<p> After surveying previous language-related claims about the integrity of 2 Corinthians, this study develops a definition of "text" using Systemic Functional Linguistics (SFL). According to SFL, a text is the structured realization of a context of situation involving: (1) a particular activity together with its concomitant interpersonal roles and relations; (2) a particular sphere of human experience; and (3) a particular mode of conveying information. Moreover, because each of these contextual parameters correlates with specific linguistic systems, a general linguistic analysis can be used to assess whether or not an apparant text does or does not encode a plausible context.</p> <p> Employing an analysis of progressive moves to explore what is being done and an analysis of semantic domains to explore what is being talked about (as well as some additional analyses of conjunctive relations, identity chains, and cohesive harmony), the present study proposes that the body of 2 Corinthians consists of five segments wherein leadership in enacted within the sphere of the Christian church. First, after expressing a positive disposition towards its readers, 2 Corinthians addresses Paul and Timothy's controversial behaviour, especially Paul's handling of Corinthian immorality (1:3-2:13). Second, it teaches the Corinthians how to respond when people criticize the Pauline mission (2:14-5:21 ). Third, it appeals for communal purity while also acknowledging some recent progress in this area (6:1-7:16). Fourth, it reports an unexpected development in Macedonia and explains the task to which its bearers have been appointed (8:1-9: 15). Fifth, it warns that discipline will be enacted upon Paul and Timothy's arrival if the Corinthians do not continue to maintain the purity of their congregation, and it attempts to shut down distracting leadership debates by denigrating the worldly leadership standards that are operative in those debates ( 10:1-13:10).</p> <p> Inasmuch as that these behaviours can be plausibly regarded as the sequential stages of a single, unfolding context of situation, this study concludes that 2 Corinthians is a single letter. Moreover, a number of exploratory suggestions are made with regard to the interpretive and historical implications of reading 2 Corinthians in light of this overarching context of situation.</p> / Thesis / Doctor of Philosophy (PhD)

<p><font face="Times New Roman" size="3"><font face="Times New Roman" size="3"> <p align="left">This thesis is a discourse analysis of five testimonies from South Africa&rsquo / s Truth and Reconciliation Commission. The aim of the analysis is to explore the ways in which the testifiers perform their identities, construe their experiences of life under apartheid, and position themselves and their audiences in relation to these experiences. The shaping role of context &ndash / both local and historical &ndash / is also considered.</p> </font></font></p>

<p><font face="Times New Roman" size="3"><font face="Times New Roman" size="3"> <p align="left">This thesis is a discourse analysis of five testimonies from South Africa&rsquo / s Truth and Reconciliation Commission. The aim of the analysis is to explore the ways in which the testifiers perform their identities, construe their experiences of life under apartheid, and position themselves and their audiences in relation to these experiences. The shaping role of context &ndash / both local and historical &ndash / is also considered.</p> </font></font></p>

Philosophiae Doctor - PhD / This thesis is a discourse analysis of five testimonies from South Africa’s Truth and Reconciliation Commission. The aim of the analysis is to explore the ways in which the testifiers perform their identities, construe their experiences of life under apartheid, and position themselves and their audiences in relation to these experiences. The shaping role of context – both local and historical – is also considered.

Magister Artium - MA / International students arriving at the University of the Western Cape (UWC) from other African countries find themselves in a position of having to negotiate their identities and positions with their South African counterparts. The local students too are faced with the prospect of doing the same since they have to coexist with the former. This study aims to investigate how, in a discussion about xenophobia, a selection of UWC students perform face-work and negotiate or construct their identities as well as those of their coparticipants and position themselves in relation to each other. I was interested in exploring how the participants, who were representative of the two groups that clashed in the xenophobic attacks of 2008, would engage with each other while discussing this sensitive topic.The data was gathered during an open-ended discussion among four UWC postgraduate students in a casual, relaxed setting (my room on campus). The transcribed data was then analyzed using a combination of theoretical frameworks from Systemic Functional Linguistics (SFL) and Discourse Analysis. In particular, the SFL theory of modality(Halliday 1994) and Engagement (Martin and White 2005) and Goffman’s (1999[1967]) notion of face were used as tools of analysis.The analysis reveals that participants use a variety of linguistic choices and discourse strategies to maintain face during the discussion of this sensitive topic of xenophobia. The participants make an effort to take care of each other’s face (desires to be appreciated and left free of any imposition) and keep conflicts to a minimum even when they at times disagree and give incriminatory information about each other. It also reveals that the participants, in addition to maintaining face, also construct and negotiate identities which in turn help build in-group solidarity and provide a sense of belonging to them.

Syftet med studien var att studera vårdnadshavare som samtidigt deltar i SFI-undervisning och deras erfarenheter av att delta i sina barns utvecklingssamtal i grundskolan. Studien utgick från följande frågeställningar om hur vårdnadshavares erfarenheter av utvecklingssamtal i grundskolan visar sig, beskrivna av dem själva, vilka möjligheter och hinder som vårdnadshavarna beskriver att de har erfarenheter av och vad har SFI-undervisningen betytt för vårdnadshavarna för att delta i sina barns utvecklingssamtal, enligt deras beskrivningar? Studiens teoretiska utgångspunkter är ett interkulturellt perspektiv och Systemic Functional Linguistics (SFL) och metodologiska utgångspunkter är semistrukturerade intervjuer och analyser av narrativer. Resultatet visar att gemensamt i berättelserna var att vårdnadshavarna först använde tolk i sina barns utvecklingssamtal men att när de började förstå svenska bättre så ville de hellre klara sig utan och fann strategier för det. Gemensamt var att fråga läraren eller ta hjälp av sina barn och en variation var att använda engelska eller att läraren hade samma modersmål som vårdnadshavaren. Möjligheter och hinder för att delta i utvecklingssamtalen varierade. Vårdnadshavarnas strategier möjliggjorde deltagandet. Hinder som visade sig var när läraren pratade fort och använde svåra ord, vilket samtidigt blev en möjlighet om läraren omvänt pratade långsamt, tydligt och med enkla ord. Resultatet gör synligt interkulturella förhållningssätt där deltagarna visar förståelse för varandras olika etniska bakgrund och kulturella skillnader, vilket kan ses som förutsättningar för tillitsfulla relationer och att våga fråga läraren. Vårdnadshavarnas vilja att klara sig själva är möjlig att förstå ur ett SFL-perspektiv där språket ska fungerar för att tolka upplevelser, skapa mening och kommunicera, vilket är drivkrafter för att lära sig språket. Resultatet visar inte att vårdnadshavarna gav SFI-undervisningen någon särskild betydelse för att delta i sina barns utvecklingssamtal. Däremot visade begränsat antal timmar i undervisningen och flertalet studieavbrott att det ledde till att andraspråksinlärningen drar ut på tiden, vilket går att förstå som svårigheter för att nå ett funktionellt språk.

<p>This thesis examines how two narrators construe their experiences of the same events differently through the linguistic choices that they make, through a systemic functional analysis, as well as a genre analysis of two testimonies. The Human Rights Violations (HRV) hearings of the Truth and Reconciliation Commission (TRC) allowed testifiers to tell stories of their experiences during apartheid. The selected testimonies refer to the events that led up to the arrest and eventual torture of Faried Muhammad Ferhelst, as told by himself and his mother, Minnie Louisa Ferhelst. Theframeworks used to analyse the testimonies are drawn from the transitivity and genre theories of Systemic Functional Linguistics. A clausal analysis of the transitivity patterns is used to compare the ways in which the testifiers construct their identities and roles when recounting their stories. The transitivity analysis of both testimonies shows that both Mrs Ferhelst and Faried Ferhelst construe themselves as the Affected participant through Material, Mental and Verbal clauses, and construe the police as the Causers, mostly through Material clauses. A genre analysis revealed that both testimonies took the form of narratives, in particular the Recount, a typical genre for relating narratives of personal experience. This research project also explores how the original Afrikaans versions of the testimonies differ from the translated English versions, available online on the TRC website. The Afrikaans versions were transcribed by the researcher from&nbsp / audio-visual records. A transitivity analysis reveals that the interpretation of the Afrikaans testimonies is fairly accurate, with a minimum loss of meaning. Thus in the case of these testimonies, the&nbsp / actual online record in English is an accurate reflection of their stories.</p>

<p>This thesis examines how two narrators construe their experiences of the same events differently through the linguistic choices that they make, through a systemic functional analysis, as well as a genre analysis of two testimonies. The Human Rights Violations (HRV) hearings of the Truth and Reconciliation Commission (TRC) allowed testifiers to tell stories of their experiences during apartheid. The selected testimonies refer to the events that led up to the arrest and eventual torture of Faried Muhammad Ferhelst, as told by himself and his mother, Minnie Louisa Ferhelst. Theframeworks used to analyse the testimonies are drawn from the transitivity and genre theories of Systemic Functional Linguistics. A clausal analysis of the transitivity patterns is used to compare the ways in which the testifiers construct their identities and roles when recounting their stories. The transitivity analysis of both testimonies shows that both Mrs Ferhelst and Faried Ferhelst construe themselves as the Affected participant through Material, Mental and Verbal clauses, and construe the police as the Causers, mostly through Material clauses. A genre analysis revealed that both testimonies took the form of narratives, in particular the Recount, a typical genre for relating narratives of personal experience. This research project also explores how the original Afrikaans versions of the testimonies differ from the translated English versions, available online on the TRC website. The Afrikaans versions were transcribed by the researcher from&nbsp / audio-visual records. A transitivity analysis reveals that the interpretation of the Afrikaans testimonies is fairly accurate, with a minimum loss of meaning. Thus in the case of these testimonies, the&nbsp / actual online record in English is an accurate reflection of their stories.</p>

Studiens syfte var att undersöka hur bilder förhöll sig till verbaltexten samt hur bild och text fungerade som stödstrukturer i läromedel för svenska och svenska som andraspråk kurs 1, 2 och 3. I studien, som utgick ifrån det sociokulturella perspektivet, utfördes en kvalitativ analys där en analysmodell sammanställdes utifrån två tidigare modeller för kategorisering av bild-textfunktioner. Läromedlen valdes ut efter aktuell läroplan (Lgy 11). Analysen utgick från att de multimodala resurserna kan betraktas som stödstrukturer och resultatet visade att det förekom olika förhållanden mellan bild och verbaltext i läromedlen Sätt full fart (SVA) och Guldspår i språket (SV). Merparten av bild-text-förhållandena var kompletterande och symmetriska, alltså typer av förhållanden som kan fungera som stödstrukturer vilket underlättar förståelsen. Men det förekom även motstridiga förhållanden vilka kan försvåra förståelsen. Detta belyser vikten av att bilder i läromedel används genomtänkt och att det kan finnas ett behov av metasamtal om stödstrukturerna.

Masters of Art / This thesis examines how two narrators construe their experiences of the same events differently through the linguistic choices that they make, through a systemic functional analysis, as well as a genre analysis of two testimonies. The Human Rights Violations (HRV) hearings of the Truth and Reconciliation Commission (TRC) allowed testifiers to tell stories of their experiences during apartheid. The selected testimonies refer to the events that led up to the arrest and eventual torture of Faried Muhammad Ferhelst, as told by himself and his mother, Minnie Louisa Ferhelst. Theframeworks used to analyse the testimonies are drawn from the transitivity and genre theories of Systemic Functional Linguistics. A clausal analysis of the transitivity patterns is used to compare the ways in which the testifiers construct their identities and roles when recounting their stories. The transitivity analysis of both testimonies shows that both Mrs Ferhelst and Faried Ferhelst construe themselves as the Affected participant through Material, Mental and Verbal clauses, and construe the police as the Causers, mostly through Material clauses. A genre analysis revealed that both testimonies took the form of narratives, in particular the Recount, a typical genre for relating narratives of personal experience. This research project also explores how the original Afrikaans versions of the testimonies differ from the translated English versions, available online on the TRC website. The Afrikaans versions were transcribed by the researcher from audio-visual records. A transitivity analysis reveals that the interpretation of the Afrikaans testimonies is fairly accurate, with a minimum loss of meaning. Thus in the case of these testimonies, the actual online record in English is an accurate reflection of their stories. / South Africa