Lui, Nga Kwan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (leaves 164-170). / Abstracts in English and Chinese. / ABSTRACT --- p.i / ACKNOWLEDGEMENT --- p.iv / Chapter CHAPTER 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- Two Writing Approaches Practiced in Hong Kong Classrooms --- p.1 / Chapter 1.1.1 --- A Glimpse of the Situation of Hong Kong Secondary School Classrooms --- p.1 / Chapter 1.1.2 --- A Glimpse of the Situation of Hong Kong University Classrooms --- p.6 / Chapter 1.2 --- Different Roles of Teacher Feedback in the Two Writing Approaches --- p.8 / Chapter 1.2.1 --- The Content of Teacher Feedback --- p.8 / Chapter 1.2.2 --- The Timing of Teacher Feedback --- p.9 / Chapter 1.2.3 --- The Purpose of Teacher Feedback --- p.10 / Chapter 1.3 --- The Importance of Students' Views of Teacher Feedback in Process Writing --- p.11 / Chapter 1.4 --- Overview of the Thesis --- p.12 / Chapter CHAPTER 2 --- LITERATURE REVIEW --- p.14 / Chapter 2.1 --- From Product to Process: A Brief Account of the Change in Teaching Approach Towards Writing --- p.14 / Chapter 2.1.1 --- Product Writing --- p.14 / Chapter 2.1.2 --- Process Writing: The Overriding Concern over Writing Process --- p.15 / Chapter 2.1.3 --- Process Writing: The Method --- p.15 / Chapter 2.2 --- Teacher Feedback on Student Writing: Definition and Rationale --- p.16 / Chapter 2.3 --- From Error Feedback to All-round Teacher Feedback --- p.19 / Chapter 2.4 --- Importance of Acknowledging Students' Views: the Claims --- p.21 / Chapter 2.4.1 --- ESL Context --- p.21 / Chapter 2.4.2 --- EFL Context --- p.22 / Chapter 2.5 --- Importance of Acknowledging Students' Views: the Behaviour --- p.25 / Chapter 2.6 --- The Hong Kong Context --- p.27 / Chapter 2.7 --- Research Gaps: Triangulation in Understanding Students' Needs --- p.30 / Chapter CHAPTER 3 --- METHODOLOGY --- p.32 / Chapter 3.1 --- Research Questions --- p.32 / Chapter 3.2 --- Research Design: The Case Study Approach --- p.33 / Chapter 3.2.1 --- Definition of Case Study --- p.33 / Chapter 3.2.2 --- Rationale of Employing Case Study --- p.34 / Chapter 3.3 --- Instrumentation and Rationale Behind --- p.36 / Chapter 3.3.1 --- Questionnaires on Student Writers --- p.37 / Chapter 3.3.2 --- Interviews --- p.37 / Chapter 3.3.2.1 --- Interviews with Student Writers --- p.38 / Chapter 3.3.2.2 --- Interviews with Writing Instructors --- p.38 / Chapter 3.3.3 --- Text Analysis on the Marked Preliminary Drafts and Final Versions of Writing --- p.39 / Chapter 3.4 --- Pilot Study --- p.39 / Chapter 3.4.1 --- Modification of Text Analysis Guide --- p.40 / Chapter 3.4.2 --- Modification of Other Instruments --- p.40 / Chapter 3.5 --- Main Study --- p.41 / Chapter 3.5.1 --- The Writing Courses --- p.41 / Chapter 3.5.1.1 --- Writing Class A --- p.43 / Chapter 3.5.1.2 --- Writing Class B --- p.44 / Chapter 3.5.1.3 --- Writing Class C --- p.44 / Chapter 3.5.2 --- Profiles of Informants --- p.45 / Chapter 3.5.2.1 --- Profiles of Teacher Informants --- p.46 / Chapter 3.5.2.2 --- Profiles of Student Informants --- p.47 / Chapter 3.5.3 --- Data Collection Process --- p.48 / Chapter 3.5.4 --- Limitations --- p.49 / Chapter 3.5.5 --- Data Analysis --- p.51 / Chapter 3.6 --- Chapter Summary --- p.51 / Chapter CHAPTER 4 --- RESULTS AND DISCUSSIONS --- p.53 / Chapter 4.1 --- Teacher Feedback on Preliminary Drafts and Final Version --- p.53 / Chapter 4.1.1 --- Teacher Feedback on Preliminary Drafts --- p.54 / Chapter 4.1.1.1 --- Student Views of Teacher Feedback on Preliminary Drafts: Questionnaires and Interviews --- p.54 / Chapter 4.1.1.2 --- Text Analysis on Preliminary Drafts --- p.57 / Chapter 4.1.2 --- Teacher Feedback on Final Version --- p.59 / Chapter 4.1.2.1 --- Students' Views of Teacher Feedback on Final Version --- p.60 / Chapter 4.1.2.2 --- Text Analysis on Teacher Feedback on Final Version --- p.62 / Chapter 4.1.3 --- Teacher Feedback on Preliminary Drafts and Final Version: Teachers' Rationale --- p.65 / Chapter 4.1.3.1 --- Teacher A's Rationale on Teacher Feedback --- p.66 / Chapter 4.1.3.2 --- Teacher B's Rationale on Teacher Feedback --- p.67 / Chapter 4.1.3.3 --- Teacher C's Rationale on Teacher Feedback --- p.69 / Chapter 4.1.4 --- Teacher Feedback on Preliminary Drafts and Final Version: A Comparison --- p.71 / Chapter 4.2 --- "Students' Response to Teacher Feedback: Attended, Deleted, and Ignored" --- p.73 / Chapter 4.2.1 --- Feedback Attended to and Received Positively --- p.73 / Chapter 4.2.1.1 --- Feedback Attended to: Student Questionnaires --- p.73 / Chapter 4.2.1.2 --- Feedback Attended to: General Picture From Text Analysis --- p.77 / Chapter 4.2.1.3 --- Feedback Attended to and Its Easiness and Difficulties: Student Interviews and Questionnaires --- p.78 / Chapter 4.2.1.3.1 --- Teacher Feedback Students Found Easy to Deal With --- p.79 / Chapter 4.2.1.3.2 --- Teacher Feedback Students Found Difficult to Deal With --- p.82 / Chapter 4.2.1.3.3 --- Summary of Feedback Students Attended to --- p.88 / Chapter 4.2.1.4 --- Feedback Received Positively --- p.89 / Chapter 4.2.1.5 --- Feedback Received Positively: Critical (Negative) Feedback --- p.90 / Chapter 4.2.1.6 --- Feedback Received Positively: Minimal Use of Symbols in Feedback --- p.91 / Chapter 4.2.1.7 --- Feedback Attended to and Received Positively: Summary --- p.93 / Chapter 4.2.2 --- Feedback Partially Attended to or Deleted --- p.94 / Chapter 4.2.2.1 --- Teacher Feedback Partially Attended to: Students' Views From Questionnaires --- p.94 / Chapter 4.2.2.2 --- Teacher Feedback Partially Attended to: Student Interviews and Text Analysis --- p.95 / Chapter 4.2.2.2.1 --- “I Delete to Condense´ح --- p.95 / Chapter 4.2.2.2.2 --- “I Delete to Clarify´ح --- p.96 / Chapter 4.2.2.2.3 --- "“I Delete to Save Myself Trouble""" --- p.96 / Chapter 4.2.2.3 --- Teacher Feedback Partially Attended to: General Picture From Text Analysis --- p.97 / Chapter 4.2.2.4 --- Feedback Partially Attended to or Deleted: Summary --- p.99 / Chapter 4.2.3 --- Feedback Ignored and Received Negatively --- p.99 / Chapter 4.2.3.1 --- Feedback Ignored: Students' Views From Questionnaires --- p.100 / Chapter 4.2.3.2 --- Feedback Ignored: Students' Views From Interviews --- p.100 / Chapter 4.2.3.2.1 --- Feedback Difficult to Revise Accordingly --- p.101 / Chapter 4.2.3.2.2 --- Feedback Obscure in Letting Students Know What the Problem Was --- p.102 / Chapter 4.2.3.2.3 --- Feedback on Earlier Drafts --- p.103 / Chapter 4.2.3.2.4 --- Feedback on “Minor´ح Things --- p.104 / Chapter 4.2.3.2.5 --- Feedback Not Unique to the Essay --- p.104 / Chapter 4.2.3.2.6 --- Feedback Violating the Expression of Personal Voice --- p.105 / Chapter 4.2.3.3 --- Teacher Feedback Ignored: General Picture From Text Analysis --- p.106 / Chapter 4.2.3.4 --- Feedback Ignored: Two Extreme Cases as Illustrations --- p.108 / Chapter 4.2.3.4.1 --- Case of Jeff --- p.108 / Chapter 4.2.3.4.2 --- Case of Dorothy --- p.109 / Chapter 4.2.3.5 --- Feedback Ignored: Teachers' Views --- p.111 / Chapter 4.2.3.6 --- Feedback Received Negatively --- p.112 / Chapter 4.2.3.6.1 --- Positive Feedback --- p.112 / Chapter 4.2.3.6.2 --- Feedback Without Explanations --- p.113 / Chapter 4.2.3.7 --- Feedback Ignored and Received Negatively: Summary --- p.115 / Chapter 4.2.4 --- Students' Response to Teacher Feedback: Summary --- p.115 / Chapter 4.3 --- Reasons Behind Students' Preferences --- p.116 / Chapter 4.3.1 --- Personal Factors --- p.116 / Chapter 4.3.1.1 --- Proficiency in English --- p.116 / Chapter 4.3.1.2 --- Repertoire of Revision Strategies --- p.119 / Chapter 4.3.1.3 --- "Balancing Between Personal Voice and the ""Standard""" --- p.121 / Chapter 4.3.2 --- Interpersonal Factors --- p.124 / Chapter 4.3.2.1 --- Communication Between Teachers and Students --- p.124 / Chapter 4.3.2.2 --- Sources for Support or Advice --- p.126 / Chapter 4.3.3 --- Reasons Behind Students' Preferences: Summary --- p.129 / Chapter 4.4 --- Students' Views and Teachers' Views --- p.130 / Chapter 4.4.1 --- Students' Use of Teacher Feedback During Revision Process --- p.130 / Chapter 4.4.1.1 --- A Brief Overview of the Revision Process Undertaken by Students --- p.131 / Chapter 4.4.1.1.1 --- Revision Process Undertaken by English Majors (Class A) --- p.131 / Chapter 4.4.1.1.2 --- Revision Process Undertaken by Non-English Majors (Classes B and C) --- p.133 / Chapter 4.4.1.1.3 --- Common Feature of Revision Process Shared by the Two Groups of Students --- p.134 / Chapter 4.4.1.2 --- Strategies Used in the Revision Process --- p.135 / Chapter 4.4.1.2.1 --- Contemplating on Their Own --- p.135 / Chapter 4.4.1.2.2 --- Consulting Their Peers --- p.136 / Chapter 4.4.1.2.3 --- Consulting Their Teachers --- p.136 / Chapter 4.4.1.2.4 --- Consulting Other Resources --- p.136 / Chapter 4.4.2 --- Teachers' Expectations on the Use of Teacher feedback in Revision Process --- p.137 / Chapter 4.4.2.1 --- Summary of Teachers' Recommendations of the Revision Process --- p.137 / Chapter 4.4.2.1.1 --- Teacher A's Recommendations --- p.137 / Chapter 4.4.2.1.2 --- Teacher B's Recommendations --- p.139 / Chapter 4.4.2.1.3 --- Teacher C's Recommendations --- p.139 / Chapter 4.4.2.2 --- Strategies Recommended in the Revision Process --- p.140 / Chapter 4.4.3 --- Students' Views and Teachers' Views: A Comparison --- p.141 / Chapter CHAPTER 5 --- CONCLUSIONS AND IMPLICATIONS --- p.143 / Chapter 5.1 --- Conclusions --- p.143 / Chapter 5.2 --- Significance --- p.145 / Chapter 5.3 --- Pedagogical Implications --- p.147 / Chapter 5.3.1 --- Short-term Implications --- p.147 / Chapter 5.3.1.1 --- Make Teacher Feedback More Comprehensible and Specific --- p.148 / Chapter 5.3.1.2 --- Hold Teacher-student Conferences --- p.150 / Chapter 5.3.1.3 --- Introduce Peer Review --- p.151 / Chapter 5.3.1.4 --- Teach Revision Strategies --- p.151 / Chapter 5.3.2 --- Long-term Implications --- p.152 / Chapter 5.3.2.1 --- Read More! --- p.153 / Chapter 5.3.2.2 --- Think More! --- p.154 / Chapter 5.3.2.3 --- Write More! --- p.155 / Chapter 5.4 --- Limitations --- p.156 / Chapter 5.4.1 --- Insufficient Testing of the Instruments (Pilot Study) --- p.156 / Chapter 5.4.2 --- Uneven Distribution of Student Interviewees Among the Three Writing Classes (Main Study) --- p.157 / Chapter 5.4.3 --- Inconsistent Proportion of Writing Gathered From the Three Writing Classes (Main Study) --- p.158 / Chapter 5.4.4 --- Inconsistent Timing Between the Three Writing Classes (Main Study) --- p.158 / Chapter 5.4.5 --- The Scope of Teacher Feedback on Students' Writing (Main Study) --- p.159 / Chapter 5.5 --- Recommendations for Future Studies --- p.160 / Chapter 5.5.1 --- Comprehensive Testing of Instruments With Tailored Design --- p.160 / Chapter 5.5.2 --- More Even Distribution of Student Interviewees With Different Characteristics --- p.160 / Chapter 5.5.3 --- More Consistent Number of Papers Collected From Different Writing Classes --- p.161 / Chapter 5.5.4 --- More Consistent Schedule Among Writing Classes --- p.161 / Chapter 5.5.5 --- Wider Scope of Enquiry of Teacher Feedback --- p.162 / APPENDICES / Appendix A Student Questionnaire --- p.171 / Appendix B Student Interview Guide --- p.176 / Appendix C Teacher Interview Guide --- p.177 / Appendix D Text Analysis Guide --- p.178 / Appendix E Consent Letter (to students) --- p.179 / Appendix F Consent Letter (to instructors) --- p.181 / Appendix G Response Rate and Characteristics of Student Respondents of Student Questionnaires --- p.183

This research sought to explore the patterns of co-authorship collaboration between African and international authors who have published together in journals relating to the field of social psychology. Bibliographic data was used to extract and produce social network maps of academic co-author collaborations in which one of the authors was African or affiliated to an author from an African country. These patterns of collaboration were analysed using social network analysis and it was found that, on average, African authors are poorly interconnected with other international authors in the field of social psychology and are also poorly interconnected with other African authors across the continent. It is likely that these structures of collaboration constrain the ability of African authors to produce their own relevant knowledge within the field of social psychology, in that their collaborations are limited and usually mediated by international connections. This pattern of interconnection makes it more likely that African social psychologists will operate within paradigms generated by academics in international and well-resourced countries and militates against the development of African paradigms. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2014.

Esta dissertação analisa comparativamente textos cabo-verdianos de autoria masculina e feminina à luz do tema Literatura e representação social das mulheres em Cabo Verde, com o objetivo de demonstrar como constroem a historicidade das mulheres naquele contexto, com base na abordagem de gênero e numa hermenêutica do cotidiano feminino. Diante do exposto, centramos as leituras nas personagens femininas das narrativas, especialmente as protagonistas, no intuito de acompanhar suas trajetórias de objetos a sujeitos históricos, tendo em conta a complexidade do fenômeno da emancipação feminina em Cabo Verde e a entrada um pouco tardia, todavia decisiva, de produções de mulheres no cânone literário. Buscamos demonstrar, em nossa pesquisa, como a escritura literária masculina de António Aurélio Gonçalves, Baltasar Lopes, Manuel Ferreira, Oswaldo Osório, Teobaldo Virgínio e Virgílio Pires apreende e apresenta realidades femininas, sobretudo por meio da exposição, ao passo que as escrituras literárias femininas de Camila Mont-Rond, Dina Salústio, Fátima Bettencourt, Ivone Aída e Maria Margarida Mascarenhas revelam subjetividades femininas que lançam novos olhares e novos recortes que dialogam o universo representado pela ótica masculina. / This dissertation analyses comparatively Cape Verdean texts of masculine and feminine authorship by the light of the subject Literature and social representation of the women in Cape Verde, with the objective to demonstrate how they build the historicity of women in that context, based on the approach gender and a hermeneutics of everyday women. Given the above, the readings have focused on female characters of the narratives, especially the protagonists in order to follow their paths of objects to historical subjects taking into account the complexity of the phenomenon of female emancipation in Cape Verde and coming a little late, but decisive , productions of women in the literary canon. We demonstrate in our research, such as male literary writings of António Aurélio Gonçalves, Baltasar Lopes, Manuel Ferreira, Oswaldo Osório Pires Teobaldo Virgínio and Virgílio Pires learns and presents women\'s realities, especially through the exhibition, while the female literary writings of Camila Mont-Rond, Dina Salústio, Fátima Bettencourt, Ivone Aída and Maria Margarida Mascarenhas and reveal female subjectivities that cast new visions and new cuts that dialogue the universe represented by the male perspective.

This thesis examines the way in which purpose and identity are realised in the written case reports of radiography students in comparison with those of professional writers. Students entering a new discourse community have to take on a new social identity and this identity is expressed by means of familiarity with the appropriate discourse conventions, including genre as the most overt expression of rhetorical purpose. Also important are the pragmatic choices used by writers to guide readers’ understanding of text and to construct interaction between them, i.e. metadiscourse, which here provides an additional and complementary way of viewing purpose and identity. The study aims, at a more theoretical level, to make a contribution to writing research by integrating genre analysis and metadiscourse analysis within a single framework to provide new insight into the resources available to writers to construe identity in text. At a descriptive level, it provides analyses of a hitherto neglected genre of medical writing. Because the study compares the writing of novices and professionals, the description of this genre makes findings available for pedagogical application. Radiographers and radiologists work as members of the same professional teams and both publish case reports, often in the same journals. Data for the study is provided by two corpora of reports, one produced by radiography students and the other published in national journals by professionals. The genre analysis establishes the move structure of the radiological case study for both corpora and a cross-corpus analysis of metadiscourse demonstrates how identity is realised in the text as the moves unfold. Both quantitative and qualitative approaches are adopted with regard to the data. The student reports appear to be examples of a sub-genre of case reports with the move structure and metadiscoursal strategies differing in several significant ways, reflecting the different purposes and identities of the writers. Student writers are found not to be concerned with the more persuasive rhetorical functions of the genre and tend to align themselves with the viewpoint of the patient rather than the medical profession, drawing on school essay discourse and making use of metadiscoursal strategies associated with textbooks. / Linguistics / D.Litt. et Phil. (Linguistics)

The thrust of this work is to study Israelite pre-exilic writing of religious literature. The beginning of literacy is considered from an archaeological perspective; especially, in the pre-exilic Israelite community. The study of scribes and their services assist in the quest for understanding pre-exilic religious writing in Israel. The Bible attests to pre-exilic religious writing despite the often inferred ‘anachronism.’ The issue of post-exilic composition of all Old Testament books is a matter of debate as opposed to pre-exilic writing of some religious sources which is a matter that can be historically verified. / Biblical & Ancient Studies / M.A. (Biblical Archeology)

English Studies / M.A. (English)

Submitted in fulfillment of the requirements for the Degree of Doctor of Technology: Education, Durban University of Technology, 2013. / In this study I have explored scientific insights towards establishing how the biochemistry of the human being could have a significant impact on human learning in a number of different ways. I have discovered that the biochemistry within the whole human being is triggered by the molecules of emotion occurring in a psychosomatic network active throughout the whole being. The molecules of emotion are neuropeptides such as endorphins, linked to their receptors, such as opiate receptors. This triggering of the molecules of emotion constitutes the pleasure principle which enables and encourages learning. In addition, the growth of myelin ensheathing all the neurons, through a process of myelination, also informs human learning biochemically. These biochemical processes make human learning ‘active’. These biochemical processes also constitute a network of subtle energies operating in the viscera of all human beings, and so account for the anthropology of learning, viz. what is common to all human learning, regardless of ethnic group, language, economic circumstances, religious belief system, level of education, social class, age, gender, rural or urban location, inter alia. I have then drawn on my own learning experiences – my autobiography - and the experiences of others – an autoethnography - for evidence of the operation of the biochemistry in my and their learning. I have presented evidence of the emotions of joy, love and fun activating whole-being-learning that occurs in all of personal, spiritual and educational human learning. I have described my living spiritual and living educational theory as one where human learning happens when there is joy-filled love and love-filled joy within a safe community of practice. Within this safe community of practice, at least three aspects are argued to be features of whole-being-learning:  the relationships between the learners, their teachers and the subject are characterised by joy-filled love and love filled joy.  the talents and gifts of both the learners and the teachers are explored, celebrated, and used for inclusive benefit.  the knowledges of, about, and between, learners and teachers become integrated and coherent. My original contributions to the body of scholarly knowledge evidenced by my study include the following :  I have established the link between human learning as a biochemical process and the efficiency of games as a learning tool, thereby showing the link between learning and fun.  I have explored the holistic, organic intrinsic connections between personal, spiritual and educational human learning.  I have contributed to a growing understanding of the study of self as a subject and object in terms of my ways of human knowing (my epistemology), my ways of being human (my ontology) and my values (my axiology) which (in)form my attitudes of joy-filled love and love filled joy in all that I do.

Measures of classical rhetorical structure in text can improve accuracy in certain types of stylistic classification tasks such as authorship attribution. This research augments the relatively scarce work in the automated identification of rhetorical figures and uses the resulting statistics to characterize an author's rhetorical style. These characterizations of style can then become part of the feature set of various classification models. Our Rhetorica software identifies 14 classical rhetorical figures in free English text, with generally good precision and recall, and provides summary measures to use in descriptive or classification tasks. Classification models trained on Rhetorica's rhetorical measures paired with lexical features typically performed better at authorship attribution than either set of features used individually. The rhetorical measures also provide new stylistic quantities for describing texts, authors, genres, etc.

Thesis (MPhil)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Theses and dissertations constitute a substantial platform for the documentation and dissemination of research findings, and the professional presentation of such findings is crucial for maintaining scientific integrity. Highly effective fact finders may lack writing skills and experience, or they may simply encounter barriers when expressing ideas, and thus perhaps inadequately present what they have so adequately found. In short, adequate editing of theses and dissertations is essential. Whereas a multitude of guidelines is available for thesis and dissertation writing, there is little guidance available on the editing of such works. Thus, with the latter objective in mind, this thesis is dedicated to developing a practical model to editing postgraduate research papers. Despite a notable lack of theory in the field of thesis editing, which became apparent while reviewing the respective literature, the most suitable sources of theory were selected to provide a basis for developing a model for thesis editing. These sources, combined with insights from a practical dissertation editing assignment, allowed for the design of a model for the practical editing process of postgraduate research texts. The editing model is based on a process-oriented approach, i.e. one which focuses on the learning process of the student. Moreover, the model promotes a level of editorial intervention that conforms to the current perception of ethical intervention in thesis editing. Ethical intervention is currently being negotiated against the backdrop of such standards as the purpose of thesis writing as well as the requirement of originality of theses and dissertations. In a testing phase the model was applied in a thesis editing assignment and emerged as a valuable guide in the process of editing. It also proved practicable in all its major aspects. Nevertheless, since a single testing assignment is not sufficient to prove the general practicality of any model, the model is still to be considered a prototype and may have to undergo further refinement after additional comprehensive testing. / AFRIKAANSE OPSOMMING: Tesisse en verhandelinge is 'n belangrike basis vir die optekening en verspreiding van navorsingsbevindinge, en die professionele aanbieding van sodanige bevindinge is noodsaaklik vir die behoud van wetenskaplike integriteit. Tog is kom hoogs doeltreffende navorsers soms minder bedrewe of ervare skrywers, of hulle bloot voor hindernisse te staan wanneer hulle hul gedagtes moet verwoord, wat tot die ontoereikende aanbieding van bevredigende bevindinge lei. Kortom die toereikende redigering van tesisse en verhandelinge is van die allergrootste belang. Hoewel daar etlike riglyne vir die skryf van tesisse en verhandelinge bestaan, is daar weinig leiding beskikbaar vir die redigering daarvan. Gedagtig hieraan is hierdie tesis daarop toegespits om 'n praktiese model vir die redigering van nagraadse navorsingstekste te ontwikkel. Ondanks 'n merkbare gebrek aan teorie op die gebied van tesisredigering, wat baie duidelik uit 'n oorsig van die betrokke literatuur blyk, is die mees toepaslike teoretiese bronne as grondslag vir die ontwikkeling van 'n model vir tesisredigering gekies. Met behulp van hierdie bronne, tesame met die insigte verkry uit 'n praktiese redigeeropdrag, kon 'n praktiese model vir die redigering van nagraadse navorsingstekste ontwerp word. Die redigeermodel berus op 'n prosesgerigte benadering, dit wil sê 'n benadering wat op die student se leerproses konsentreer. Daarbenewens argumenteer die model ten gunste van redaksionele ingrepe wat met huidige opvattings oor etiese tesisredigering strook. Dit geskied teen die agtergrond van die huidige gesprek oor etiese intervensie, wat onder meer teen die agtergrond van standaarde soos die doel van die tesis sowel as die oorspronklikheidsvereiste vir tesisse en verhandelinge gevoer word. Die model is tydens 'n toetsfase in 'n tesisredigeringsopdrag toegepas en blyk nuttige riglyne vir die redigeerproses te bied. Ook het al die kernkomponente daarvan geblyk prakties bruikbaar te wees. Aangesien 'n enkele toetsopdrag nie voldoende is om die algemene bruikbaarheid van 'n model te bewys nie, word die model steeds as 'n prototipe beskou en dit sal waarskynlik ná bykomende omvattende toetsing verder verbeter word.

Thesis (MBA)--Stellenbosch University, 2014. / The purpose of this research study is to understand the impact of key life experiences on the authentic transformational leadership development of the researcher. The document outlines the events that signify the leadership development of the researcher, from his earliest years in the fishing village of Mossel Bay, through to the tertiary years in Cape Town, to where he finds himself working for a Johannesburg Stock Exchange (JSE) listed corporate company. The researcher makes use of autoethnography as a research method. Narratives are used to capture life or to trigger events in a way which enables the researcher to get a better understanding of whom he has become as a leader. The researcher has reviewed positive events, as well as events which had a negative impact on his development as leader, such as the low level of involvement of the father figure during his upbringing. The narratives draw a lot from the experience of being raised predominantly by the mother and how this shaped certain transformational aspects of the researcher’s leadership profile. Furthermore, the narratives also viewed the impact of certain early interactions and experiences in the researcher’s work life which influenced the ethical development of his leadership approach. The researcher concludes with a summary of key themes that emerged during reflection of trigger events and experiences, which he hopes may contribute toward others finding their own leadership profiles.