An examination of feedback on draft essays, using Halliday's definition of context:
- Authors: Quinn, Lynn
- Date: 2009
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69500 , vital:29544 , https://doi.org/10.1080/10286632.2016.1255206
- Description: An historical structural understanding underpins the research reported on in this paper. The ideas of the systemic functional linguist, Michael Halliday, are used to examine a draftingresponding-redrafting process used to develop students'. academic writing in the English Language for Academic Purposes (ELAP) course at Rhodes University. Using the Hallidayan framework, I examine how the process can help students adapt to the broader culture of the university and at a more micro level how the comments made by the respondent can help student writers to acquire the academic literacy required to write essays in the context of situation of the ELAP course. The features of field, tenor and mode and their associated textual meanings (that is, experiential meaning, interpersonal meaning and textual meaning) are used to categorise the ways in which comments made at the draft stage of the writing process can develop students' writing. As a result of my research I argue in this paper that it might be useful for writing consultants/lecturers to think of their feedback to students' writing in terms of these categories and to consider whether they have helped students to develop their writing by taking into account the features of the particular social context in which the writing takes place.
- Full Text:
- Date Issued: 2009
- Authors: Quinn, Lynn
- Date: 2009
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69500 , vital:29544 , https://doi.org/10.1080/10286632.2016.1255206
- Description: An historical structural understanding underpins the research reported on in this paper. The ideas of the systemic functional linguist, Michael Halliday, are used to examine a draftingresponding-redrafting process used to develop students'. academic writing in the English Language for Academic Purposes (ELAP) course at Rhodes University. Using the Hallidayan framework, I examine how the process can help students adapt to the broader culture of the university and at a more micro level how the comments made by the respondent can help student writers to acquire the academic literacy required to write essays in the context of situation of the ELAP course. The features of field, tenor and mode and their associated textual meanings (that is, experiential meaning, interpersonal meaning and textual meaning) are used to categorise the ways in which comments made at the draft stage of the writing process can develop students' writing. As a result of my research I argue in this paper that it might be useful for writing consultants/lecturers to think of their feedback to students' writing in terms of these categories and to consider whether they have helped students to develop their writing by taking into account the features of the particular social context in which the writing takes place.
- Full Text:
- Date Issued: 2009
Language shift in Grahamstown: A case study of selected Xhosa-speakers
- Authors: De Klerk, Vivian A
- Date: 2009
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/158106 , vital:40149 , https://0-doi.org.wam.seals.ac.za/10.1515/ijsl.2000.146.87
- Description: A number of scholars (Fasold 1984; Aitchison 1991; Denison 1977; Dorian 1980; Gal 1979) have examined the issue of language maintenance and shift, trying to discover why certain languages (or language variants) sometimes replace each other among some Speakers, particularly in certain domains of linguistic behaviour under some conditions or intergroup contact. This article provides an overview of the main factors that have been identified as playing an important role in influencing language shift and then reports on the relative importance of these factors in a survey that examined the experiences and attitudes of Xhosa-speaking parents who have recently chosen to send their children to English-medium schools in Grahamstown (Eastern Cape, South Africa). The research was carried out during 1998, and the project was a multifaceted quantitative and qualitative longitudinal study involving responses to a postal questionnaire sent to all non-English parents at English-medium schools in the town, and follow-up Interviews with 26 parents.
- Full Text:
- Date Issued: 2009
- Authors: De Klerk, Vivian A
- Date: 2009
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/158106 , vital:40149 , https://0-doi.org.wam.seals.ac.za/10.1515/ijsl.2000.146.87
- Description: A number of scholars (Fasold 1984; Aitchison 1991; Denison 1977; Dorian 1980; Gal 1979) have examined the issue of language maintenance and shift, trying to discover why certain languages (or language variants) sometimes replace each other among some Speakers, particularly in certain domains of linguistic behaviour under some conditions or intergroup contact. This article provides an overview of the main factors that have been identified as playing an important role in influencing language shift and then reports on the relative importance of these factors in a survey that examined the experiences and attitudes of Xhosa-speaking parents who have recently chosen to send their children to English-medium schools in Grahamstown (Eastern Cape, South Africa). The research was carried out during 1998, and the project was a multifaceted quantitative and qualitative longitudinal study involving responses to a postal questionnaire sent to all non-English parents at English-medium schools in the town, and follow-up Interviews with 26 parents.
- Full Text:
- Date Issued: 2009
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