No description available.

No description available.

Bibliography: leaves 325-332. / The meaning, value and aim of this study lie in the awareness and identification of problem areas in examination of Afrikaans literature on high scholl level, usually pertaining to Grades 11 and 12 learners, taking Afrikaans as First Language (HG) subject. An exposition and analysis of the most recent literary theories have been researched in practice and a report has been compiled. The method used as that of a questionnaire, completed by teachers (subject heads) of 19 schools in the Western Cape. This questionnaire represents a 10% sample of schools falling under the Western Cape Education Department, who offer Afrikaans as a first language HG subject in Grades 11 an 12. These 19 schools are representative of 12 types, i.e. socio-historically privileged schools, socio-economically disadvantaged schools, rural schools, urban schools, big schools, small to medium schools, technical high schools, agricultural schools, special schools, private schools, schools previously categorised by House of Representatives and schools previously categorised by Cape Educational Department (CED).

No description available.

Bibliography: leaves 266-279. / This study is a critical investigation of the socio-historical foundations of the Convergence theory for the genesis of Afrikaans, as developed by Hans den Besten. It is done within the theorectical framework of the study of Creole genesis as suggested by the gradualists (John Singler, Jacques Arends and Philip Baker) and the Complementary theory of Salikoko Mufwene. These approaches stress teh use of socio-historical material. In line with this the work of historians on aspects of the early Cape society, ca. 1590-1720, especially the number, distribution, origins and mutal contact between the three main groups at the Cape, viz. the Khoikhoi, slaves and European settlers is used.

Bibliography: pages 175-181. / Through textual references Hugo Claus combines in his dense, Modernist novel De verwondering the vegetation myths of James George Frazer's The Golden Bough and Freud’s reading of the myth of Oedipus to cast the characters in what could be viewed as archetypal patterns of inter-subject relations. This novel is interpreted by identifying the archetypal patterns which form the depth structure of inter-subject relations in the novel, and discussing the implied mechanisms of these relations in the light of on psychoanalytic theories on subject formation and the rote of phantasms in the development of the mind. A proper reading of the intertexts of De verwondering initiates a discourse on human relations, death and sexuality. It is implied in the text that the relationship between the sexes is informed by primitive man’s experience of reality and the mysteries of sex and death.

My doel met hierdie studie is nie om 'n geskiedenis van die Afrikaanse Taalbeweging te gee nie. Ek wil slegs aandui hoe die genootskappers en ander stryers vir die Afrikaanse saak hul gestelde doel, n.l. om die nasionale gevoel van die volk aan te wakker en die volk te oortuig van die waarde van sy eie taal, deur die uitgee van Afrikaanse geskrifte probeer bereik het. Ook is my doel nie om te let op die literere waarde van die werke of om die geskiedkundige uiteensettinge daarin aan die waarheid te toets nie. Ek wil net maar 'n studie maak van die rol wat hierdie werke in die verwesenliking van 'n nasionale oplewing gespeel het.

Includes bibliographical references. / This study explores the structure of crime and detective fiction. It takes the view that certain texts do not adopt either form specifically, but often adopts a combination thereof. It looks at the role which time plays in the structure of these forms by examining the time strategies that are present therein. Attention is given to the criteria used to distinguish the two forms from each other as well as how time manipulation differs between the forms. Deon Meyer’s novels 13 Uur, Infanta and Orion are analysed as example texts to establish whether the use of time is sophisticated enough to merit crime fiction, detective fiction and the combination text as a worthy field of study. The analysis looks at 13 Uur as detective fiction, Infanta as crime fiction and Orion as a combined text to show the integral part that time plays in crime and detective fiction. What this study demonstrates is that the thread of time is deeply rooted in the puzzle that is present in crime and detective fiction. The complex time strategies that Meyer makes use of, demonstrates that the proses of constructing and telling this puzzle is not a simple one, and is therefore worthy of being researched.

Van Ingrid Jonker is slegs drie digbundels gepubliseer, waarvan een postuum verskyn het. Ten spyte van hierdie skrale oeuvre het haar poësie by verskillende kritici hooggestemde waardering uitgelok. In In Memoriam Ingrid Jonker bespreek Uys Krige etlike van Ingrid Jonker se gedigte op verskeie van sy uitsprake kom ek in my bespreking van Rook en oker terug en konstateer hy o.m. dat "in haar beste (werk) Ingrid Jonker haar eie individualiteit en persoonlikheid, haar eie stem (het)" (p. 53). Hy vind "die beste van Ingrid Jonker se gedigte eersterangs", en meen dat "in Rook en oker … minstens twaalf eersterangse gedigte (is) wat 3) myns insiens sal bly staan in ons letterkunde". Krige spreek ook sy verbasing uit dat Dirk Opperman "My pop val stukkend" nie in Groot verseboek opgeneem het nie - hy sê dis "sonder twyfel … vir my een van die merkwaardigste moderne gedigte wat ek ken"

This study focusses on the role of the wounded child in the writing process of authors who write children's and youth literature. The psychoanalytic theories of Alice Miller will be discussed with reference to a selection of her publications. Miller's theories are used to determine if the experiences and repressed emotions of an author's childhood play a role in their contextual and practical choices when writing children's literature. Miller's arguments and research about child abuse, the reliving process and the body's memory will be used as a theoretical framework. A contextual sample analysis on fairy tales will first be done, because it is considered an established form of children's literature. Hans Christian Andersen is used as a case study, due to the direct authorship of his fairy tales. In his case the theories of Melanie Klein will be used to complement those of Miller. This will be done in order to examine the role of Andersen's mother and grandmother within his fairy tales. The use of Klein's work is due to Miller's rejection of Freud. Klein incorporates Freud, whereas Miller rejects his concepts. Klein's theory will support Miller's as well as provide an additional perspective on child psychoanalysis. Selected characterisations and narratives within fairy tales will be singled out to demonstrate arguments from Miller's theories. The children's and youth literature of Fanie Viljoen, François Bloemhof and Verna Vels will be considered in order to determine if Miller's theories could deliver similar results as in the fairy tale sample analysis. Aspects which will be examined are the writing process, motivation for the creation of texts, prominent themes as well as practical choices surrounding narrative. Miller's concept of a "wounded" child will be examined in relation to the author and the writing process. The function of the wounded child and why Miller is the most appropriate reading strategy for children's and youth literature will be argued. To conclude, the actual goal of children's and youth literature and the most appropriate approach to it will be discussed. The practice of bibliotherapy will be presented as a practical example of the use of children's and youth literature. The point of this study is that the reliving process, to which Miller refers, results in the author returning to specific traumatic, embarrassing or extremely happy moments in his or her childhood. This process makes it possible to refer to a "wounded" child, where the profound nature of an experience points towards an ideal reader for which the writer creates the text.