The main focus of hip hop music is on the beats and the lyrics. Hip hop lyrics. performed as 'rap' (fast poetic rhymes) address topics such as self-portrayal, roots, life, location, time and space. From its beginnings, hip hop music in KwaZulu-Natal has been bilingual with artists performing in isiZulu and English. In addition, expressions from isiTsotsi or other forms of youth language are used in performances as well as on records and mixtapes. Therefore, hip hop music from KwaZulu-Natal offers excellent material for the analysis of the relation between language choice and construction of identity amongst urban youth. This treatise investigates this matter, taking the question of ethnicity in post-apartheid South Africa into account. Five artists who rap and perform predominantly in isiZulu provide their lyrics for the sociolinguistic analysis which takes a close look at the content and translatability of each text. Certain topics addressed in hip hop lyrics in isiZulu are languagespecific and seem to be (almost) untranslatable. These topics may be related to cultural concepts and 'common knowledge' which are based in Zulu traditions. Moreover, the analysis of the lyrics shows that isiZulu-speaking hip hop artists from KwaZulu-Natal who rap in their mother tongue merge common hip hop themes with traditional concepts of Zulu culture. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2007.

This study deals with the interplay of music and text in contemporary Durban rap. It / Thesis (M.Mus.)-University of KwaZulu-Natal, Durban, 2009.

If today’s adolescents are not becoming critically literate, then the nearly infinite number of texts with which they engage, are being accepted blindly or simply ignored. There are adolescents who do question texts, but what are the meanings they make from them. This research focuses on the question, “How do adolescents use critical literacy to navigate/negotiate the texts in their lives?” Through classroom observation and interviews with the students as informants, I collected qualitative data that I used to develop a Critical Engagement Continuum. The Continuum provides a framework how adolescents engage with a variety of texts, from critical thinking to critical literacy. Conclusions show that most participants’ comments fell towards the critical thinking end of the continuum and few made mention of any social justice issues or transformative thinking which categorizes the critical literacy end. Recommendations are made for teachers looking to develop a critically literate classroom. / Graduate

This thesis is concerned with explicating the role of language in mobilising action through management emails. Situated within the context of organisational change in a globalised manufacturing business, the project is framed by behavioural observations from management scholars Palmer and Hardy (2000) of mobilisation strategies that utilise linguistic resources since they: (a) involve a sense of obligation or inclination in directives; (b) show how co-operation will produce mutual benefits; (c) construct desired actions as legitimate, beneficial or inevitable; and (d) use past or anticipated meanings, for or against certain actions. Systemic Functional Linguistics is the underlying framework employed to provide a theoretically principled account of the intuitively derived observations from Palmer and Hardy (2000) which are applied to a sample of twenty-seven email texts, through corpus- and text-based analysis. A major finding is that the representation of action is enacted interpersonally through the verbal group. This view complements experientially dominated accounts of the verbal group which focus on the tense system. Further, action is found to be motivated through the negotiation of evaluative stance. By relating the grammar of the verbal group as well as other resources to the discourse semantics of Appraisal, modulation (of obligation or inclination) is found to be enabled by both negative as well as positive judgements of capacity. Specifically, judgements of capacity are re-interpreted as invocations of high obligation as managers seek to mobilise (further) positive performance. The analysis demonstrates that elements in the verbal group (complex) and Appraisal co-opt action through enabling positioning of the writer, in terms of assessing and grading categorical meanings, manipulating interpersonal time, or foregrounding solidarity. A significant contribution to the thesis is an extension of the system of GRADUATION: FOCUS (Hood, 2004a) through the demonstration of how resources of the verbal group negotiate expectations of appearances and achievements. This study has also extended the resources of GRADUATION: FORCE by applying it to the management context. The practical contribution of the study is that these insights may more explicitly inform management training and enable managers to participate more effectively within their community of practice.

Vol. 2 consists of unpublished or not readily available papers and miscellaneous material referred to in vol. 1. Includes historical material and Kaurna language texts. / Includes bibliographical references (47 p.) / 2 v, : ill. (some col.), maps ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, Dept. of Linguistics, 1998

Vol. 2 consists of unpublished or not readily available papers and miscellaneous material referred to in vol. 1. Includes historical material and Kaurna language texts. / Includes bibliographical references (47 p.) / 2 v, : ill. (some col.), maps ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, Dept. of Linguistics, 1998

Thesis (Ph. D.)--University of Chicago, 1901. / Reprinted with "occasional alterations" from the American journal of archaeology, Second series, vol. VIII, 1903.

Thesis (Ph. D.)--University of Chicago, 1901. / Reprinted with "occasional alterations" from the American journal of archaeology, Second series, vol. VIII, 1903.

Thesis (Ph.D.)--Tampereen yliopisto, 2004. / Includes bibliographical references (p. 253-263) and discography (p. 251-252). Also available online.

Thesis (M.A.)--Miami University, Dept. of Psychology, 2005. / Title from first page of PDF document. Document formatted into pages; contains [1], iv, 53 p. Includes bibliographical references (p. 45-56).