This is a contemporary mystery novel set in the Eastern Cape. A town’s airstrip, situated between the golf club and the military base, acts as host to the local flying club and an active skydiving school. An amateur investigator uses unorthodox methods and the help of friends to find the cause of aeroplane fires and sabotage. His investigations lead him via geological research and insurance reports into contact with members of the aviation, property development and military fields.

The stories in this collection explore the fantastical, the power of memory, and the human capacity to love. Moving between the surreal, the absurd, the allegorical, and the metafictional, they elaborate on life's ordinary madness and the mysteries of the spirit. By challenging the either/or boundaries of the binary of realism and fantasy, the stories provoke the reader to engage actively with the text. Influenced by experimental US author Stacey Levine, the mid‐century British novelist Barbara Comyns, and the adventurous Chinese writer Can Xue, in most cases, they create a playful, experimental world that exists at a slight angle to the world as we know it.

What might becoming a poet have to do with becoming a teacher? What might becoming a teacher have to do with becoming a poet? Is it possible to invite someone to become a teacher or a poet? What might such an invitation look like? What kinds of conditions are involved in "making poetry"? What might these conditions have to do with "making pedagogy"? Further, what might these conditions — of making poetry or pedagogy — have to do with "making research"? Based on a study of a six-week intensive language across the curriculum course involving a group of prospective Secondary School teachers, this dissertation explores the kinds of conditions that might create an interpretive location in which to entertain and address the above kinds of questions — of the making of poetry and pedagogy and research — i n all their relations. Moving backward and forward — between the lived particulars of a group of preservice teachers' writing practices in a workshop-styled setting, and the writing practice of a researcher/teacher educator/poet curious about the acts of learning and teaching, writing and researching — this work attempts to live well with the necessarily tangled relationships among literacy, aesthetic practice, and the ongoing production of subjectivity in teacher education and our educational researchings of teacher education. The value of writing practice, as this dissertation attempts to enact it, is not only in its offer of further practice — of writing to learn (about writing and teaching and researching) — but also in its offer of a location where we might become curious about the performative nature of learning itself. The dissertation seeks to show the ways that my own writing life, shaped as it is by the work of those who have brought hermeneutics, postmodernism, psychoanalytic theory, and the literary imagination to bear on teacher education, is deeply implicated with other writing lives, others who are always and already writing lives. The invitation to imagine the curious time of researching pedagogy, then, is part of an invitation to think differently about preservice teachers thinking differently about their time together in classrooms, engaged in acts of learning and teaching, writing and researching. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

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abstract: While the literacy narrative genre has been studied in first-year composition and methods of teaching courses, investigations of the literacy narrative as a multimodal project for pre-service teachers (PSTs) of English Language Arts remain scarce. This research shares a qualitative classroom-based case study that focuses on a literacy narrative project, redesigned as a Multimodal Writing History Memoir (see Appendix 1), the first assignment in a required writing methods course in a teacher training program for English Language Arts (ELA) teachers at a large public university in the southwest. The study took place during the fall semester of 2019 with 15 ELA undergraduate pre-service English Education or Secondary Education majors. The study described here examined the implementation and outcomes of the multimodal writing history memoir with goals of better understanding how ELA PSTs design and compose multimodally, of understanding the topics and content they included in their memoirs, to discover how this project reflected PSTs’ ideas about teaching writing in their future classrooms. The memoir project invited pre-service teachers to infuse written, audio, and visual text while making use of at least four different mediums of their choice. Through combined theoretical frames, I explored semiotics, as well as pre-service teachers’ use of multiliteracies as they examined their conceptions of what it means to compose. In this qualitative analysis, I collected students’ memoirs and writing samples associated with the assignment, a demographics survey, and individual mid-semester interviews. The writing activities associated with the memoir included a series of quick writes (Kittle, 2009), responses to questions about writing and teachers’ responsibilities when it comes to teaching composition, and letters students wrote to one another during a peer review workshop. Additionally, my final data source included the handwritten notes I took during the presentations students gave to share their memoirs. Some discoveries I made center on the nuanced impact of acts of personal writing for PSTs, some of the specific teaching strategies and areas of teaching focus participants relayed, and specifically, how participants worked with and thought about teaching multimodal composition. / Dissertation/Thesis / Doctoral Dissertation English 2020

Thesis (M. A. (English)) -- University of Limpopo, 2011. / In 2008, the National Department of Education in South Africa introduced a new curriculum known as the National Curriculum Statement (NCS) in the Grade 12 classes. Prior to the introduction of this new curriculum, the writing of essays in Grade 12 classes was treated as a once-off activity. The focus on essay activities was mainly on the product and after the assessment of such product-driven essays, teachers had no further interest in them except for recording marks when necessary. The paucity of interaction between teachers and learners may have contributed to the majority of learners writing incoherent essays and achieving low marks. This research study investigates whether teachers in the Moroke Circuit understand and implement the process approach in the writing of English essays in rural Grade 12 classes as prescribed by the NCS. The NCS advocates the use of the process writing approach in essay writing. The process writing approach encourages a partnership between teachers and learners. Teachers are expected to treat learners’ essays as improvable objects through pre-writing activities, self and peer assessment which Kasanga (2004:64) refers to as “multiple-draft multiple-reader writing instruction”. To achieve the aim of the study, learners’ essays were checked against the process writing checklist and the teachers’ responses in the questionnaire they were requested to complete as part of the study. The findings revealed that teachers in the Moroke Circuit do not fully understand the process writing approach and thus they do not fully implement it as advocated. There are various factors which may contribute to the learners’ poor writing skills, the main of which appear to be the teachers’ inadequate training and poor understanding of the process writing approach. Some teachers attended short training courses on NCS and others did not attended any. Based on the findings, it is recommended that teachers should receive adequate training in the process writing approach for it to be implemented as effectively as the NCS prescribes. / National Research Foundation (NRF)

The purpose of this study is to explore the writer identity of four preservice teachers from a large midwestern University. I utilized the narrative inquiry methodology. I interviewed participants four times: Once in January 2019, January 2020, March 2020, and May 2020. I also asked participants to submit a visual metaphor and reflection. Additionally, I observed participants teach in the secondary classroom. Primarily, the findings reveal that participant writer identities largely influence their secondary writing pedagogy. The findings also indicate that participant writer identities were strongly influenced by their k-12 English teachers. Lastly, the findings suggest that participants experienced trouble navigating tensions in writing instruction. The implications suggest that teacher educators can highlight identity work in teacher education courses to strengthen writer identity. Similarly, I recommend in the Implications section that teacher educators design activities to strengthen preservice teachers’ writer identities so they can strengthen the writer identity of future secondary students. The implications also underscore how teacher educators can highlight the tensions that preservice teachers may encounter as a secondary writing instructor, and how to navigate such tension. This study complements the research on writing teacher education and provides new possibilities to effectively prepare writing instructors.

Creative writing is now generally recognized as playing an important part in a child's development. Some educators contend it is a "must" in today's world in encouraging effective social adjustment, and good mental health in children and youth. Because creative writing grows out of the writer's own thought or feeling, it is a part of the writer himself. No matter how crude the writing may be, the writer has grown in ideas because of the experience of recording a wish, a mood, a feeling, an observation. No adult or peer group can judge the inner worth of personal satisfaction. / Typescript. / "May 1958." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Sarah Lou Hammond, Professor Directing Paper. / Includes bibliographical references (leaves 26-27).

Thesis (M. A. (English Studies)) -- University of Limpopo, 2020 / This study evaluated the application of the ‘process approach’ to writing in secondary schools in Limpopo Province; The initial plan was to involve two rural and two urban schools. However, the urban schools did not cooperate as initially promised when preparations were made. It is for this reason that the sample was made up of two rural and two peri-urban schools. The study investigated English writing as a basic language skill that second language learners needed to acquire, in a process writing context. Related literature was reviewed to develop knowledge in the area of writing as a process. An exploratory research design was employed and a qualitative approach was followed to mainly collect in-depth data in a Grade 12 English language classroom. The Grade 12 learners and their teachers were interviewed and observed in their writing classrooms. The process that learners followed when engaged in writing an assigned essay was scrutinized in line with what is required by Curriculum and Assessment Policy Statement (CAPS) in order to confirm the teachers’ responses and the observations made during writing lessons. Thematic analysis was used for the data emanating from interview responses, an observation checklist and the learners’ essay marking rubric. The study revealed that the method of teaching writing and the learners’ writings resembled the process approach. This implies that teachers and learners implement process writing even though the teachers do so to a varying degree due to overcrowded classrooms and a lack of resources experienced more in rural schools than in the peri-urban ones