Thesis (M.A.) - Simon Fraser University, 2005. / Theses (Dept. of Linguistics) / Simon Fraser University.

Thesis (M.A.) - Simon Fraser University, 2005. / Theses (Dept. of Linguistics) / Simon Fraser University.

Orientador: Guacira Marcondes Machado Leite / Banca: María Dolores Aybar Ramírez / Banca: Maria Clara Bonetti Paro / Banca: Fani Miranda Tabak / Banca: Ozíris Borges Filho / Resumo: A postura artística de Henry James (1843-1916) perante o mundo físico se exprime por meio de técnicas narrativas variadas, que tanto refletem uma longa tradição literária quanto apresentam suas contribuições peculiares. Esquivando-se da densidade referencial em favor de uma materialidade sutil, James converte o espaço em símbolo, dota-o de valor psicológico e emprega-o para representar as personagens em suas complexidades humanas. Nesse sentido, esta pesquisa pretende estudar a introdução, descrição e conotação das referências espaciais e espaçotemporais da ficção madura do autor tomando como ponto de partida os romances The wings of the dove, The ambassadors e The golden bowl, publicados respectivamente em 1902, 1903 e 1904. Propomo-nos aqui a examinar a linguagem jamesiana e demonstrar de que forma tais narrativas captam o mundo interior por meio da representação do espaço, principalmente, e do tempo, e engendram o efeito de, por exemplo, subordinar a materialidade do mundo físico às elaborações mentais das personagens, tecer construções sintáticas e semânticas incomuns, sobrepor estratos físicos e psíquicos e desestabilizar a interpretação do leitor. Para isso, buscamos traçar um caminho de análise pautando-nos por uma metodologia paralela baseada nos princípios narratológicos e estilísticos de Gérard Genette (1995, 1969), Dan Shen (2014, 2005a, 2005b) e Leech e Short (1981), dentre outros / Abstract: Henry James's (1843-1916) artistic approach to the physical world is expressed through several narrative techniques which both convey a well-established literary tradition and make their unique contributions. By avoiding referential density in favor of subtle materiality, James turns space into symbol, endows it with psychological value and uses it to represent the characters in their human complexities. Therefore, this research aims to study the introduction, description and connotation of spatial and spatiotemporal references of James's major phase considering, as its starting point, the novels The Wings of the Dove, The Ambassadors and The Golden Bowl, published in 1902, 1903, and 1904 respectively. We propose to examine the Jamesian language and demonstrate how these narratives capture the inner world through the representation of space, chiefly, and time, and produce the effect, for instance, of subordinating the materiality of the physical world to the mental elaboration of characters, of weaving unusual syntactic and semantic structures, of overlapping physical and psychological strata and of destabilizing the interpretation of the reader. In order to do so, this study is guided by a parallel methodology based on the narratological and the stylistic principles of Gérard Genette (1995, 1969), Dan Shen (2014, 2005a, 2005b) and Leech and Short (1981), among others / Doutor

Thesis (M.A.)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: This study explores the application of various approaches to teaching communicative writing skills in senior phases of learning. The main aim is to investigate how these approaches are adopted to instil competence in the communicative writing skills of grade 12learners ofisiZulu first language. Various approaches to writing skills are discussed and explored in order to make suggestions to educators' effective ways of teaching and learning communicative writing skills. Assessment criteria for written work are also presented to guide educators on how the written work is assessed. In order to ensure that the communicative writing skills are taught and learned effectively up to norms required by the Department of Education; the approaches to teaching communicative writing skills are discussed in relation to both the critical outcomes and the specific outcomes for the learning field Languages, Literacy and Communication as specified in the Curriculum 2005 (1997). The idealized writing curriculum proposed by Grade and Kaplan (1996) is also presented in relation to the specific outcomes that need to be achieved in the Languages, Literacy and Communication learning field. The aim of presenting this writing curriculum is to enable the educators to teach communicative writing skills effectively and to be able to compete in the urban, technological, international world that requires competent writers. In order to investigate the needs and problems that appear to constitute obstacles in teaching and learning communicative writing skills effectively, survey interviews were conducted with the respective educators; and written reports were requested from the educators who were participating in facilitating the process of writing the IsiZulu essays of Grade 12 learners for analysis. In this study, these essays are analysed and assessed. The findings based on this research are presented explicitly to identify the obstacles that educators and learners experience during the writing practices. Recommendations are made as regards positive and constructive changes in the teaching and learning of the communication writing skills in the senior phases of learning in South Africa. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die toepassing van verskeie benaderings tot die onderrig van kommunikatiewe skryfvaardighede in die senior fase van leer. Die hoofdoelstelling van die studie is om In ondersoek te doen na hoe benaderings wat aanvaar word aanleiding kan gee tot die verwerwmg van taalvaardigheid, m die besonder, kommunikatiewe skryfvaardighede deur graad 12 eerstetaalleerders van isiZulu. Verskillende benaderings tot skryfvaardighede salondersoek word ten einde aanbevelings te maak oor doeltreffende wyses waarop onderwysers kommunikatiewe onderrig en leer kan bewerkstellig. Assesseringskriteria VIr skriftelike werk sal aangebied word ten einde taalonderrigpraktisyns riglyne te gee aangaande die assossering van kommunikatiewe skryfvaardighede. Ten einde te verseker dat kommunikatiewe skryfvaardighede doeltreffend onderrig en aangeleer word tot op die peil vereis deur die Departement van Onderwys, sal die benaderings tot die onderrig van kommunikatiewe skryfvaardighede bespreek word met betrekking tot sowel die kritieke uitkomste as die spesifieke uitkomste van die leerveld Tale, Geletterdheid en Kommunikasie, soos gespesifiseer in Kurrikulum 2005 (1997). Die voorgestelde skryfkurrikulum van Grabe en Kaplan (1976) salook bespreek word met betrekking tot die spesifieke uitkomste wat bereik moet word in die leerveld Tale, Geletterdheid en Kommunikasie. Die doelstelling van die bespreking van hierdie skrytkurrikulum is om onderwysers in staat te stelom kommunikatiewe skryfvaardighede doeltreffend te onderrig ten einde leerders in staat te stelom mededingend te wees in die huidige stedelike, tegnologiese, internasionale wêreld wat vaardige skrywers vereis. Ten einde die behoeftes en probleme te ondersoek wat hindernisse is in die doeltreffende onderrig en leer van kommunikatiewe taalvaardigheid, is onderhoude gereël met verskillende onderwysers, en skriftelike rapporte is aangevra van onderwysers wat deelgeneem het in die fasiliteringsproses van die skryf van isiZulu opstelle deur graad 12 leerders vir die doeleindes van die analises gedoen in hierdie studie. Die bevindinge gebaseer op die navorsing gedoen in hierdie studie word eksplisiet aangebied ten einde die hindernisse te identifiseer wat onderwys ervaar tydens die praktyk van skryfonderrig. Aanbevelings word gemaak rakende positiewe en konstruktiewe vernaderinge in die onderrig en leer van kommunikatiewe skryfvaardighede in die senior fase van leer in Suid- Afrika.

Thesis (MA)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: This study investigates the genre-theoretic analystic properties of social commentary texts in isiXhosa which are extracted from the Bona magazine. These five articles are genres which all just deal with social commentary issues. This study will first explore the broad genre-based theoretical approach to the investigation of the isiXhosa texts as social commentary texts. The genre-theoretic approach will be utilized as framework for discourse properties of the Xhosa texts and a review will be given of the linguistic competence component of the more general theory of writing advanced by Grabe and Kaplan (1996). It will be argued that the theory of Grabe and Kaplan (1996) is suitable as a framework for teaching writing, because it incorporates the ethnography of writing which entails that a detailed analysis of texts should address the following questions: who writes what to whom for what purpose, why and how. In terms of the parameter "write" which is examined extensively in this study the aspects of text analysis examined include topic structuring, coherence, text cohesion, lexical choices as a reflection of communicative purpose as well as cognitive move structure or structural description which is discussed in Bhatia (1993). These text-linguistic properties of the genre-theoretic approach will be investigated invoking Grabe and Kaplan's model of text construction. Finally, this study will also explore the relationship between the ethnography of writing, learning outcomes 3, 4 and 5 of Grade 9 and their related assessment standards in Curriculum 2005. The study explores questions of how Grabe and Kaplan's model can be effectively employed in the analysis of texts in language teaching in Curriculum 2005. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die genre-analitiese kenmerke van sosiale kommentaar tekste in isiXhosa wat verkry is uit die BONA tydskrif. Die vyf artikels is genres wat almal verband hou met sosiale kommentaar vraagstukke. Die studie sal eerstens die breë genre-gebaseerde benadering tot die analise van die isiXhosa tekste ondersoek. Die genre-teoretiese benadering sal aangewend word as raamwerk vir die ondersoek van diskoers eienskappe van die Xhosa tekste, en In oorsig word gegee van die taalvermoë komponent van die meer algemene teroeivan skryf gepostuleer deur Grabe en Kaplan (1996). Daar word aangevoer dat die teorie van Grabe en Kaplan toepaslik is as In raamwerk vir die onderrig van skryfvaardigheid daar dit ook die etnografie van skryf inkorporeer, wat meebring dat In gedetaileerde analise van tekste ook die volgende vrae moet aanspreek: Wie skryf wat aan wie vir watter doel, waarom en hoe. Ten opsigte van die "skryf" parameter, wat uitgebreid ondersoek word in hierdie studie, word aspekte beskou wat insluit inligting strukturering, onderwerp strukturering koherensie, teks kohesie, leksikale keuses as In refleksie van kommunikatiewe doel, sowel as kognitiewe skuif struktuur of strukturele beskrywing, wat bespreek word in Bhatia (1993). Hierdie teks-linguistiese eienskappe binne die genre-teoretiese benadering sal ondersoek word met betrekking tot Grabe en Kaplan se model van tekskonstruksie. Laastens ondersoek hierdie studie ook die verband tussen die etnografie van skryf- en leeruitkomste 3, 4 en 5 van Graag 9, tesame met die verbandhoudende assesseringstandaarde, in Kurrikulum 2005. Die studie ondersoek vrae van hoe die genre analise van tekste in taalonderrig in Kurrikulum 2005 doeltreffend aangewend kan word. / ISICATSHULWA : Olu fundo luyaphanda ngohlahlelo lohlobo Iwesakhiwo Iwencwadi enenkcazo yezentlalo yeembalo zesiXhosa ezithi zithatyathwe kwimagazini yeBona. La manqaku mahlanu olu hlobo athi ajongane nemicimbi yencwadi echaza ngezentlalo. Olu fundo luyakutlu luvelise ngokubanzi iimbalo ezisekeke kwindlela yesakhiwo sokuphanda ngembalo zesiXhosa njengezona mbalo eziluncwadi olunenkcazo. Indlela yohlobo Iwesakhiwo luyakuthi lusetyenziswe njengophahla ekuhlahleleni iilwimi, ubuchule kunye nemihlaba yokufundisayo kwimbalo zesiXhosa kunye nokunika umboniso welungu lobuchule besakhiwo esiphangaleleyo ekubhaleni ngobunzulu nguGrabe noKaplan (1996). Kuyakuthi kuxoxwe ukuba uGrabe noKaplan (1996) kwisakhiwo sabo uthi alungele ubuchule bokufundisa ukubhala, kuba ithi ingeneiele kuninkcazo yobunzululwazi yokubhala ethi ivelise ukuba uhlahlelo olunamanqanaba Iwembalo lubonisa le mibuzo ilandelayo: ngubani obhalayo ntoni kubani enaziphi injongo, kutheni kunye nakanjani? Phantsi kweparamitha "ukubhala" ekuthi kubeyiyona ende kakhulu kolu fundo ebonakalisa imiba yohlahlelo Iwembalo efana nentloko yolwazi, (edibanisa imihlaba) yobumbo lolwazi oluyintloko, unamathelwano, imbalo enamathelanayo, ukhetho Iwezichazimagama ezizona zibonakalisa injongo zonxibelelwano nangokunjalo nobumbo oluhambayo lobunzululwazi bengqondo okanye inkcazelo ebumbekileyo ethi icaciswe nguBhatia (1993). Le mihlaba yembalo zeelwimi zendlela yohlobo Iwesakhiwo ziyakuthi ziphandwe zivelisa uGrabe noKaplan kumzekelo wabo wobumbo Iwembalo. Okokugqibela, olu fundo luyakuphinde luvelise ukuzalana phakathi kwenkcazo yobunzululwazi bokubhala, ezifundo iziphumayo 3, 4 kunye nesesi 5 sesigaba 9 kunye namanqanaba _okuhlola ahamba nazo. Olu fundo luvelisa imibuzo ukuba uGrabe noKaplan kumzekelo wabo bangathi basebenze ngokuphumelelayo ekuhlahleleni iimbalo kwakubo obu buchule boludwe Iwezifundo zika 2005 ekufundiseni ulwimi, ubuchule bokufunda nokubhala kunye nonxibelelwano.

Submitted in compliance with the requirements for the Masters of Arts Degree in Language Practice, Durban University of Technology, Durban, South Africa, 2016. / This study investigates how language is used to communicate meaning in bank advertisements. It also examines stylistics in advertising with specific focus on selected bank advertisements in South African and Nigerian newspapers and magazines. Stylistics is a branch of linguistics which studies the principles, and effect of choice and usage of different language elements in rendering thought and emotion under different conditions of communication. Advertising is a form of communication used to help sell products and services. Adverts are not only designed to fascinate, but also to achieve their persuasive goal. This study shows how language is used in bank advertisements to convey messages to the public. The stylistic elements employed in the analysis of bank adverts included graphology, phonology, lexis, syntax and cohesion. The use of capitalization and repetition for emphasis, phonemes and Gothic writing to attract the attention of readers and images to stimulate customers’ aspirations were some of the findings of the study. Given that studies on language use are still of high interest to linguists, this study critically interrogates the effectiveness of language choice in bank advertisements. The conclusion is that stylistic devices are important in advertising as they attract customers to the services and products being advertised. / M

Thesis (Ph. D.)--University of Chicago, Dept. of Comparative Literature, December 2003. / Includes bibliographical references. Also available on the Internet.

University of Macau / Faculty of Social Sciences and Humanities / Department of English

PhD (Tshivenda) / Senthara ya M. E.R. Mathivha ya Nyambo dza Afrika, Vhutsila na Mvelele / Ṱhoḓisiso iyi yo ḓitika kha u ṱoḓisisa u muthufhadzwa ha miraḓo ya muvhili wa muthu sa nḓila ya u bvukulula maidioma kha Tshivenḓa hu tshi shumiswa tswikelelo ya u andisa. Vhavenḓa ndi lushaka lune lu wanala Afrika Tshipembe tshiṱirikini tsha Vhembe, Vunduni ḽa Limpopo nga vhunzhi. ` Ṱhoḓisiso iyi yo shumisa na mbambedzo ho sedzwa zwine zwa khou ṱoḓa u swikelelwa. Mbambedzo ndi u sumbedza u fana ha zwithu zwivhili nga zwine zwa vha nazwo. Ho itwa na mbambedzo kha ṱhoḓisiso iyi hu tshi vhambedzwa kutshilele kwa muthu na miraḓo ya muvhili ye ya shumiswa kha ṱhoḓisiso iyi. Ṱhoḓisiso iyi yo shumisa ngona ya khwaḽithetivi sa vhunga ndivho khulwane hu u ṱoḓa u pfhesesa maidioma a Tshivenḓa zwi tshi bva kha mvelele ya Vhavenḓa. Ndi Vhavenḓa vhaṋe vhane vha vha na nḓivho khulwane ya maidioma. Mafhungo a ṱhoḓisiso iyi o kuvhanganyiwa hu tshi shumiswa mbudziso na mbudzisavhathu dzine dzo ṋewa vhadzulapo vha Vhavenḓa vhane vha vha vhaaluwa vha tshiṱirikini tsha Vhembe, vunduni ḽa Limpopo, Afrika Tshipembe. Ṱhoḓisiso iyi yo wanulusa uri maidioma a Tshivenḓa a na ṱhalutshedzo dzo fhambanaho na zwine zwo ḓowelea sa ṱhalutshedzo dza maipfhi a Tshivenḓa. Zwiṅwe hafhu, ṱhoḓisiso iyi yo bvisela khagala uri musi muthu a tshi ṱoḓa u pfhesesa maidioma a Tshivenḓa nga vhuḓalo, u tea u vha na nḓivho nga ha mvelele ya Tshivenḓa, a vhe muthu a ḓivhaho na mishumo ya miraḓo ya muvhili wa muthu. Ndivho khulwane ya ṱhoḓisiso iyi ndi u sengulusa maidioma a Tshivenḓa ane tshivhumbeo tshao tsha vha na madzina ane a bva kha miraḓo ya muvhili wa muthu. Tsumbo dza madzina ayo ndi: mbilu, tshanḓa, mulomo, mulenzhe, maṱo, ṱhoho na nḓevhe kha u vha na maanḓa a u ṱuṱuwedza kana u bvisa ṱhalutshedzo nnzhi hu tshi shumiswa tswikelelo ya dzhenerethivi kana ya u andisa na mbambedzo. Ṱhoḓisiso iyi yo itelwa u thivha gake kha maṅwalwa ngauri a hu athu vha na ṱhoḓisiso yo no itwaho nga ha maidioma a Tshivenḓa ane tshivhumbeo tshao tsha vha na madzina ane kwama miraḓo ya muvhili wa muthu i nḓila ya u bvukulula vhupfhiwa ha muthu nga ha zwine a khou amba. / NRF

Based on Noam Chomsky’s argument that the faculty of language is primarily a tool of thought whose purpose is to interpret the world, this dissertation argues that reading literature provides a cognitive experience like John Gardner’s “Fictive Dream” that mimics our interpretive experience of the world. Literary experience exploits language as an epistemological faculty that makes aspects of the external world intelligible. Yet the faculty of language is also capable of evoking entirely mental worlds that do not reflect the mindexternal world. Because the literary experience is entirely mindinternal, even the cultural knowledge we bring into play for its understanding still relies on innate features of language. Thus, during the act of reading, we hold this cultural knowledge in abeyance, allowing the text to structure how we bring it to bear on the experience as a whole. A scientific approach to literature can help uncover principles to further elucidate the literaryepistemological experience. Whereas much literary criticism assumes that a critic’s purpose is to mine a text for its deeper meaning, this dissertation argues for a Cognitive Formalist approach in which criticism serves not simply to explain the experience evoked by any particular text according to linguisticepistemological principles, but also to evaluate the moral implications of that specific textual experience. As a means of demonstrating potential implications of a scientific cognitive approach to literary criticism based on linguisticepistemological understanding, the current study offers sample passages from J. R. R. Tolkien’s The Lord of the Rings. These passages allow us to offer first approximations of some explanatory principles of the literaryepistemological experience, such as the importance of fictive time and fictional event sequences, which in turn gives us greater insight into how, for example, verb tense and aspect contribute to the evocation of the action of fiction in the reader’s mind. Ultimately, the fictive vantage point constructed by the text allows the reader access to a complex moral framework in which fictive characters are understood to make choices that will in turn set the stage for the reader’s own ethical reception of the text and the experience it offers. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection