Met die gay-teks as primere objek van ondersoek, is daar in hierdie studie gekyk na die onderskeiding tussen hoofstroomen gay-literatuur. Die hipotese van hierdie studie is dat bogenoemde onderskeiding nie in aIle gevalle geregverdig kan word nie. Hierdie studie ontken nie die verskille tussen die gay-teks en hoofstroom-literatuur nie. Inteendeel, daar word kennis van die onderskeiding geneem. As vertrekpunt word die aard van die gay-teks ondersoek. Dit word gedefinieer as n geordende opeenvolging van sinne wat as n samehangende eenheid geproduseer en/of geinterpreteer word waarin homofiliteit n rol speel primer, sekonder, of bloat as 'n suggestie of sensibiliteit. Die verskil tussen gay- en hoofstroom-literatuur vind veral op tematiese vlak plaas waar die bogenoemde definisie duidelik van toepassing is. Die kern van die hoofstroom-teks bestaan daarin dat die teks grotendeels op die uitbeelding van 'n menslike kondisie fokus. Hierdie menslike kondisie behels ervaringe wat aIle mense met mekaar gemeen het. n Teks kan op verskeie vlakke geinterpreteer word. Met Edmund White se roman, A Boy's Own Story as proefteks, toon hierdie studie dat een teks as beide gay- en hoofstroom teks gelees kan word. Hiermee word bewys dat die gay-teks en hoofstroom-literatuur nie antonieme van mekaar hoef te wees nie.

Includes bibliograpical references. / The intent of this thesis is to examine the stylistics of Latin epic narrative as used to narrate and describe extended battle sequences, and to explore the way in which Latin authors working during the Augustan Era engaged with Homeric techniques of oral narrative while composing written epic. A total of six extended battle sequences from the Aeneid of Virgil and the Metamorphoses of Ovid are examined and analysed with regard to their use of word order, simile, catalogue, and other such stylistic features. The overall aim is to consider Ovid’s literary debt to his immediate epic predecessor Virgil, together with the debt of both poets to Ancient Greek epic narrative, in such a way as to explore the various techniques of generic allusivity practised by both poets on a stylistic level. The first chapter provides a brief overview of Homeric technique, defines the distinction between primary and secondary epic, and serves as an introduction to Virgilian and Ovidian concerns. The second chapter contains analysis of Virgil’s Aeneid. Battle sequences from Book 2, Book 9, and Book 10 are examined and discussed from a stylistic perspective, and the extent to which Virgil has drawn on and reformulated Homeric epic technique is established. Book 2 is examined for the manner in which it engages with and reconstructs Homeric ideals of heroism. Book 9, constituting as it does the first instance within the second half of the Aeneid of Homeric battle narrative, is analysed as a transitional episode, and its motifs of literary and cultural inheritance discussed. Book 10 provides an extended example of Homeric battle narrative. The third chapter engages with Ovid’s Metamorphoses. Extracts of notably epic tone from Book 5, Book 8, Book 12 are discussed in such a way as to highlight their literary allusivity, and in particular their contrast with the Virgilian model of adapting epic technique. Book 5 is examined as an introductory example of extended Ovidian battle narrative. The analysis of Book 8 demonstrates how epic narrative may be enriched by the intrusion of alternate poetic genres. Book 12 is contrasted with Book 2 of the Aeneid, and the manner in which it, too, engages with Homeric ideals of heroism, is discussed. The thesis concludes that while both poets utilised and expanded upon specific stylistic elements of Greek epic narrative, they did so in a notably different fashion. Ovid contrasts sharply with his predecessor Virgil and often incorporates elements of alternate genres in order to establish his own allusive technique.

This thesis focuses on the syntax of the structures with the particle le in Mandarin Chinese. The particle le has two uses: verbal le and sentential le. I will argue the verbal le in Mandarin has a dual function: it is used primarily as a quantity marker and secondarily as a perfectivity marker. This leads to a result that most of the cases with le are both telic and perfective. Others, with the lack of (im)perfectivity, only extend a quantity reading. Meanwhile, I assume the perfective reading in Mandarin solely depends on verbal le, except in negative and interrogative situations. This means in a sentence with a perfective viewpoint, even if le occurs after the object at the end of the clause, it should also be a verbal le. I argue that such a structure is result of VP-fronting. On the other hand, a real sentential le is not directly related to perfectivity. I propose that sentential le is a focus marker that scopes high in the hierarchy and yields flexible readings depending on which structure enters the focus domain under different contexts. In this sense, the configuration with both verbal and sentential le extends an assertion of a perfective event, which, I propose, functionally corresponds to the perfect aspect in English. In short, although there are two uses of the particle le in Mandarin, they should be distinguished by their grammatical functions instead of their linear positions.

Magister Educationis - MEd / In this study, I seek to explore the potential that digital storytelling has in the teaching of undergraduate academic writing skills. I will focus on first year students' academic writing skills, how they are taught currently and how technology in the form of digital storytelling can help first year students improve their academic writing skills. The theoretical framework for the study is largely based on the New Literacies Studies which is championed by members of the New London Group such as Street and Street (1984) Lea and Street (2006) among others. The theoretical framework will draw on the notion of literacy as social practice rather than a set of reading and writing skills which explains why educators need to find new ways of teaching academic writing skills. I use semiotics and multimodality as a foundational concept for using digital storytelling in academic writing. That is because semiotics and multimodality further support the idea that literacy goes beyond words but that audio and visual elements are also part of learning and can help engage students in their academic work. The main aim of this proposed research is to explore both students and lecturer practices of digital literacies in the teaching and learning of academic writing at The Cape Peninsula University of Technology (CPUT).

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Thesis (M.A.(African language))--University of Limpopo, 2011 / The aim of this study was to investigate the problems encountered by translators when translating medical terms from English into Tshivenda. It has been revealed in this study that the major problem that the translators are confronted with is lack of terminology in the specialized field such as Health. This problem is caused by the fact that different languages entail a variety of culture. The study revealed that most translators and lexicographers resort to transliteration and borrowing when confronted with zero-equivalence. They regard transliteration and borrowing as the quickest possible strategies. The study discovered that transliteration should not be opted as an alternative strategy to deal with zero-equivalence as users will be led to a state of confusion. The study revealed that communicative translation is regarded as the most fruitful method of translation as it conveys the exact message of the original in a best possible manner. Both the source and the target users get the same message.

Thesis (M.A.) --University of Limpopo, 2012 / The study deals with ubuntu as reflected in the selected novels of Magau, A.W and Maumela, E.T. Qualitative research method was employed. The study has discovered that ubuntu appears in many forms in Tshivenḓa such as respect for the dignity and worth of human beings, honesty, compassion, solidarity, generosity and forgiveness and reconciliation. The findings also reveal that Tshivenḓa puts more emphasis on activities which signify ubuntu than material wealth. The study also found that there are activities that are emical to ubuntu such as disrespect, dishonesty, cruelty, selfishness and greed and lack of forgiveness and reconciliation. Ubuntu occupies a central position amongst the Vhavenḓa and anyone who negates what ubuntu promotes and upholds has been regarded as non-human.

<p>The present study examines six young men’s, born in the 1980’s, experiences of their relationships with their fathers. The focus of the study lies on the son’s evaluations of their fathers’ influence on them, the men’s emotional language and the experience of the fathers’ presence versus absence. The relationship with the fathers and the fathers’ emotionality are also being discussed. The method used is semistructured interview. The interviews lasted circa 40 minutes. The results show that half of the men experienced their fathers as present during their childhoods and half, as absent. This shows a more present father than previous studies have shown. All the interviewed men feel that their fathers have influenced them in some way, either positively, negatively or both. This result differs from a previous study which shows a primarily negative influence of the father. A majority of the men experiences their fathers’ emotionality to be similar to the male stereotype. Anger is prominent, whereas sadness is a less prominet emotion of the fathers’. The results further showed that the men in the present study verbally expresses emotions mainly through distansing constructions.</p><p>Keywords: Fatherhood, Father Son relationship, men´s emotional language, men’s emotions</p>

The present study examines six young men’s, born in the 1980’s, experiences of their relationships with their fathers. The focus of the study lies on the son’s evaluations of their fathers’ influence on them, the men’s emotional language and the experience of the fathers’ presence versus absence. The relationship with the fathers and the fathers’ emotionality are also being discussed. The method used is semistructured interview. The interviews lasted circa 40 minutes. The results show that half of the men experienced their fathers as present during their childhoods and half, as absent. This shows a more present father than previous studies have shown. All the interviewed men feel that their fathers have influenced them in some way, either positively, negatively or both. This result differs from a previous study which shows a primarily negative influence of the father. A majority of the men experiences their fathers’ emotionality to be similar to the male stereotype. Anger is prominent, whereas sadness is a less prominet emotion of the fathers’. The results further showed that the men in the present study verbally expresses emotions mainly through distansing constructions. Keywords: Fatherhood, Father Son relationship, men´s emotional language, men’s emotions

Thesis (M.A.(Research Psychology)) --University of Limpopo, 2016. / Refer to document