This study describes the social practices involved in the situated activity of report writing in an engineering automotive discourse community in South Africa. In particular, the study focuses on the subjectivity of predominantly English Second Language (ESL) engineers writing reports by determining what literacy means to them and what meanings they give to dominant literacy practices in report writing, especially feedback in text production. In the South African engineering workplace, because of the diversity and complexity of language and identity issues, the appropriation of the required literacy skills tends to be multifaceted. This context is made more complex as English is the business language upon which engineering is based with engineering competence often related to English proficiency. Therefore, the study is located within the understanding that literacy is always situated within specific discoursal practices whose ideologies, beliefs, power relations, values and identities are manifested rhetorically. The basis for this critical theory of literacy is the assertion that literacy is a social practice which involves not only observable units of behaviour but values, attitudes, feelings and social relationships. As the institution’s socio-cultural context in the form of embedded historical and institutional forces impact on writer identity and writing practices or ways of doing report writing, notions of writing as a transparent and autonomous system are also challenged. As critical ethnography is concerned with multiple perspectives, it was selected as the preferred methodology and critical realism to derive definitions of truth and validity. Critical ethnography explores cultural orientations of local practice contexts and incorporates multiple understandings providing a holistic understanding of the complexity of writing practices. As human experience can only be known under particular descriptions, usually in terms of available discourses such as language, writing and rhetoric, the dominant practices emerging in response to the report acceptance event are explored, especially that of supervisor feedback practices as they causally impact on report-writing practices during the practice of report acceptance. Although critical realism does not necessarily demonstrate successful causal explanations, it does look for substantial relations within wider contexts to illuminate part-whole relationships. Therefore, an attempt is made to find representativeness or fit with situated engineering literacy practices and wider and changing literacy contexts, especially the impact of Higher Education and world Englishes as well as the expanding influence of technological and digital systems on report-writing practices.

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This study examines the conditions for successful online mentoring in order to develop writing skills in English in a workplace setting. Chapter 1 gives the background and context of the study. Problems to be addressed in the study and the aims, objectives, hypotheses and their rationale are presented. This is followed by testing procedures, research design, sources of data and research procedures. In Chapter 2, the literature review supports the hypotheses on the need for collaboration in materials development and delivery, mentoring relationships, motivation and computer and Internet efficacy. Chapter 3 presents the findings from the case study bringing into focus problems that would jeopardise a mentoring programme if training providers do not pay attention to the hypotheses. The findings are collated and the hypotheses are confirmed. Conditions for successful online mentoring are spelt out in Chapter 4. The study concludes that online mentoring works once the conditions are properly followed. / English Studies / M.A. (TESOL)

Responding to Student Writing: Strategies for a Distance-Teaching Context identifies viable response techniques for a unique discourse community. An overview of paradigmatic shifts in writing and reading theory, 'frameworks of response' developed to classify response statements for research purposes, and an overview of research in the field provide the theoretical basis for the evaluation of the empirical study. The research comprises a three-fold exploration of the response strategies adopted by Unisa lecturers to the writing of Practical English (PENl00-3) students. In the first phase the focus falls on the effect of intervention on the students' revised drafts of four divergent marking strategies - coded correction, minimal marking, taped response and self assessment. All the experimental strategies tested result in statistically-significant improvement levels in the revised draft. The benefits of self assessment and rewriting, even without tutorial intervention, were demonstrated. The study is unique by virtue of its distance-teaching context, its sample size of 1750 and in the high significance levels achieved. The second phase of the research consisted of a questionnaire that determined 2640 students' expectations with respect to marking, the value of commentary, their perceptions of markers' roles and their opinions of the experimental strategies tested. Their responses were also correlated with their final Practical English examination results. The third phase examined tutorial response. The framework of response, developed for the purpose, revealed that present response strategies represent a regression to the traditional product-orientated approach to writing that contradicts the cognitive and rhetorical axiological basis of the course. There is thus a disjunction between the teaching and theoretical practices. The final chapter bridges this gap by examining issues of audience, transparency, ownership, timing of intervention and training. The researcher believes that she has successfully identified practical and innovative strategies that assist lecturers in a distance-teaching context to break away from old response blueprints. / English Studies / D.Litt. et Phil. (English)

O presente trabalho enfatiza a importância do meio para a aquisição e o desenvolvimento da linguagem escrita na criança, sobretudo, no aluno especial. Defende que questões referentes tanto ao processo de aquisição da leitura, como ao da escrita, não podem ser reduzidas à escolha de um método ou ao aprimoramento de técnicas perceptomotoras, mas sim, baseadas na atividade interativa do sujeito com o objeto do conhecimento, nesse caso em particular, um objeto cultural, a escrita. A epistemologia genética constitui ponto de partida para nossos estudos. Entretanto, os conceitos de mediação e mediador assumem papel fundamental para nossa pesquisa na busca de superar os impasses epistemológicos impostos à teoria piagetiana. Defendendo a posição de que a criança possui letramento antes mesmo de aprender a ler e escrever e que contatos prévios e íntimos com portadores de texto facilitam para ela a aprendizagem da linguagem escrita, buscaremos observar se um maior grau de letramento poderá influenciar também nosso aluno especial, fazendo com que ele ultrapasse com maior rapidez e facilidade, o período do Realismo Nominal. Nesse trabalho, nos debruçamos, ainda, na Teoria da Modificabilidade Cognitiva de Feuerstein, na tentativa de melhor compreender e interpretar a importância do outro (mediador), na e para a educação especial / This research emphasizes the importance of the surrounding in the process of children language acquisition and development concerning the aspects of reading and writing, specially considering those with special needs. It points out some issues related to the process of reading as well as writing acquisition that cannot be simply reduced to the choice of a given method or to the improvement of perceptmotoring techniques rather than being based on the interactive relationship between the subject and the object of knowledge, which in this particular case is the writing as a cultural object. The genetic epistemology constitutes the starting point of this study. However, the notion of mediation and mediator presumes a crucial point to this study that is seeking to overcome the epistemological problems imposed to the theory developed by Piaget. We defend the idea that children are literate even before learning how to read and write and that if they are in touch with and have a close relationship with text bearers, it is easier to learn written language. Thus, we are trying to observe if this previous interaction could interfere on the learning process of this special student as well, helping him/her overcome easily the period named Nominal Realism. The Theory of Cognitive Modificability of Feuerstein will support this study aiming to understand and interpret better the importance of the other (mediator) to the special education

Um dos maiores problemas gerados pelas perdas auditivas observa-se nos efeitos sobre o desenvolvimento lingüístico tanto oral quanto escrito em língua portuguesa. Sabe-se que em Pernambuco, durante a década de 80 e parte da década de 90, crianças surdas, filhas de pais ouvintes que cursaram a Educação Infantil e o Ensino Médio, tiveram como língua de instrução a portuguesa. Portanto, era de se esperar que a habilidade escrita nessa língua, quando os alunos chegassem ao ensino superior, pudesse apresentar condições de registro de idéias e pensamentos de forma que os leitores apreendessem corretamente o seu sentido. Nesse contexto, o objetivo deste trabalho foi verificar como os professores de ensino superior analisam a competência lingüística geral de seus alunos surdos na Língua Portuguesa e, em especial, na modalidade escrita, considerando a forma culta dessa língua. Dezessete professores participaram deste estudo, no qual utilizamos uma metodologia qualitativa e quantitativa. A coleta dos dados foi realizada por meio de um questionário e uma entrevista semi-estruturada aplicada aos sujeitos. Os dados foram categorizados trazendo as idéias apresentadas em narrativas dos professores e descritos de forma literal. Os resultados foram analisados e discutidos à luz do referencial teórico proposto por Minayo (1999) que serviu como referência de aspectos analíticos, além de Quadros (1997, 2006), Lacerda (2000), Karnopp (2002) e Rabelo (2001). A análise dos dados permitiu sugerir que os professores observaram na escrita do surdo universitário de Recife e Olinda dificuldades já identificadas por outros pesquisadores em outras cidades brasileiras, evidenciando que se estenderam durante toda sua vida acadêmica, o que demandou a observância de estratégias dirigidas para aquisição de 2 língua. / One of the greatest problems caused by the auditory losses are the effects in the oral and written linguistic development. In the 80s and part of the 90s, deaf children, who were born of parents who could listen, attended elementary education and High School and they had Portuguese as their instruction language. Therefore, it was expected that their written skills in this language, when they got to university, presented satisfactory conditions of register of ideas and thoughts in a way that readers could understand their meaning. Bearing this in mind, the objective of this work was to verify how the university professors analyze the general linguistic competence of their deaf pupils in the Portuguese Language, and mainly their written abilities. More specifically for this research, we tried to verify how professors judge the performance of the deaf people: in their written skills, considering the classic form of Portuguese Language. Seventeen university professors who teach deaf people had taken part in this study. For this study, we use a qualitative and quantitative methodology. The data collection was carried out by a questionnaire and by a half-structured interview, among the university professors of deaf people. The data had been categorized structuring the presented ideas in narratives by the professors and were written in their literal form. The results had been analyzed and discussed according to the theories of Minayo (1999). The data analysis helped us to conclude that the professors had identified that the writing ability of the university deaf student in Recife and Olinda showed difficulties which had already been identified by other researchers in other Brazilian cities. This has made us realize that the deaf people bring a description of written language skills marked by gaps, that remain throughout their academic phase, and this demands, among some other possibilities, the use of new strategies to learn the Portuguese language

O transtorno do Déficit de Atenção/Hipertividade (TDAH) é uma doença neurocomportamental com grande incidência em crianças e adolescentes. Suas principais características são as desatenções, a hiperatividade e a impulsividade. Uma das co-morbidades trantornos secundários a patologia - freqüentes no TDAH são as dificuldades na linguagem escrita. Tais dificuldades são caracterizadas por dificuldades em lidar com seqüências de: fonemas, palavras, frases e parágrafos, inclusive com dificuldades em elaborar seqüências narrativas o que vai repercutir de forma considerável na produção escrita de seus portadores. Neste sentido, esta pesquisa analisou narrativas escritas por adolescentes com o TDAH participantes de oficinas de escrita, buscando verificar a coesão lexical e dentro desta as cadeias coesivas o encadeamento textual de nexos semanticamente semelhantes. A pesquisa foi realizada em Recife-PE no período de março a junho de 2006. Participaram da pesquisa três adolescentes de 11 a 16 anos, de ambos os sexos e diagnosticados como sendo portadores do TDAH. Como resultado observou-se que os adolescentes investigados produzem cadeias coesivas com sucesso. Entretanto, alguns disparadores temáticos (tema livre, texto teatral, texto em grupo, conto) pareceram mais efetivos como motivadores para narrativas escrita em detrimento de outros (música, filme). / The disruption of the lack of attention/hyperactivity (Deficit de Atenção/Hiperatividade - TDAH) is a disease which is related to neurobehaviour and occurs specially in children and teenagers. Their main characteristics are inattention, hyperactivity and acting impulsively. One of the morbidities of this disease are the difficulties in writing. These difficulties are related to the problems people have to deal with sequence of letters, words, sentences and paragraphs, including difficulties in writing more complete texts. The writing production is not so effective in this case. This research observed texts written by teenagers with TDAH. People who have this disease attended a writing period of work trying to see their lexical cohesion. The research took place last year in Recife-PE between March and June and three 11-16 years-old teenagers, boys and girls, attended it. It was possible to see that those teenagers got to write cohesive texts. On the other hand, free subjects and some themes like texts for theater, texts built in group and short stories looked like to give them much more stimulation to write than subjects like music and movies.

A presente dissertação enfoca produções textuais infantis, encontrando-se vinculada ao projeto intitulado: Sujeito do inconsciente, discurso e inserção social em situações de aquisição e distúrbios de linguagem, obedecendo aos critérios metodológicos adotados pelo projeto citado. Sua proposta da pesquisa é contribuir para que os docentes tenham um olhar mais atento à escrita infantil, um olhar que não se limite aos aspectos cognitivos, geralmente privilegiados pela maioria dos teóricos, cujos trabalhos dão sustentação ao trabalho pedagógico e, assim, as práticas em sala de aula. Dessa maneira, essa pesquisa recorre aos trabalhos realizados no campo da linguística estrutural e da psicanálise, notadamente a conceitos elaborados por Freud e Lacan. Assim, ela tem como objetivo geral: investigar as incidências subjetivas em produções de crianças em processo de aquisição da língua escrita, levando em consideração a imbricação entre o sujeito do inconsciente e o funcionamento da língua na escrita. Já os objetivos específicos consistem em investigar o funcionamento da língua, ou seja, os processos metafóricos e metonímicos, bem como, investigar formações do inconsciente cujos indícios marquem o texto, como: esquecimento de palavras, de fatos, troca de palavras, lapsos de escrita, mutilação de palavras. Para tanto, foi desenvolvida uma atividade de produção textual com crianças, ambos os sexos, compreendidas na faixa etária de sete oito anos, alunos do segundo ano do primeiro ciclo de escola pública, da cidade do Recife. Os critérios de análise foram guiados por princípios e conceitos oriundos da linguística estrutural, particularmente Saussure e Jakobson, e da psicanálise freudiana e lacaniana. Os resultados mostram como a produção dos textos contou com a imbricação entre o funcionamento estrutural da língua e as formações inconscientes, que foram deixando seus traços no texto. / This dissertation focuses on text production for children, it is linked to the class project named: subject of unconscious, discussion and social insertion in learning situations and language disorder, it follows the methodical criteria used by the class project a bready made above. The goal of this research is drawing the attention of teachers to the writing of children, not only to the cognitive aspects, genially cited by most of theorist, whose, theories support pedagogic work in classrooms. So this class of research turns to researches on linguistic and psychoanalysis, known concepts of Freud and Lacan. Then, its general goal: investigate the subjective incidences of childrens glasswork, larine how to write, considering the fart between the subject of unconscious and the working of language in writing. The specific goals consist of investigation the functioning of the language, that is, the metaphorical and metonymic processes, and investigate formations of unconscious whose signs mark the text. As forgetting words, bad diction, so it was developed and a activity of producing texts with children, both genders, between seven and length years, students of the second grade of the first cycle in public schools, in the city of Recife, the criteria of analysis were guild by principles and concept form Linguistics, specially Saussure and Jakobson and psychoanalysis of Freud and Lacan. The results have shown now the production of texts and to do with facts of structural functioning formation that leaves clue in the text.

It is imperative that learners leave school with a certain set of core skills, none as important as communication and technology literacy, a key driver for future workplace employment. The critical question is how to motivate pupils to participate in an interesting, challenging and creative project to improve essential communication techniques and capabilities? The rationale of the study is to enable future editors of school newspapers to create a similar environment in which the learners that are members of the editorial team will be involved in the construction of a school newspaper. The rationale of the study relating to the learners, who are part of the editorial team, is to develop 21st Century Skills and therefore enable them to overcome complicated demands that they are exposed to in the Knowledge Age. This dissertation presents a real-life, initiative to encourage active participation in the construction of a school newspaper that will develop learners’ skills and confidence and improve their oral, written and multi-media communication. The findings of this dissertation aim to prove that the group production of a school newspaper can enhance learners’ ability to participate and communicate in a group environment and equip them with essential 21st Century skills. / Dissertation (MEd)--University of Pretoria, 2012. / Education Management and Policy Studies / unrestricted

Made available in DSpace on 2017-06-01T18:24:21Z (GMT). No. of bitstreams: 1 Disser_Completa.pdf: 6689210 bytes, checksum: 0fbb44391cb5228c0a8898262802878a (MD5) Previous issue date: 2007-08-06 / The disruption of the lack of attention/hyperactivity (Deficit de Atenção/Hiperatividade - TDAH) is a disease which is related to neurobehaviour and occurs specially in children and teenagers. Their main characteristics are inattention, hyperactivity and acting impulsively. One of the morbidities of this disease are the difficulties in writing. These difficulties are related to the problems people have to deal with sequence of letters, words, sentences and paragraphs, including difficulties in writing more complete texts. The writing production is not so effective in this case. This research observed texts written by teenagers with TDAH. People who have this disease attended a writing period of work trying to see their lexical cohesion. The research took place last year in Recife-PE between March and June and three 11-16 years-old teenagers, boys and girls, attended it. It was possible to see that those teenagers got to write cohesive texts. On the other hand, free subjects and some themes like texts for theater, texts built in group and short stories looked like to give them much more stimulation to write than subjects like music and movies. / O transtorno do Déficit de Atenção/Hipertividade (TDAH) é uma doença neurocomportamental com grande incidência em crianças e adolescentes. Suas principais características são as desatenções, a hiperatividade e a impulsividade. Uma das co-morbidades trantornos secundários a patologia - freqüentes no TDAH são as dificuldades na linguagem escrita. Tais dificuldades são caracterizadas por dificuldades em lidar com seqüências de: fonemas, palavras, frases e parágrafos, inclusive com dificuldades em elaborar seqüências narrativas o que vai repercutir de forma considerável na produção escrita de seus portadores. Neste sentido, esta pesquisa analisou narrativas escritas por adolescentes com o TDAH participantes de oficinas de escrita, buscando verificar a coesão lexical e dentro desta as cadeias coesivas o encadeamento textual de nexos semanticamente semelhantes. A pesquisa foi realizada em Recife-PE no período de março a junho de 2006. Participaram da pesquisa três adolescentes de 11 a 16 anos, de ambos os sexos e diagnosticados como sendo portadores do TDAH. Como resultado observou-se que os adolescentes investigados produzem cadeias coesivas com sucesso. Entretanto, alguns disparadores temáticos (tema livre, texto teatral, texto em grupo, conto) pareceram mais efetivos como motivadores para narrativas escrita em detrimento de outros (música, filme).