A collection of narrative and confessional poems. The poems are mostly short, cinematic, physical, imagistic: moments in time. They explore the poet’s own life, body, memories, and family relationships, and the tensions between power, duty, love and faith. Several poems concern the navigation of meaning and belonging in a time when international urban culture often clashes with tradition.

A young woman from a rural village near Kimberley is killed by her husband in a fit of jealousy. Her illiterate mother is summoned to the hospital to authorize the removal of vital organs – eyes, liver, kidney and heart – for organ donation. But some members of the family feel that their child should not be buried with parts of her body missing. Thus begins a story that changes the lives of many people, both black and white, over the following twenty years.

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This thesis begins with sufficient research to support the contention that secondary teachers should be using writing in the classroom, proceeds to question why some are not, and then supplies specific lesson plan ideas which can be adapted to suit most needs in the secondary history classrooms.

This thesis examines the use of storytelling as a tool to facilitate writing in English language learners. It examines specifically the effects storytelling had on the student use of expressive language, story structure and creativity in their writing. It also analyzed the enjoyment level storytelling brought to the writing experience of the student.

This thesis explores the current theories on the personal narrative (as a tool in teaching freshman composition) and examines the ways that this essay is now being used in first year courses at California State University, San Bernardino.

This thesis suggests the incorporation of "Genre Theory" into First Year Composition (FYC) at California State University (CSUSB) as a means of alleviating the lack of transfer of what is learned in FYC to other university writing. In examing the feasibility of that incorporation, it takes into consideration the demands made on the FYC course across universities and specifically at CSUSB.

Thesis (M.Ed. (Language Education)) -- University of Limpopo, 2020 / It is well known that essay writing is one of the lengthy assessment activities in the teaching and learning of English First Additional Language (FAL). This study focused on exploring the challenges faced by learners in English essay writing at Sekgosese West Circuit. The motive behind this research emanates from noticeable poor writing of English essays and related longer transactional writing by learners. This was accompanied by a rapid complain arising from teachers about the same writing incapacities which they find themselves confronted with daily. In view of this, the researcher saw it fit and academically worthy and investigated the causal causes of this challenge with a view to help the stakeholders in education in addressing this challenge going onward. The data for this study was collected from English FAL teachers and learners. The research is projected within phenomenological design under the interpretive paradigm. In view of this, the study was specifically qualitative where principal devices used to collect data were: semi-structured interviews, focus groups and document analysis. The findings of the study reveal that learners are experiencing challenges in spelling, diction, punctuation, paragraphing, syntax, lack of topical understanding, creativity, and coherence. When looking at the teachers, there is a limited time teach writing, they teach other skills more (literature) than writing because of personal preference. Teachers do not teach writing and there is no feedback given to learners upon completion of writing assessments. Some of these challenges are materializing because the learners do not engage in writing for leisure and teachers are not employing effective methods.

“Under Wendy Bishop’s Eye” examines the teaching, learning, and social environment of a graduate student in an American creative writing MFA program in the early years of the 21st century. This dissertation is a work of autofiction; it is both an autoethnography and a fictionalized story written in the form of a novel. The project uses the scholarship of writing studies’ leader Wendy Bishop to discuss and analyze the dynamics of graduate student learning in creative writing courses, undergraduate learning in creative writing courses, graduate student teaching in creative writing courses, and graduate student teaching in expository writing or first-year composition courses at a four-year college. The project addresses the limitations of the “workshop method” for teaching creative writing, while supporting the benefits of writing pedagogy that includes cross-genre writing exercises in all university-level writing courses, specifically bringing “personal writing” and creative non-fiction into both creative writing and first-year composition course.

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