An edition of a selection of poems by John Randal Bradburne
- Authors: Hacksley, Helen Elizabeth
- Date: 2006
- Subjects: Bradburne, John, -1979 Bradburne, John, -1979 -- Criticism and interpretation Poets, South African -- 20th century -- Biography
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2288 , http://hdl.handle.net/10962/d1008069
- Description: This thesis examines the life and work of John Randal Bradburne (1921-1979), poet, mystic, musician, cenobite, sometime soldier, pilgrim and wanderer. His religious experiences, particularly, gave rise to a vast corpus of verse, virtually all of it as yet unpublished. This study provides a brief overview of his life, and a critical and textual introduction to a sample selection of poems entitled Bradburne 's Assays. The biography has been compiled from published and unpublished sources, as well as from personal interviews and correspondence with Bradburne's friends, relatives and associates in South Africa, Zimbabwe and the United Kingdom. Chief among these are two unpublished biographies by Judith, Countess of List owe I. Bradburne's extant corpus consists of over five thousand titled pieces of verse, ranging from brieflyrics to verses hundreds of pages long. The forty-seven poems comprising Bradburne 's Assays, published here for the first time, were selected and arranged by Bradburne himself in a single sequence. A unique collection in his corpus, they are unified by their common sonnet form and their contemplative approach to secular and religious experiences. An accurate reading text of this set of poems, transcribed from Bradburne's typescripts, currently held at Holyhead in Wales, is provided. These typescripts have been electronically scanned and are presented in the Appendix. Editorial intrusion, which has been kept to a minimum, is recorded in the critical apparatus beneath the text of the poems. Since all the poems in this ed ition are presented here for the first time, each is accompanied by detailed commentary on their form and content. Where necessary, interpretations of obscure passages have been suggested. A general index to the Introduction and Commentary is supplied, along with indexes of first lines and titles of the poems. It is hoped that this thesis will stimulate further study of the life and work of a unique and intriguing figure.
- Full Text:
- Date Issued: 2006
- Authors: Hacksley, Helen Elizabeth
- Date: 2006
- Subjects: Bradburne, John, -1979 Bradburne, John, -1979 -- Criticism and interpretation Poets, South African -- 20th century -- Biography
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2288 , http://hdl.handle.net/10962/d1008069
- Description: This thesis examines the life and work of John Randal Bradburne (1921-1979), poet, mystic, musician, cenobite, sometime soldier, pilgrim and wanderer. His religious experiences, particularly, gave rise to a vast corpus of verse, virtually all of it as yet unpublished. This study provides a brief overview of his life, and a critical and textual introduction to a sample selection of poems entitled Bradburne 's Assays. The biography has been compiled from published and unpublished sources, as well as from personal interviews and correspondence with Bradburne's friends, relatives and associates in South Africa, Zimbabwe and the United Kingdom. Chief among these are two unpublished biographies by Judith, Countess of List owe I. Bradburne's extant corpus consists of over five thousand titled pieces of verse, ranging from brieflyrics to verses hundreds of pages long. The forty-seven poems comprising Bradburne 's Assays, published here for the first time, were selected and arranged by Bradburne himself in a single sequence. A unique collection in his corpus, they are unified by their common sonnet form and their contemplative approach to secular and religious experiences. An accurate reading text of this set of poems, transcribed from Bradburne's typescripts, currently held at Holyhead in Wales, is provided. These typescripts have been electronically scanned and are presented in the Appendix. Editorial intrusion, which has been kept to a minimum, is recorded in the critical apparatus beneath the text of the poems. Since all the poems in this ed ition are presented here for the first time, each is accompanied by detailed commentary on their form and content. Where necessary, interpretations of obscure passages have been suggested. A general index to the Introduction and Commentary is supplied, along with indexes of first lines and titles of the poems. It is hoped that this thesis will stimulate further study of the life and work of a unique and intriguing figure.
- Full Text:
- Date Issued: 2006
Lecturer and student perceptions of an academic writing task
- Authors: Olivier-Shaw, Amanda
- Date: 1996
- Subjects: Education, Higher Communicative competence Thought and thinking -- Study and teaching (Higher) Academic writing -- Study and teaching Philosophy -- Study and teaching (Higher) Language and education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1665 , http://hdl.handle.net/10962/d1003548
- Description: This research considers the perceptions of an academic writing task held by a lecturer and first year students in the Philosophy department at the University of Zululand. The research takes as its starting point the following premises: that language is inextricably linked to learning; that each academic discipline has a particular discourse which students have to acquire in order to participate as accepted members of the academic community; that learning proceeds most effectively when teaching starts with what is known and moves into the unknown; and that learning takes place through experience and involvement, rather than transmission. The research suggests that many first year students bring with them to university an understanding of the nature of learning and of knowledge which makes it difficult for them to understand the implicit rules of the discourse of analytical philosophy. My investigation uncovered several of these rules in the study guide written for the course, but it appears that students were not able to discover them and, as a result, experienced great difficulty in fulfilling the assignment task in a way which promoted their understanding of the content. The research also shows that the lecturer's expectations of the task were far removed from the manner in which the students implemented the task. It is argued that the students appear to have reverted to their established writing strategies which consisted of simply repeating what the 'authority' has said. From this it is argued that unless rules of the discourse are made explicit to students, and students understand the content of the course, they will revert to copying and relying on other sources to tell them what to write. One way of making these rules explicit and encouraging students to integrate new knowledge with previous knowledge which they bring with them to university is through providing well-structured writing tasks, and where necessary, developing clearly defined assessment procedures. Writing is the principal means of mediation between the lecturer, who is trying to offer students entry into the discipline, and the student apprentice trying to make sense of the discipline and find his or her own 'voice' within that discipline.
- Full Text:
- Date Issued: 1996
- Authors: Olivier-Shaw, Amanda
- Date: 1996
- Subjects: Education, Higher Communicative competence Thought and thinking -- Study and teaching (Higher) Academic writing -- Study and teaching Philosophy -- Study and teaching (Higher) Language and education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1665 , http://hdl.handle.net/10962/d1003548
- Description: This research considers the perceptions of an academic writing task held by a lecturer and first year students in the Philosophy department at the University of Zululand. The research takes as its starting point the following premises: that language is inextricably linked to learning; that each academic discipline has a particular discourse which students have to acquire in order to participate as accepted members of the academic community; that learning proceeds most effectively when teaching starts with what is known and moves into the unknown; and that learning takes place through experience and involvement, rather than transmission. The research suggests that many first year students bring with them to university an understanding of the nature of learning and of knowledge which makes it difficult for them to understand the implicit rules of the discourse of analytical philosophy. My investigation uncovered several of these rules in the study guide written for the course, but it appears that students were not able to discover them and, as a result, experienced great difficulty in fulfilling the assignment task in a way which promoted their understanding of the content. The research also shows that the lecturer's expectations of the task were far removed from the manner in which the students implemented the task. It is argued that the students appear to have reverted to their established writing strategies which consisted of simply repeating what the 'authority' has said. From this it is argued that unless rules of the discourse are made explicit to students, and students understand the content of the course, they will revert to copying and relying on other sources to tell them what to write. One way of making these rules explicit and encouraging students to integrate new knowledge with previous knowledge which they bring with them to university is through providing well-structured writing tasks, and where necessary, developing clearly defined assessment procedures. Writing is the principal means of mediation between the lecturer, who is trying to offer students entry into the discipline, and the student apprentice trying to make sense of the discipline and find his or her own 'voice' within that discipline.
- Full Text:
- Date Issued: 1996
The role of student writing in learning in zoology
- Authors: Moore, Robin Stanley
- Date: 1996
- Subjects: Zoology -- Study and teaching Communication in science -- Study and teaching Science -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1752 , http://hdl.handle.net/10962/d1003636
- Description: In this study I attempt to develop a rationale for the role of student writing in advancing learning in Zoology. To this end, I use the informed and insightful voices of five academics from the University of Cape Town's Department of Zoology to present a picture of the goals of the discipline, how they view the role that student writing plays in advan~ing these goals, a sense of the tensions they face in dealing with student diversity, and the promise and challenges of innovative approaches. My interest in how staff view student writing stems from a belief that staff make use of student writing in different ways, depending on their assumptions about writing. I explore these assumptions by means of interviews with members of staff, in which I ask about how they understand the pursuit of science, the qualities a scientist needs to develop, the best ways to develop these qualities in students, and the part that student writing plays in this development. What emerges in this study is the understanding that the kinds of writing we ask students to do reflect the forms of educational practice that we sustain. On the one hand, certain forms of writing may support forms of transmission pedagogy that are viewed as being at odds with progressive science education. On the other hand, if we are to develop alternative teaching approaches which are in keeping with contemporary views of science and learning, then we need to develop new genres of student writing that give expression to these goals and methods. The study concludes with suggested avenues into curriculum review that would operationalise the insights developed by this study.
- Full Text:
- Date Issued: 1996
- Authors: Moore, Robin Stanley
- Date: 1996
- Subjects: Zoology -- Study and teaching Communication in science -- Study and teaching Science -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1752 , http://hdl.handle.net/10962/d1003636
- Description: In this study I attempt to develop a rationale for the role of student writing in advancing learning in Zoology. To this end, I use the informed and insightful voices of five academics from the University of Cape Town's Department of Zoology to present a picture of the goals of the discipline, how they view the role that student writing plays in advan~ing these goals, a sense of the tensions they face in dealing with student diversity, and the promise and challenges of innovative approaches. My interest in how staff view student writing stems from a belief that staff make use of student writing in different ways, depending on their assumptions about writing. I explore these assumptions by means of interviews with members of staff, in which I ask about how they understand the pursuit of science, the qualities a scientist needs to develop, the best ways to develop these qualities in students, and the part that student writing plays in this development. What emerges in this study is the understanding that the kinds of writing we ask students to do reflect the forms of educational practice that we sustain. On the one hand, certain forms of writing may support forms of transmission pedagogy that are viewed as being at odds with progressive science education. On the other hand, if we are to develop alternative teaching approaches which are in keeping with contemporary views of science and learning, then we need to develop new genres of student writing that give expression to these goals and methods. The study concludes with suggested avenues into curriculum review that would operationalise the insights developed by this study.
- Full Text:
- Date Issued: 1996
A case study of oral linguistic error-treatment in second language classrooms where English is the medium of instruction
- Authors: Mntambo, Nomawabo
- Date: 1995
- Subjects: Second language acquisition Language and languages -- Study and teaching English language -- Errors of usage
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1439 , http://hdl.handle.net/10962/d1003320
- Description: One of the issues that have been debated at length in second language acquisition research circles is that of error-feedback and its desirability. Although there is as yet no conclusive evidence concerning its effectiveness in contributing towards the acquisition of a second language, a number of studies that have been conducted bear evidence to its desirability in L2 classrooms. This research then, was concerned with the way teachers of content subjects reacted to their learners' linguistically erroneous responses during oral interaction in their classes. The participants were four teachers who, with their pupils, are second language speakers of English . Three of these were content subject teachers while the fourth one teaches English. The data was collected from a class of Std 5 pupils in a rural school in the Eastern Cape where the lessons of these teachers were observed and audio-taped. Subsequently some of them were transcribed and analysed. The analysis of the data revealed that teachers in content subject classes, who teach through the medium of English showed more concern for content than for linguistic errors despite the fact that they are expected to extend the pupils' chances of second language acquisition.
- Full Text:
- Date Issued: 1995
- Authors: Mntambo, Nomawabo
- Date: 1995
- Subjects: Second language acquisition Language and languages -- Study and teaching English language -- Errors of usage
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1439 , http://hdl.handle.net/10962/d1003320
- Description: One of the issues that have been debated at length in second language acquisition research circles is that of error-feedback and its desirability. Although there is as yet no conclusive evidence concerning its effectiveness in contributing towards the acquisition of a second language, a number of studies that have been conducted bear evidence to its desirability in L2 classrooms. This research then, was concerned with the way teachers of content subjects reacted to their learners' linguistically erroneous responses during oral interaction in their classes. The participants were four teachers who, with their pupils, are second language speakers of English . Three of these were content subject teachers while the fourth one teaches English. The data was collected from a class of Std 5 pupils in a rural school in the Eastern Cape where the lessons of these teachers were observed and audio-taped. Subsequently some of them were transcribed and analysed. The analysis of the data revealed that teachers in content subject classes, who teach through the medium of English showed more concern for content than for linguistic errors despite the fact that they are expected to extend the pupils' chances of second language acquisition.
- Full Text:
- Date Issued: 1995
The effect of teaching text organisation on reading in English as a second language
- Authors: Silburn, Gail Deirdre
- Date: 1991
- Subjects: English language -- Study and teaching -- Foreign speakers
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: vital:1372 , http://hdl.handle.net/10962/d1001438
- Description: This research investigated the effect of teaching text organisation on reading in English second language to schoolgirls. All subjects underwent a training programme of five one-hour sessions on consecutive school days. The experimental group were trained in the use and recognition of top-level organisation as a reading strategy, based on work done by Bartlett (1978) and Carrell (1985). The control group were trained in unrelated grammar exercises. A pre-test was administered to each group before their programme began. Post-test 1 was administered immediately after the training was completed, and Post-test 2, three weeks later. These tests required a written recall of two passages once they had been read, and an answer to a question on their organisation. The null hypotheses stated that the experimental group's training in the use and recognition of top-level organisation as a reading strategy would make no difference in their ability to read and recall information or to recognise and use top-level organisation in their recalls. For the quantity of information recalled, no differences were found in the Pre-test and Post-test 1; a statistically significant difference was found in Post-test 2 in favour of the experimental group. For the quality of information recalled, the control group remembered more top-level idea units in the Pre-test; there was no difference in Post-test 1; the experimental group did better in three out of five levels in Post-test 2. There was no difference in the Pretest in either group's use of the passage's top-level organisation to structure recalls, but the experimental group did better in both post-tests. The control group did better in the Pre-test in recognising the passage's top-level organisation, but the experimental group did better in both post-tests. The null hypotheses were rejected as the experimental training made a difference, although this difference only became apparent three weeks later, and not immediately after the training. The experimental group's nullifying the control group's Pre-test advantage in Post-test 1 and surpassing it in Post-test 2, powerfully supports Bartlett's and Carrell's findings that teaching the strategy did make a difference and that this effect could be maintained over three weeks
- Full Text:
- Date Issued: 1991
- Authors: Silburn, Gail Deirdre
- Date: 1991
- Subjects: English language -- Study and teaching -- Foreign speakers
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: vital:1372 , http://hdl.handle.net/10962/d1001438
- Description: This research investigated the effect of teaching text organisation on reading in English second language to schoolgirls. All subjects underwent a training programme of five one-hour sessions on consecutive school days. The experimental group were trained in the use and recognition of top-level organisation as a reading strategy, based on work done by Bartlett (1978) and Carrell (1985). The control group were trained in unrelated grammar exercises. A pre-test was administered to each group before their programme began. Post-test 1 was administered immediately after the training was completed, and Post-test 2, three weeks later. These tests required a written recall of two passages once they had been read, and an answer to a question on their organisation. The null hypotheses stated that the experimental group's training in the use and recognition of top-level organisation as a reading strategy would make no difference in their ability to read and recall information or to recognise and use top-level organisation in their recalls. For the quantity of information recalled, no differences were found in the Pre-test and Post-test 1; a statistically significant difference was found in Post-test 2 in favour of the experimental group. For the quality of information recalled, the control group remembered more top-level idea units in the Pre-test; there was no difference in Post-test 1; the experimental group did better in three out of five levels in Post-test 2. There was no difference in the Pretest in either group's use of the passage's top-level organisation to structure recalls, but the experimental group did better in both post-tests. The control group did better in the Pre-test in recognising the passage's top-level organisation, but the experimental group did better in both post-tests. The null hypotheses were rejected as the experimental training made a difference, although this difference only became apparent three weeks later, and not immediately after the training. The experimental group's nullifying the control group's Pre-test advantage in Post-test 1 and surpassing it in Post-test 2, powerfully supports Bartlett's and Carrell's findings that teaching the strategy did make a difference and that this effect could be maintained over three weeks
- Full Text:
- Date Issued: 1991
A preliminary examination of teacher development in farm schools through an illuminative evaluation of a teacher development course implemented by the 1820 Foundation Farm School Project
- Authors: Gale, Frances
- Date: 1989
- Subjects: Rural schools -- South Africa -- Eastern Cape Teachers -- Training of -- South Africa -- Eastern Cape 1820 Foundation. Inset Farm School Project Rural schools
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1712 , http://hdl.handle.net/10962/d1003595
- Description: The 1820 Foundation INSET Farm School Project is described in order to set the context in which this illuminative evaluation of a Teacher Development course took place. The concepts of training, education and development are discussed and it is suggested that the term 'education' encompasses a training-development continuum. The design and implementation of the Teacher Development course, which attempts to promote both personal and professional development, are presented, and the facilitator discusses i) her attempt to encourage teacher control of the course and, ii) the factors which mitigate against teacher control. The decision to use the illuminative evaluation method is placed in the context of interpretive research methodologies, and the methods of data collection are discussed. A wide range of data sources is used, but primary importance is attached to i) a questionnaire administered to the five teachers involved and ii) a group interview and individual interviews with the teachers. Factors which emerge in the illumination of the data indicate that teacher control of development courses in farm schools in the Eastern Cape is problematic, that the teachers' preference is for professional development, and that development seems to take place through implementation of training strategies.
- Full Text:
- Date Issued: 1989
- Authors: Gale, Frances
- Date: 1989
- Subjects: Rural schools -- South Africa -- Eastern Cape Teachers -- Training of -- South Africa -- Eastern Cape 1820 Foundation. Inset Farm School Project Rural schools
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1712 , http://hdl.handle.net/10962/d1003595
- Description: The 1820 Foundation INSET Farm School Project is described in order to set the context in which this illuminative evaluation of a Teacher Development course took place. The concepts of training, education and development are discussed and it is suggested that the term 'education' encompasses a training-development continuum. The design and implementation of the Teacher Development course, which attempts to promote both personal and professional development, are presented, and the facilitator discusses i) her attempt to encourage teacher control of the course and, ii) the factors which mitigate against teacher control. The decision to use the illuminative evaluation method is placed in the context of interpretive research methodologies, and the methods of data collection are discussed. A wide range of data sources is used, but primary importance is attached to i) a questionnaire administered to the five teachers involved and ii) a group interview and individual interviews with the teachers. Factors which emerge in the illumination of the data indicate that teacher control of development courses in farm schools in the Eastern Cape is problematic, that the teachers' preference is for professional development, and that development seems to take place through implementation of training strategies.
- Full Text:
- Date Issued: 1989
Defined by wine : a study of sacramentalism in George Herbertʾs poetry
- Authors: Goddard, Kevin Graham
- Date: 1988
- Subjects: Herbert, George, 1593-1633 -- Criticism and interpretation , Christian poetry, English -- History and criticism
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:2177 , http://hdl.handle.net/10962/d1001828
- Description: This dissertation proposes that George Herbertʾs poetry may profitably be understood as a sacramental means by which the divine is made present in temporal existence. In order to support this claim, the relation between sacramental symbolism and literary symbolism, particularly Herbertʾs, is examined from a number of perspectives. The symbolic meanings suggested by Herbertʾs title (The Temple), and their relation to sacramentalism are considered in the opening chapter. This includes a consideration of some of the background to the analogical thinking prevalent in both the seventeenth-century and Herbert. It is followed in the second chapter by an examination of some of the modern theories about how literary symbolism may relate to sacramental symbolism, a discussion which is followed by a consideration of this dissertation's argument in relation to modern scholarship. The chapter ends with a reading of ʺThe Flowerʺ. The third chapter discusses the poet's attempt to imitate the divine by ʺcopyingʺ both Scripture and Nature, and this includes a consideration of the allegorical and hieroglyphic modes of thought prevalent in the poems. The concern with imitation encourages an examination of the poet's frequent invitation for God actually to assume the poet's role, and this is the subject of the fourth chapter. The argument suggests that the poet's attempt to ʺsacrificeʺ his own writing may be seen in his concern with corporate imagery and corporate (impersonal) structures. The five ʺAfflictionʺ poems are examined as examples of the first, while structures such as synecdoche and metonymy are examined as examples of the second. The final chapter considers aspects of narrative time in the poems, particularly the sense often evoked of the eternal being imminent in the present. This involves a consideration of both liturgical imagery, and what may be called liturgical structures as they can be seen to operate in the poems. Particular examples of the latter are the relation between the liturgical anamnesis and the poems, as well as certain narrative structures that may be called ʺachronisticʺ.
- Full Text:
- Date Issued: 1988
- Authors: Goddard, Kevin Graham
- Date: 1988
- Subjects: Herbert, George, 1593-1633 -- Criticism and interpretation , Christian poetry, English -- History and criticism
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:2177 , http://hdl.handle.net/10962/d1001828
- Description: This dissertation proposes that George Herbertʾs poetry may profitably be understood as a sacramental means by which the divine is made present in temporal existence. In order to support this claim, the relation between sacramental symbolism and literary symbolism, particularly Herbertʾs, is examined from a number of perspectives. The symbolic meanings suggested by Herbertʾs title (The Temple), and their relation to sacramentalism are considered in the opening chapter. This includes a consideration of some of the background to the analogical thinking prevalent in both the seventeenth-century and Herbert. It is followed in the second chapter by an examination of some of the modern theories about how literary symbolism may relate to sacramental symbolism, a discussion which is followed by a consideration of this dissertation's argument in relation to modern scholarship. The chapter ends with a reading of ʺThe Flowerʺ. The third chapter discusses the poet's attempt to imitate the divine by ʺcopyingʺ both Scripture and Nature, and this includes a consideration of the allegorical and hieroglyphic modes of thought prevalent in the poems. The concern with imitation encourages an examination of the poet's frequent invitation for God actually to assume the poet's role, and this is the subject of the fourth chapter. The argument suggests that the poet's attempt to ʺsacrificeʺ his own writing may be seen in his concern with corporate imagery and corporate (impersonal) structures. The five ʺAfflictionʺ poems are examined as examples of the first, while structures such as synecdoche and metonymy are examined as examples of the second. The final chapter considers aspects of narrative time in the poems, particularly the sense often evoked of the eternal being imminent in the present. This involves a consideration of both liturgical imagery, and what may be called liturgical structures as they can be seen to operate in the poems. Particular examples of the latter are the relation between the liturgical anamnesis and the poems, as well as certain narrative structures that may be called ʺachronisticʺ.
- Full Text:
- Date Issued: 1988
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