Thesis (MA)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: This study explores the nature of writing instruction which can improve the writing skills of
learners as it also takes into account the learners needs. The main aim is to apply the genrebased
approach to written texts in Xhosa. This framework for instruction will help learners to
be ready for the work place after they have left school. They will acquire the necessary
writing skills, which are needed in the work place today. The genre-based use oflanguage will
enable them to use written language in different situations and they should be able to write
meaningful texts, which will take the reader into consideration, as required by Curriculum
2005.
The approaches to teaching communicative writing skills are discussed in relation to both the
critical outcomes and the specific outcomes for the learning field Language, Literacy and
Communication as specified in the Curriculum 2005 (1997). The framework presented by
Grabe 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.
Six BONA Magazine articles on sport celebrities have been analysed according to the model
of text-construction within the framework proposed by Grabe and Kaplan (1996). It is
concluded that these types of analytic skills are required in an effective approach to the
teaching of writing to accomplish the outcomes of Curriculum 2005. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die aard van skryfonderrig wat die skryfvaardigheid van leerders
kan verbeter en ook die leerders se behoeftes in ag neem. Die hoofdoelstelling van die studie
is om die genre-gebaseerde benadering toe te pas in die analise van geskrewe tekste in Xhosa.
Hierdie raamwerk vir onderrig sal leerders help om gereed te wees vir die kommunikatiewe
eise van die werkplek nadat hulle die skool verlaat het. Hulle kan, deur die genre-benadering
tot skryfonderrig, die vereiste skryfvaardighede ontwikkel wat in die werkplek benodig word.
Die genre-gebaseerde gebruik van skriftelike taal kan leerders in staat stelom taal aan te wend
in In verskeidenheid situasies, en hulle behoort in staat te wees om betekenisvolle tekste te
skryf wat die leser in berekening neem, soos vereis deur Kurrikulum 2005.
Die benaderings tot die onderrig van kommunikatiewe skryfvaardigheid word bespreek met
betrekking tot sowel kritieke uitkomste as spesifieke uitkomste vir die leerveld Taal,
Geletterdheid en Kommunikasie, soos gespesifiseer in Kurrikulum 2005 (1997 weergawe).
Die raamwerk van Grabe en Kaplan (1996) word ook behandel met betrekking tot die
spesifieke uitkomste in wat bereik moet word in die leerveld Tale, Geletterdheid en
Kommunikasie.
Ses BONA tydskrifartikels wat handeloor sportpersoonlikhede word ontleed volgens die
genre-gebaseerde benadering binne die raamwerk van Grabe en Kaplan se model vir
tekskonstruksie en etnografie vir skriftelike tekste. Daar word bevind dat die onderrig van
hierdie soort analitiese vaardighede nodig is vir In doeltreffende benadering tot skryfonderrig
vir die bereik van die uitkomste van Kurrikulum 2005.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/52641 |
| Date | 03 1900 |
| Creators | Ganca, Zanodumo Victor |
| Contributors | Visser, M. W., Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of African Languages. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | 189 p. : ill. |
| Rights | Stellenbosch University |
Page generated in 0.0025 seconds