: 56729f3d1db9477d1072c626b9c92d09 (MD5) Previous issue date: 2014-02-07 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The research aims to study into photojournalism essays that form part of the project "Magnum in Motion produced by the photo agency Magnum, available on the internet and accessible to participator. The study's central purpose is to examine the use of communication and artistic framing assigned to the limits of images in the essays Theater of War (2011) by Moises Saman and Entre ciel et terre (2011) by Cristina Rodero. One of the objectives will be to seek to identify the principal characteristics of the framework identified in the essays: the first essay depicts the last days of former dictator Muammar Gaddafi in the midst of a civil war known as the Libyan Revolution, the second deals with the dualities of different peoples cultural traditions and paganism rituals. The frames of the images delimit information whilst at the same time expressing esthetic feelings, always from the photographers point of view, constituting an audio-visual language of its own, with their own repertoire, combination rules and use. Our theoretical framework for the study of framing uses the authors Aumont (2004, 2006), Martin (2005), Nöth (2006) and Deleuze (1983). Our methodological procedure will be to take into account the dynamic of each essay, maintaining initially a spontaneous contact with the material then moving to define reading strategies such as to identify types of framing, examine forms of image cropping and other significant journalistic and artistic functions. / A pesquisa compreende o estudo de ensaios fotojornalísticos que integram projeto Magnum in Motion, produzido pela agência fotográfica Magnum, disponíveis na internet e acessados por um sujeito participador. O propósito central é examinar o uso comunicacional e artístico de molduras atribuídos aos limites das imagens, nos ensaios Theater of War (2011), de Moises Saman e Entre ciel et terre (2009), de Cristina Rodero. Dentre os objetivos buscamos identificar as principais características de enquadramentos/molduras encontradas nos ensaios: o primeiro, retrata os últimos dias do ditador Gaddafi na Líbia em meio a uma guerra civil chamada de Revolução Líbia; o segundo, aborda as dualidades das tradições religiosas de diferentes povos e rituais pagãos. Os enquadramentos de imagens jornalísticas delimitam informações e ao mesmo tempo expressam aspectos estéticos, de acordo com o ponto de vista do fotógrafo, constituindo uma linguagem audiovisual própria, com seus repertórios e suas regras de combinação e de uso. O nosso aporte teórico para o estudo de enquadramentos/molduras utiliza os autores Aumont (2004, 2006), Martin (2005), Nöth (2006) e Deleuze (1983). Como procedimento metodológico, levamos em conta a dinâmica de cada ensaio fotojornalístico, mantendo um primeiro contato espontâneo com o material para em seguida definir estratégias de leitura, tais como: identificar tipos de molduras, examinar suas formas de recorte de imagens e funções de significação jornalística e estética.

Any discussion of the growth and development of essays in Sepedi must include the name of E.K.K. Matlala. Matlala was the first author to publish a volume of Sepedi essays. This publishing of this volume, entitled Mengwalo (Essays) Puku II, by Fort Hare University in 1943 is an event of historical importance in Sepedi literature. This research study investigates Matlala’s essays. The aim of this study is to focus on all various possible types of essays, including the four types that Matlala wrote, namely descriptive, analytical, narrative and meditative essays. Matlala’s volume of Sepedi essays, Mengwalo (Essays) Puku II, consists of four essays, namely ‘Lexae’, ‘Fsika-thsipi la Ramošweu’, ‘Tato ya monnyana ke lesoxana’ and ‘Šakeng la bophelo’. Each of these four belongs to a specific category of essays. For this reason, it can be argued that Matlala is a skilled author of Sepedi essays. His skill becomes clear in an analysis of his essays, which shows that he arranges them to be in line with a clear structure, namely title, introduction, body and conclusion. This structure is generally accepted as the correct structure for an essay. As for thematic content, Matlala’s essays discuss both modernity and the days gone by. In three of his essays, Matlala writes about the importance of events that happened in the past. In the fourth essay, ‘Fsika-thsipi la Ramošweu’, Matlala depicts modernity. Matlala’s writing style is recognizably dated; he makes extensive use of loan words and the archaic language of the twenties and thirties. However, this language is important as it promotes multilingualism. Analysing the classification of Sepedi informal essays reveals that Matlala not only wrote essays but also made an attempt to elevate their status. Therefore, it could be argued that Matlala has a unique talent among the writers of Sepedi informal essays. The argument developed in this study is that Matlala is the most successful author of Sepedi informal essays who has ever been published. This study also examines the influence in Matlala’s work of his study of English essays. / Dissertation (MA (African Languages))--University of Pretoria, 2008. / African Languages / unrestricted

Although much research has reported the effectiveness of task repetition on oral performance (Bygate, 2018), few studies have investigated its effectiveness on writing performance (Manchón, 2014), especially in languages other than English. For instance, Nitta and Baba’s (2014) longitudinal study revealed that EFL undergraduates considerably progressed their syntactic complexity and lexical aspects, but not fluency, through repeating a timed writing task. In relation to the task repetition, however, whether and how L2 learners develop their grammatical accuracy and communicative adequacy (Pallotti, 2009) has remained unclear in the literature. Furthermore, in addition to the linguistic measurements and the qualitative assessments, scant research has attempted to investigate whether any significant changes are brought about in terms of learners’ perceptions through repeating language tasks. <br>Therefore, the current study has shed new light on the developmental changes in the writing performance of Japanese-as-a-foreign-language (JFL) learners. It investigated whether any remarkable changes are brought about in terms of overall complexity, complexity by subordination, accuracy, and fluency through repeating a weekly “15-Minute Writing Task” throughout one academic semester (16 weeks) and one academic year (32 weeks). The writing task topics were considered in terms of the Cognition Hypothesis (Robinson, 2001), which states that different cognitive demands of tasks will lead to different L2 output. Regarding this point, this study explored whether there were any significant differences between two task types: descriptive and argumentative essays. JFL learners who were enrolled in an intermediate-level course at an American university engaged in the two different types of timed writing tasks.<br>First, the one-semester investigation, based on the pre/posttest analysis, revealed different patterns between the two types of writing tasks. For the descriptive essays, despite the improvements in overall complexity, complexity by subordination, and fluency with a large effect size (r ≥ .6) (Plonsky & Oswald, 2014), no significant findings were confirmed for accuracy. In contrast, in the argumentative essays, the learners improved all the linguistic aspects but with a medium effect size (.4 ≤ r < .6).<br>Second, in the one-year investigation, the JFL learners significantly improved overall complexity, complexity by subordination, and fluency during the study period. The dynamic systems approach (Verspoor & van Dijk, 2011) also unraveled the developmental trajectories to show how different variables interacted in the two different types of writing tasks, respectively, throughout the measurement period. Although there were no statistically significant differences in grammatical accuracy measures, the process of L2 writing development showed fluctuations, demonstrating that the improvements in syntactic complexity seemed to have caused many grammatical errors temporarily. Lastly, the learners’ compositions, which were also assessed qualitatively by two native Japanese speakers in terms of readability, indicated significant improvements in communicative adequacy.<br>Finally, to investigate any changes in the learners’ beliefs toward Japanese writing before and after the task repetition, the JFL learners completed the Belief Questionnaire About Writing in Japanese (Ishibashi, 2009). In addition, to examine any changes in foreign language anxiety with a focus on Japanese writing, the learners were required to complete the second-language version of the Daly-Miller Writing Apprehension Test (Cheng, Horwitz, & Schallert, 1999). The study found that the extensive writing experience had a positive impact on the JFL learners’ confidence and willingness when writing in L2 Japanese.<br><br>

Nachdem 2004 bereits unter dem Obertitel „Institut und Prinzip“ eine über eintausend Seiten starke Auswahl der Schriften von Okko Behrends zum römischen Privatrecht erschienen ist, folgt nun anlässlich des 75. Geburtstages des Göttinger Emeritus für Römisches Recht, Bürgerliches Recht und Neuere Privatrechtsgeschichte eine Auswahl seiner Aufsätze zur römischen Verfassung. Insgesamt neun Aufsätze, mit teils fast monographischer Länge, erwarten den Leser, der sicher nicht immer alles sofort nachvollziehen, aber vielfach angeregt und durch die Lektüre stets bereichert wird.

Magister Educationis - MEd / Writing is an important aspect of language learning and a tool for assessment in Basic and Higher Education across the globe. Learners need to acquire proficient writing skills to learn and to demonstrate their knowledge and creativity. Given the importance of creative writing in expressing one’s thoughts, emotions and imagination, this study sought to investigate how creative writing was taught through the medium of English First Additional Language (FAL) to Grade 9 learners in one primary school in the Western Cape province. It also sought to observe and analyse the teaching strategies employed by teachers in creative writing to Grade 9 learners who were isiXhosa home language speakers, and who were taught all the subjects (except isiXhosa language) through the medium of English (FAL). Through the lens of Vygotsky’s Social Constructivism Theory, this study explored how the learners’ social context and language played a role in the teaching-learning process. The Social Constructivism theory assumes that the home environment is a primary factor in learning and it is concerned with how learning is facilitated in the classroom. This study employed a qualitative research design by making use of classroom observations, focus group interviews with randomly selected Grade 9 learners, and an interview with the Grade 9 teacher to determine how English (FAL) creative writing was taught and the barriers encountered by learners when taught writing in this language. Data was collected in a township school in Cape Town where the majority of learners were isiXhosa home language speakers. Thematic data analysis was used to make sense of the collected data. Ethical considerations were observed throughout the data collection process. One of the key findings of this study is that the Grade 9 English teacher made use of a teacher centred approach and code-switching in the teaching and learning of creative writing through the medium of English FAL. The findings also indicate that learners had limited English proficiency due to limited exposure to this language in their home environment. This study concludes that writing in English is a challenge to Grade 9 English FAL learners, and this could impede their success in other subjects across the curriculum.

Magister Educationis - MEd / Writing is an important aspect of language learning and a tool for assessment in Basic and Higher Education across the globe. Learners need to acquire proficient writing skills to learn and to demonstrate their knowledge and creativity. Given the importance of creative writing in expressing one’s thoughts, emotions and imagination, this study sought to investigate how creative writing was taught through the medium of English First Additional Language (FAL) to Grade 9 learners in one primary school in the Western Cape province. It also sought to observe and analyse the teaching strategies employed by teachers in creative writing to Grade 9 learners who were isiXhosa home language speakers, and who were taught all the subjects (except isiXhosa language) through the medium of English (FAL). Through the lens of Vygotsky’s Social Constructivism Theory, this study explored how the learners’ social context and language played a role in the teaching-learning process. The Social Constructivism theory assumes that the home environment is a primary factor in learning and it is concerned with how learning is facilitated in the classroom.

Magister Educationis - MEd / Writing is an important aspect of language learning and a tool for assessment in Basic and Higher Education across the globe. Learners need to acquire proficient writing skills to learn and to demonstrate their knowledge and creativity. Given the importance of creative writing in expressing one’s thoughts, emotions and imagination, this study sought to investigate how creative writing was taught through the medium of English First Additional Language (FAL) to Grade 9 learners in one primary school in the Western Cape province. It also sought to observe and analyse the teaching strategies employed by teachers in creative writing to Grade 9 learners who were isiXhosa home language speakers, and who were taught all the subjects (except isiXhosa language) through the medium of English (FAL).

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What We Hide is a collection of memoir essays that explores the themes of mystery and deception in personal relationships, specifically within familial and romantic ones. Though the essays in the collection explore the decades from early in the narrator's childhood through her move to Florida for graduate school, the narrator's keen discernment of the world around her and her curiosity for what experiences shape a person's character remain constant. Many essays explore the extent of her father's alcoholism and the consequences of it, as well as the narrator's obsession over the possible sources of his addictions. Other essays examine the narrator's relationships with men beginning when she enters high school and question the extent to which her strained relationship with her father both excuses and/or explains the way she deceives and allows herself to be deceived in these relationships. What We Hide is endlessly implicating and looks for the accountability of these situations from all sources. The narrator delves into the sneakiness of her parents' courtship, the accusations that become commonplace during their divorce, the ways in which the narrator lies to family, friends, and boyfriends for her own selfish motives, and how each of these experiences shapes subsequent ones. What We Hide uses personal experience, emails, and newspaper articles to demonstrate the vulnerability, contradictions, and complications that are inherent in all of us as humans and how these weaknesses manifest themselves in the relationships with those we are closest with.