This dissertation attempts to research the construction of meaning through the analysis and interpretation of the multi-textual novel Memorandum: 'n verhaal met skilderve by Marlene van Niekerk and Adriaan van Zyl. Memorandum is an exceptionally multifaceted text in which various patterns overlap. Any adequate analysis and interpretation of the novel must pay due attention to the comprehensive and variegated processes of meaning generation that are simultaneously active in this very dense text. Given the fact that all themes and motives are kept relevant all the way through, there is a danger that the researcher might get lost and that the argument (s)he produces might become too vague. Therefore this study focuses on only four aspects, which will then also determine the structure of the dissertation: (1) the unusual and complex narrative structure of the text; (2) the wide variety of forms, spheres or dimensions of the representation of spaces; (3) the disseminating intertextual game; and (4) the textual manifestations of liminality, which include liminal persons, situations, processes and the innovative approach and style of the text with regard to the relation between text and paintings. The dissertation attempts to participate in and add to the ongoing conversation between word, image, structure and theory through utilising not only narrative theory and narrative methods (which include the basic theory for studying spaces in literary texts), but also intertextual and liminal theory, in order to add to accepted notions of textual boundaries. / Thesis (M.A. (Afrikaans and Dutch))--North-West University, Potchefstroom Campus, 2009.

The volume of poetry Kleur kom nooit alleen nie (Colour never comes on its own) by Antjie Krog, is analysed extensively in this thesis. The main focus of the study is the way in which metaphors associated with boundaries, bordering, transgression and the crossing of boundaries are used to represent the struggle to come to terms with a traumatic past and to rethink new possibilities of co-existence in the future. In the poems the boundaries of the word, the text and the genre of poetry, as well as geographical and political boundaries and the boundaries of gender, especially the boundaries instituted by the patriarchal order, are challenged. The narration of alternative histories to supplement and correct documented history may also be considered as a boundary-crossing activity. Although colour is the most obvious metaphor of the divisions between people and is indeed used as the central metaphor throughout the volume, many other, sometimes more subtle examples of boundaries and bordering are explored and developed. There is for instance a strong focus on the psychological complexity of creativity and of writing poetry. The poet's withdrawal to a liminal zone which incorporates the almost spiritual dimension of her creative activities clearly forms a kind of leitmotiv in the collection. The text clearly suggests that the artist as a liminal figure achieves an enhanced ability to understand the forces at work in a community. Sharing the results of this insight from the liminal zone with the community implies that the artist can stimulate innovative processes which will obliterate boundaries and enable people to co-exist peacefully. Although the crossing of borders in most cases result in being wounded, there are also the possibilities of recovery and healing. The resultant scars are often regarded as strong identity-shaping features in people. Krog argues that language plays a decisive role in processes of reconciliation and that the text itself becomes a threshold area where different discourses interact and cross-fertilise one another. The structure of the thesis reflects the theoretical approach and is an attempt to present a balanced discussion of the aesthetic and the ideological aspects of Kleur kom nooit alleen nie as a poetic text. Appropriate theories are implemented to do justice to both the aesthetic qualities and the ideological undercurrents of single poems as well as the volume as such. Two discourses are therefore superimposed in order to present an adequate reading of this polyphonic and ambivalent text. 'The exploration of the varied manifestations of the boundary forms a continuous thematic line throughout the thesis but related themes such as identity, liminality and hybridity are also incorporated. On account of the postmodernistic nature of the text, the basic theoretical framework is that of literary postmodernism, with narrativity of the text, intertextuality, post-colonialism and feminism as its most significant manifestations. / Thesis (Ph.D. (Afrikaans and Dutch))--North-West University, Potchefstroom Campus, 2007.

This dissertation attempts to research the construction of meaning through the analysis and interpretation of the multi-textual novel Memorandum: 'n verhaal met skilderve by Marlene van Niekerk and Adriaan van Zyl. Memorandum is an exceptionally multifaceted text in which various patterns overlap. Any adequate analysis and interpretation of the novel must pay due attention to the comprehensive and variegated processes of meaning generation that are simultaneously active in this very dense text. Given the fact that all themes and motives are kept relevant all the way through, there is a danger that the researcher might get lost and that the argument (s)he produces might become too vague. Therefore this study focuses on only four aspects, which will then also determine the structure of the dissertation: (1) the unusual and complex narrative structure of the text; (2) the wide variety of forms, spheres or dimensions of the representation of spaces; (3) the disseminating intertextual game; and (4) the textual manifestations of liminality, which include liminal persons, situations, processes and the innovative approach and style of the text with regard to the relation between text and paintings. The dissertation attempts to participate in and add to the ongoing conversation between word, image, structure and theory through utilising not only narrative theory and narrative methods (which include the basic theory for studying spaces in literary texts), but also intertextual and liminal theory, in order to add to accepted notions of textual boundaries. / Thesis (M.A. (Afrikaans and Dutch))--North-West University, Potchefstroom Campus, 2009.

University of Technology, Sydney. Faculty of Education. / This thesis critically investigates how student writers cope with interdisciplinarity in business studies at postgraduate level. The corpus of knowledge student writers have to grapple with today seems to distance itself from the traditional mono-disciplinary contexts. Texts as well as the students who construct them are being continuously informed and conditioned by new values and imperatives of relatively new discursive practices. Hence, student academic writing(henceforward ‘student writing’) especially at postgraduate level can be regarded as a complex academic endeavour where students have to take up multiple writing positions. Analyzing student texts against the backdrop of the enormous intertextual and interdiscursive resources pertaining to interdisciplinarity is a major component of this thesis. Electivization of the curricula, on the other hand, while providing student writers with a wide range of choices, has created yawning gaps between what is commonly known as prior knowledge and what is yet to be learnt in the form of new knowledges. These epistemological considerations, i.e., how disciplinary knowledge is acquired, evaluated, contested, and strategically used also constitute an integral part of this research. Also of importance in the above contexts are the often lengthy and generically diverse assessment tasks students are required to accomplish within specific deadlines. The nature and structure of assignment topics and assessment tasks have in the past two decades or so undergone tremendous changes owing in large measure to disciplinary as well as socio-economic imperatives. Student writing has several dimensions in terms of the mode of assessment, egg. examination-based, presentation-based, research-based, observation-based. This thesis, however, will focus on research-based writing tasks. Based on the findings of this thesis, a paradigm called critical interdisciplinarity has been proposed in the concluding chapter of this thesis. Pedagogical and curricular considerations play a vital role in critical interdisciplinarity. By virtue of their encyclopaedic dimensions, knowledge domains relating to academic interdisciplinarity in student writing lend themselves to a wide range of future research projects. An attempt has been made here to critically explore only a tiny proportion of this inexhaustible repertoire of knowledge.

As a practising classroom teacher with an academic interest in literacy acquisition, I was aware of the complex nature of literacy and the controversial debates around the teaching and learning of literacy. Having frequently witnessed and been intrigued by the idiosyncratic intricacies of literacy learning in my teaching and parenting, I was drawn towards theorists and educators who recognise literacy as a complex social practice. As classroom teacher and researcher, I set out with the broad aim of exploring sociocultural factors influencing the literacy development of students in the class I was teaching at the time. Using a qualitative research paradigm, data collection began at the beginning of the school year and proceeded until the end of the final term. Data collection techniques included participant observation, field notes, video and audio recordings, questionnaires, structured and unstructured interviews and artefact collection. Initial analysis examined the data to identify factors that appeared to influence literacy development. As analysis proceeded, I became aware of intertextual incidents in the data. Intertextuality was first defined by Kristeva (1967) and describes the process of interpreting one text by means of a previously composed text. The presence of intertextual events in this study and the implications they have for literacy teaching and learning, precipitated the eventual focus for the study, namely, intertextuality. An exploration of the theory of intertextuality, its significance to literacy, analysis of intertextuality in this classroom data and the implications for literacy teaching in the kindergarten classroom became the central focus of the study. The study involved transcribing the intertextual incidents from the data and categorising them across three domains. The research has led to significant theoretical progress in understanding intertextuality and amongst other things has suggested a framework for describing intertextual incidents The final stage of the study also involved drawing together four themes from the literature on intertextuality with transcript examples from the kindergarten study. This conclusive paper indicates the application of independent critical ability in synthesising the new data with the complex body of literature surrounding intertextuality. / Doctor of Education (Ed.D.)

Thesis (M. A.)--University of Hong Kong, 2007. / Title proper from title frame. Also available in printed format.

Thesis (Ph. D.)--Emory University, 1996. / Includes bibliographical references (p. 281-297).

Thesis (M.A.)--University of Hong Kong, 1994. / Includes bibliographical references (p. 71-77).

Thesis (Ph. D.)--University of Texas at El Paso, 2009. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.

Thesis (M.A.)--University of Hong Kong, 1994. / Includes bibliographical references (p. 71-77). Also available in print.