Thesis (M.A.)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: This study explores the application of various approaches to teaching communicative writing skills in senior phases of learning. The main aim is to investigate how these approaches are adopted to instil competence in the communicative writing skills of grade 12learners ofisiZulu first language. Various approaches to writing skills are discussed and explored in order to make suggestions to educators' effective ways of teaching and learning communicative writing skills. Assessment criteria for written work are also presented to guide educators on how the written work is assessed. In order to ensure that the communicative writing skills are taught and learned effectively up to norms required by the Department of Education; the approaches to teaching communicative writing skills are discussed in relation to both the critical outcomes and the specific outcomes for the learning field Languages, Literacy and Communication as specified in the Curriculum 2005 (1997). The idealized writing curriculum proposed by Grade and Kaplan (1996) is also presented in relation to the specific outcomes that need to be achieved in the Languages, Literacy and Communication learning field. The aim of presenting this writing curriculum is to enable the educators to teach communicative writing skills effectively and to be able to compete in the urban, technological, international world that requires competent writers. In order to investigate the needs and problems that appear to constitute obstacles in teaching and learning communicative writing skills effectively, survey interviews were conducted with the respective educators; and written reports were requested from the educators who were participating in facilitating the process of writing the IsiZulu essays of Grade 12 learners for analysis. In this study, these essays are analysed and assessed. The findings based on this research are presented explicitly to identify the obstacles that educators and learners experience during the writing practices. Recommendations are made as regards positive and constructive changes in the teaching and learning of the communication writing skills in the senior phases of learning in South Africa. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die toepassing van verskeie benaderings tot die onderrig van kommunikatiewe skryfvaardighede in die senior fase van leer. Die hoofdoelstelling van die studie is om In ondersoek te doen na hoe benaderings wat aanvaar word aanleiding kan gee tot die verwerwmg van taalvaardigheid, m die besonder, kommunikatiewe skryfvaardighede deur graad 12 eerstetaalleerders van isiZulu. Verskillende benaderings tot skryfvaardighede salondersoek word ten einde aanbevelings te maak oor doeltreffende wyses waarop onderwysers kommunikatiewe onderrig en leer kan bewerkstellig. Assesseringskriteria VIr skriftelike werk sal aangebied word ten einde taalonderrigpraktisyns riglyne te gee aangaande die assossering van kommunikatiewe skryfvaardighede. Ten einde te verseker dat kommunikatiewe skryfvaardighede doeltreffend onderrig en aangeleer word tot op die peil vereis deur die Departement van Onderwys, sal die benaderings tot die onderrig van kommunikatiewe skryfvaardighede bespreek word met betrekking tot sowel die kritieke uitkomste as die spesifieke uitkomste van die leerveld Tale, Geletterdheid en Kommunikasie, soos gespesifiseer in Kurrikulum 2005 (1997). Die voorgestelde skryfkurrikulum van Grabe en Kaplan (1976) salook bespreek word met betrekking tot die spesifieke uitkomste wat bereik moet word in die leerveld Tale, Geletterdheid en Kommunikasie. Die doelstelling van die bespreking van hierdie skrytkurrikulum is om onderwysers in staat te stelom kommunikatiewe skryfvaardighede doeltreffend te onderrig ten einde leerders in staat te stelom mededingend te wees in die huidige stedelike, tegnologiese, internasionale wêreld wat vaardige skrywers vereis. Ten einde die behoeftes en probleme te ondersoek wat hindernisse is in die doeltreffende onderrig en leer van kommunikatiewe taalvaardigheid, is onderhoude gereël met verskillende onderwysers, en skriftelike rapporte is aangevra van onderwysers wat deelgeneem het in die fasiliteringsproses van die skryf van isiZulu opstelle deur graad 12 leerders vir die doeleindes van die analises gedoen in hierdie studie. Die bevindinge gebaseer op die navorsing gedoen in hierdie studie word eksplisiet aangebied ten einde die hindernisse te identifiseer wat onderwys ervaar tydens die praktyk van skryfonderrig. Aanbevelings word gemaak rakende positiewe en konstruktiewe vernaderinge in die onderrig en leer van kommunikatiewe skryfvaardighede in die senior fase van leer in Suid- Afrika.

Thesis (MA)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: This study explores a theoretical framework of language competence with reference to the teaching and learning of writing in Xhosa grade 12. The teaching of writing attempts to develop writing skills and to assist learners to see writing as a process involving various stages such as thinking, researching, planning, writing and re-writing. Furthermore, this study aims at demonstrating how to develop the learners to express themselves in a formally ordered way, as required in a given context for a specific purpose and audience. The study is strongly influenced by two approaches, one associated with the processes of writing, and the other called the genre approach, but the study also draws on a number of writing models. Examples of written essays by the learners of Xhosa in grade 12 are presented and analysed. This study examines four essays, each for which properties relating to the language competence component is analysed according to the questions posed by Grabe and Kaplan (1996). Writing is one of the most important communicative skills in life of the individual and it is an integral part of the school curriculum. This study concludes with some recommendations, which might help to solve certain problems relating to essay writing in the teaching of languages in Curriculum 2005 .. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek 'n teoretiese raamwerk van taalvermoë met verwysing na die onderrig en aanleer van skryfvaardigheid in Xhosa vir graad 12 leerders. Die onderrig van skryfvaardigheid het as doelstelling die ontwikkeling van leerders se skryfvermoëns en die leiding van leerders om skryf te sien as 'n proses wat talle fases behels, soos nadenke, beplanning, navorsing, skryf en herskryf. Die studie poog voorts om aan te toon hoe leerders ontwikkel kan word om hulleself uit te druk in 'n formeelgevorderde wyse, soos vereis in 'n bepaalde konteks en vir 'n bepaalde gehoor. Die studie is sterk beïnvloed deur twee benaderings, een gekoppel aan die prosesse van skryf, en die ander, bekend as die genre-benadering, maar die studie betrek ook 'n aantal modelle van skryfvaardigheid. Voorbeelde van skriftelike stukke deur leerders van Xhosa eerste taal in graad 12 word ontleed. Die studie ondersoek vier opstelle, elke waarvoor eienskappe rakende die taalvaardigheidskomponent, ontleed word volgens vrae gestel deur Grabe en Kaplan (1996). Skryfvaardigheid is een van die belangrikste kommunikasievaardighede in die lewe van 'n individu, en dit vorm 'n integrale deel van die skoolkurrikulum. Die studie sluit af met 'n aantal aanbevelings wat 'n bydrae kan maak tot die oplos van bepaalde probleme rakende skryfwerk in taalonderrig in Kurrikulum 2005.

The present work is concerned with the influence of English grammar, syntax, idiom and style upon contemporary literary Arabic. Loan-words-which have been arabicized or directly adopted into Arabic have not been included in this study. The work is in two parts. Part I treats the historical background of the influence, the native attempts at resistance or adaptation, a historical survey of the standard Arabic (a definition of this is given later in this chapter), previous studies and observations in this field, and evaluation of the material used, which covers works (books) as well as the press. Biographical notes of the authors used in this work and their association with the patterns and examples quoted in Part II are included here. At the end of Part I there is a Questionnaire answered by three of the authors treated in this mark, namely Najib Mahfuz, Ahmed Zaki, and Jabra Ibrhim Jabri.

Aristotle's concept of lexis has been discussed by numerous scholars, yet no comprehensive account of lexis has been produced so far. To fill this gap in scholarship, this thesis offers a systematic analysis of Aristotle's concept of lexis by dividing it into three levels, which allow a step-by-step approach to understanding this multi-layered concept. By considering Plato's and Isocrates' thoughts on lexis, Chapter 1 outlines the intellectual context in which Aristotle's ideas on the concept of lexis developed. Chapters 2-5 focus on the three levels of lexis and Chapter 6 brings a concluding discussion of metaphor. In Chapter 2 the linguistic elements treated under the notion of lexis and Aristotle's theory of language are delineated. These not only present Aristotle's thoughts on language as an abstract system, but they also form the most fundamental level upon which the remainder of Aristotle's thoughts on the concept of lexis are based. Chapter 3 explores Aristotle's remarks regarding individuals' use of linguistic elements as determined by sociolinguistic factors. Aristotle's occasional statements about language usage within the concept of lexis provide valuable pieces of evidence for studies in sociolinguistics and for his ideas on lexis on its third level as discussed in Chapters 4 and 5. In Chapter 4 the intra-textual aspect of Aristotle's remarks on lexis as a means for the creation of different kinds of poetry and rhetoric, i.e. lexis as technē, is examined. In Chapter 5 extra-textual factors are considered and are followed by a discussion of the purpose and function of lexis on its third level. Chapter 6 concludes the discussion of lexis by focusing on metaphor, the linguistic and stylistic element par excellence treated under the notion of lexis, which further highlights the benefits of a three-level approach to Aristotle's concept of lexis.

D. Litt. et Phil. (Theology) / Please refer to full text to view abstract

No description available.

First year college writing classes originated in the United States at Harvard University in 1874. Since then, theorizing such a course has proven a place of contention, as its purposes and subjects have proven difficult to sort and impossible to agree upon. When Harvard first began teaching introductory composition, literature played an integral role in the course, both as subject matter and as a means of acculturation for an increasingly diverse student body. Since then, many universities have continued to use literature as an important component of what has remained the only course largely required of all first year students. However, the use of literature in introductory composition has been contested since such courses began. Conflicting ideals have typified the conversation concerning the role(s) of reading in writing classes, in large part because of how the discussion has been framed. The difficulty in framing in part stems from participants thus far addressing the issue in limiting ways. For example, some have claimed that the issue had already been resolved, while others have argued to separate the discussion of literature in first year writing from theoretical, institutional, and historical concerns, given contradictory accounts of that history, or denied it altogether. Re-examining that history demonstrates that the uses and purposes of literature in first year writing have been continually and critically implicated in issues far more complex than whether or not a poem appears in a writing class. Institutions subordinated composition to literature in English departments, which led first to writing departments turning to literature as a validating subject matter, then later rejecting it to assert the independence of writing as a discipline. Institutional and political struggles have clouded adequate theorization of reading and writing in first year classes as well. The discussion has sometimes treated both reading and writing unproblematically, and even recent efforts to introduce to the conversation multiple ways of writing have ignored related and multiple processes of reading. Rewriting a historical narrative of how literature has been used in first year writing that includes theoretical and institution concerns clarifies how those concerns underwrite more recent discussion. Bringing those concerns to the surface allows a richer theorizing of introductory composition and literature's role in it, particularly with the inclusion of recent challenges to the privileged nature of the category "literature." Transferring a prevalent model of writing as a cognitive, expressive, or social-cultural process to similarly identify reading processes offers one means by which we might reconfigure first year writing, inviting students to engage various ways of reading and writing. Addressing ways in which theoretical, institutional, and historical forces have shaped first year writing provides the means by which we might be more reflexive and critical in shaping such courses in the future. It also might allow the conversation of the role(s) of literature in composition to leave its 120 year stasis and take a progressive turn. / Graduation date: 1999

This study explores the relationship between the use of the third person for self-reference by Jesus and Yahweh and suggests the potential for both divine and royal themes associated with this manner of speech. Chapter 1 highlights that this issue has received little attention in scholarship. In order to offer a thorough evaluation, the study offers a comprehensive survey of illeim in the Bible, highlighting its prominence and various rhetorical implications. Chapter 2 surveys the use of illeism in antiquity in order to address whether illeism was a common manner of speaking. Though various Greek historians refer to themselves in the third person, evidence indicates that this was a rhetorical effort sometimes used to give a sense of objectivity to their works. No evidence was found that would indicate that illeism was commonly used in direct speech. Chapter 3 surveys the Old Testament and categorizes the various uses of illeism. The study highlights the similar and prominent use by both OT kings and Yahweh. Chapter 4 explores the ANE literature for occurrences of illeism and notes the relatively prominent use among both ANE kings and preeminent pagan gods. Chapter 5 addresses the illeism of Jesus, the only person in the New Testament to use illeism in direct discourse, and finds a similar manner of use and rhetorical intention as that of Old Testament and ANE kings and that of Yahweh. In each case the illeism serves to emphasize the speaker's unique identity and authority associated with royal and/or divine status. The study also notes the illeism of Yahweh and Jesus share the common characteristics of prominence of occurrences, a shifting between first and third person, a variety of distinct self-references, and similar rhetorical intent. Chapter 6 summarizes the study and highlights the suggestive nature of the evidence. In light of the evaluation of the use of illeism by Jesus and Yahweh, based on the similar usage among Old Testament and ANE kings, and ANE gods, as well as the analysis of the various rhetorical implications of illeism, the evidence suggests that a royal and divine theme may be associated with the third-person self-references of Yahweh and Jesus. Furthermore, in light of the parallels between the two uses, the study suggests this manner of speech may be yet another way Jesus presents himself "as God."

published_or_final_version / Chinese / Doctoral / Doctor of Philosophy

This study aims at examining the use of color word “qing” and its combinations in Chinese language. “Qing” is one of the earliest appeared color words in Chinese language. It is a unique color word which can represent the colors of green, blue, black and white. Due to its complex meaning, it is difficult to understand which color does “qing” stand for in different cases. On the other hand, “qing” is a frequently used color word in both ancient and modern Chinese language. Words and phrases formed by “qing” can express symbolic meanings other than color. To begin with, the first chapter introduces the research background, objectives and key points of the study. In the second chapter, the origin, inherent and extended meaning, as well as the combinations of “qing” and other color words will be analyzed. Apart from their meanings, the grammatical characteristics are also important to a comprehensive study of “qing” and its combinations. In the third chapter, “qing” and its combinations will be discussed in the aspects of word-formation, syntactical functions and sentence structure. The fourth chapter is about the usage and effect of “qing” and its combinations with regard to rhetoric. Examples of “qing” and its combinations which create specific rhetorical effects in Chinese literature were discussed. The last chapter serves as a conclusion, highlighting the research results of this study. This dissertation attempts to discuss “qing” and its combinations in different angles to provide nutrition to the overall study of “qing”. / published_or_final_version / Chinese Language and Literature / Master / Master of Arts