Understanding sexual concurrency and HIV/AIDS: implicit and explicit attitudes in a South African student population
- Authors: Malataliana, Maleeto Lucy
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3335 , vital:20484
- Description: There are more people infected with HIV in South Africa, than in any other country in the world. Studies indicate a plausible relationship between concurrently organised sexual partnership and the spread of STIs, with concurrency being accountable for as much as 74% of HIV infections in South Africa. Understanding sexual concurrency is therefore of vital importance, especially in the South African perspective. It has, however, become increasingly unreliable to rely solely on explicit self-measures to study sexual concurrency, and research has suggested that implicit cognition is a reliable alternative to understanding sexual behaviour and attitudes towards sexuality, which cannot be directly measured by explicit means. The purpose of this study was to understand sexual concurrency among a population of university students by researching their implicit and explicit attitudes towards sexual concurrency; and thereby to aid in understanding sexual concurrency in relation to the spread of HIV. A quantitative research methodology was used to analyse results from explicit measures of sexual concurrency in the form of a questionnaire, and implicit measures of sexual concurrency in the form of the Implicit Association Test (IAT). Although no correlation existed between implicit and explicit measures attitudes towards sexual concurrency, it was, however, observed that sexual concurrency has and is being broadly practiced, and that age is a key determinant for sexual concurrency.
- Full Text:
- Authors: Malataliana, Maleeto Lucy
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3335 , vital:20484
- Description: There are more people infected with HIV in South Africa, than in any other country in the world. Studies indicate a plausible relationship between concurrently organised sexual partnership and the spread of STIs, with concurrency being accountable for as much as 74% of HIV infections in South Africa. Understanding sexual concurrency is therefore of vital importance, especially in the South African perspective. It has, however, become increasingly unreliable to rely solely on explicit self-measures to study sexual concurrency, and research has suggested that implicit cognition is a reliable alternative to understanding sexual behaviour and attitudes towards sexuality, which cannot be directly measured by explicit means. The purpose of this study was to understand sexual concurrency among a population of university students by researching their implicit and explicit attitudes towards sexual concurrency; and thereby to aid in understanding sexual concurrency in relation to the spread of HIV. A quantitative research methodology was used to analyse results from explicit measures of sexual concurrency in the form of a questionnaire, and implicit measures of sexual concurrency in the form of the Implicit Association Test (IAT). Although no correlation existed between implicit and explicit measures attitudes towards sexual concurrency, it was, however, observed that sexual concurrency has and is being broadly practiced, and that age is a key determinant for sexual concurrency.
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Oncoming traffic
- Authors: Manaka, Maakomele R
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:6008 , http://hdl.handle.net/10962/1021220
- Description: The poems in my collection Oncoming Traffic mainly look at the silence in my personal conflicts. Fusing different styles and tones of writing from the lyrical to the surreal, these poems grapple with issues I struggle with on a daily basis. First as a man, second as a man with a physical disability, and lastly as a black man dealing with the reality of living in a dysfunctional/disabled society. The silence in my personal conflicts means, writing what I cannot say, stripping myself bare and vulnerable. My inspiration has come from poets who articulate such silences.
- Full Text:
- Authors: Manaka, Maakomele R
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:6008 , http://hdl.handle.net/10962/1021220
- Description: The poems in my collection Oncoming Traffic mainly look at the silence in my personal conflicts. Fusing different styles and tones of writing from the lyrical to the surreal, these poems grapple with issues I struggle with on a daily basis. First as a man, second as a man with a physical disability, and lastly as a black man dealing with the reality of living in a dysfunctional/disabled society. The silence in my personal conflicts means, writing what I cannot say, stripping myself bare and vulnerable. My inspiration has come from poets who articulate such silences.
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"Let loose in the unthinkable unspeakable": waiting and alterity in Samuel Beckett's trilogy
- Authors: Marais, Jessica
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3917 , vital:20557
- Description: In this thesis, I examine the interrelated roles of waiting and alterity in Samuel Beckett's trilogy of novels: Molloy, Malone Dies and The Unnamable. The conventional understanding of waiting is as an intentional relationship between a waiting subject and an awaited object. This kind of waiting is end-directed, and, in order for it to be worthwhile, the awaited must, at some point, arrive. In the trilogy, however, the awaited never does arrive, and it is my contention that the novels are concerned with an unconventional kind of waiting, which, being without object or end, takes the form of a non-intentional relationship between waiter and awaited. Significantly, through the non-intentional wait, the subject awaits the unawaited. She or he thereby encounters the radically other, or that which cannot be rendered familiar or assimilated in any way – an unthinkable, unspeakable, ungraspable excess that overflows the limits of thought and language. The texts foreground the vexed question of response to such alterity: how can one approach the ungraspable as ungraspable, when it is in the nature of any approach to attempt to grasp? I argue that the texts explore a paradoxical form of "incurious seeking" as an avenue to accommodate the absolutely other.
- Full Text:
- Authors: Marais, Jessica
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3917 , vital:20557
- Description: In this thesis, I examine the interrelated roles of waiting and alterity in Samuel Beckett's trilogy of novels: Molloy, Malone Dies and The Unnamable. The conventional understanding of waiting is as an intentional relationship between a waiting subject and an awaited object. This kind of waiting is end-directed, and, in order for it to be worthwhile, the awaited must, at some point, arrive. In the trilogy, however, the awaited never does arrive, and it is my contention that the novels are concerned with an unconventional kind of waiting, which, being without object or end, takes the form of a non-intentional relationship between waiter and awaited. Significantly, through the non-intentional wait, the subject awaits the unawaited. She or he thereby encounters the radically other, or that which cannot be rendered familiar or assimilated in any way – an unthinkable, unspeakable, ungraspable excess that overflows the limits of thought and language. The texts foreground the vexed question of response to such alterity: how can one approach the ungraspable as ungraspable, when it is in the nature of any approach to attempt to grasp? I argue that the texts explore a paradoxical form of "incurious seeking" as an avenue to accommodate the absolutely other.
- Full Text:
The beat
- Authors: Masheane, Napo
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:6014 , http://hdl.handle.net/10962/d1021234
- Description: My play script is a docu-drama inspired by the 1950s Drum journalists: Can Themba, Bloke Modisane, Nat Nakasa, Henry Nxumalo, Lewis Nkosi, Peter Magubane, Casey Motsitsi and Todd Matshikiza. The setting is a Sophiatown shebeen through which the characters move in and out. The central dramatic exploration hinges on female characters’ experiences rather than the perspectives of the male journalists connected to them. I dramatise documented events such as Modisane’s wife leaving him and taking their daughter with her, or a woman who buried her lover’s body after he was beaten and stabbed to death. There are other twists and turns based on the Drum journalists writings. I play with the seriousness of politics, love affairs, and the comedy of their daily lives. My influences come from plays such as Nongogo (1959) and Sophiatown (1986). The Beat is dedicated to all the women who have been silenced and as a result became products of their consequences. Their voices remind me as a theatre maker that my poems and plays might arrive in me as pure SONGS (Dipina) or a CRY (Kodiyamalla). Sometimes their inspiration will spring from my traditional family rituals, as a PRAISE song/s (Dithoko/ Thoko), or from a simple memory of a childhood church song, a HYMN (Difela/ Sefela). At times these words will present themselves as a source of where one comes from, CLAN NAMES (Seboko/ Poko). These stories will find me in the dusty streets of my village and township HERSTORY… they will touch, move, provoke, push and force me to vomit on page words that are subjects of that which we are even when silence seems inevitable. , My poetry collection fuses Sesotho and English, often within the same poem, as a way of showing how I live within and between two cultures. I write to celebrate these two tongues without compromising either language and allow each poem, to express its own musical component, tone, rhythm, and pace as it moves between stage and page. My poems converse about difficult subjects from a feminine voice. They look at family structures and dynamics, using everyday household things as metaphors. They take on deep family narratives of generational curses, births, deaths and love. There are also some more political poems about community outrage, the exploitation caused by outmoded culture and tradition, and about the nightmare that constantly wants to come out of the township.
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- Authors: Masheane, Napo
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:6014 , http://hdl.handle.net/10962/d1021234
- Description: My play script is a docu-drama inspired by the 1950s Drum journalists: Can Themba, Bloke Modisane, Nat Nakasa, Henry Nxumalo, Lewis Nkosi, Peter Magubane, Casey Motsitsi and Todd Matshikiza. The setting is a Sophiatown shebeen through which the characters move in and out. The central dramatic exploration hinges on female characters’ experiences rather than the perspectives of the male journalists connected to them. I dramatise documented events such as Modisane’s wife leaving him and taking their daughter with her, or a woman who buried her lover’s body after he was beaten and stabbed to death. There are other twists and turns based on the Drum journalists writings. I play with the seriousness of politics, love affairs, and the comedy of their daily lives. My influences come from plays such as Nongogo (1959) and Sophiatown (1986). The Beat is dedicated to all the women who have been silenced and as a result became products of their consequences. Their voices remind me as a theatre maker that my poems and plays might arrive in me as pure SONGS (Dipina) or a CRY (Kodiyamalla). Sometimes their inspiration will spring from my traditional family rituals, as a PRAISE song/s (Dithoko/ Thoko), or from a simple memory of a childhood church song, a HYMN (Difela/ Sefela). At times these words will present themselves as a source of where one comes from, CLAN NAMES (Seboko/ Poko). These stories will find me in the dusty streets of my village and township HERSTORY… they will touch, move, provoke, push and force me to vomit on page words that are subjects of that which we are even when silence seems inevitable. , My poetry collection fuses Sesotho and English, often within the same poem, as a way of showing how I live within and between two cultures. I write to celebrate these two tongues without compromising either language and allow each poem, to express its own musical component, tone, rhythm, and pace as it moves between stage and page. My poems converse about difficult subjects from a feminine voice. They look at family structures and dynamics, using everyday household things as metaphors. They take on deep family narratives of generational curses, births, deaths and love. There are also some more political poems about community outrage, the exploitation caused by outmoded culture and tradition, and about the nightmare that constantly wants to come out of the township.
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Being civil
- Matshoba, Zongezile Theophilus
- Authors: Matshoba, Zongezile Theophilus
- Date: 2016
- Language: English , Xhosa
- Type: Thesis , Masters , MA
- Identifier: vital:6017 , http://hdl.handle.net/10962/d1021237
- Description: My collection of short stories delves into government and governance, democracy, citizenship, civil servants, poverty, corruption and nepotism. My stories draw on the traditions of gritty urban crime fiction uncovering crimes of violence, service delivery, vandalism and corruption. They explore themes of mental cruelty and greed, self- preservation and community in rural areas, farms, townships and cities characterized by wrenching contradictions and inequalities. , This epic dramatic poetic verse delves into government and school governance, labour unions, liberation struggle, parenting and a wide range of school perceptions. It interrogates the roles of parents, teachers, students, department of education officials and that of other stakeholders that make use of schools. Influenced by William Wellington Gqoba’s ‘A great debate on education: a Parable’ wayback, it continues the education debate in the current post-democratic South Africa characterized by wrenching contradictions and inequalities. , This thesis is presented in two parts: English and isiXhosa.
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- Authors: Matshoba, Zongezile Theophilus
- Date: 2016
- Language: English , Xhosa
- Type: Thesis , Masters , MA
- Identifier: vital:6017 , http://hdl.handle.net/10962/d1021237
- Description: My collection of short stories delves into government and governance, democracy, citizenship, civil servants, poverty, corruption and nepotism. My stories draw on the traditions of gritty urban crime fiction uncovering crimes of violence, service delivery, vandalism and corruption. They explore themes of mental cruelty and greed, self- preservation and community in rural areas, farms, townships and cities characterized by wrenching contradictions and inequalities. , This epic dramatic poetic verse delves into government and school governance, labour unions, liberation struggle, parenting and a wide range of school perceptions. It interrogates the roles of parents, teachers, students, department of education officials and that of other stakeholders that make use of schools. Influenced by William Wellington Gqoba’s ‘A great debate on education: a Parable’ wayback, it continues the education debate in the current post-democratic South Africa characterized by wrenching contradictions and inequalities. , This thesis is presented in two parts: English and isiXhosa.
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The relationship between the alcohol use patterns and cognitive and symptomatic functioning of Rhodes University students
- Authors: Mayson, Tamara Ann
- Date: 2016
- Subjects: Drinking of alcholic beverages -- South Africa , Rhodes University -- Students -- Alcohol use , Alcohol -- Physiological effect
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3270 , http://hdl.handle.net/10962/d1020327
- Description: Introduction: Studies reveal differential cognitive effects of alcohol use, with moderate to heavy alcohol having some beneficial effects in older adults, whereas in young adulthood, heavier alcohol use produces deficits. The aim of the research was to investigate the relationship between patterns of alcohol use and the cognitive and symptomatic functioning of university students over one year, and to discern which demographic, clinical and alcohol factors might moderate cognitive outcomes. Method: The sample included undergraduate Psychology students from a South African University, aged 18 to 23 years (n = 86). The sample was divided into two alcohol use groups based on four categories from the Alcohol Use Disorders Identification Test (AUDIT) (Babor et al., 2001), including a lighter drinking group (Safe/Hazardous, n = 74) and a heavier drinking group (Harmful/Dependent, n = 12). The two drinking groups were statistically equivalent for distribution of age, gender, English first language, race groups, history of neurological or psychiatric vulnerability, a measure of initial intelligence/cognitive reserve (Peabody Picture Vocabulary Test: PPVT-4) (Dunn & Dunn, 2007) and for a measure of test-taking validity (Immediate Postconcussion Assessment and Cognitive Test: ImPACT Impulse Control) (p = < 0.05 in all instances). Participants were tested on the computerized ImPACT battery (ImPACT, 2007) at three intervals over an academic year (May, August, October 2012). Repeated measures ANOVAs were used to investigate cognitive and symptomatic differences between the two alcohol use groups, in association with moderating factors. Results: The heavier drinking group revealed: (i) poorer performance on ImPACT Visual Motor Speed, Reaction Time and Cognitive Efficiency Index scores, including less ability to benefit from practice over time; (ii) symptom reports of severe Numbness/Tingling, Balance problems and Dizziness. Deleterious cognitive outcome was exacerbated by longer lifetime duration of alcohol use, passing out monthly, beer or wine drinking, smoking or substance use. Conclusion: Deleterious cognitive and symptomatic effects of heavy alcohol use are in evidence for undergraduate university students implicating current and/or cumulative alcohol induced brain impairment. The results of the study are of concern for optimal academic performance of students at an early stage of university level study, who engage in heavier (Harmful/Dependent) drinking patterns, with negative implications for future career attainment.
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- Authors: Mayson, Tamara Ann
- Date: 2016
- Subjects: Drinking of alcholic beverages -- South Africa , Rhodes University -- Students -- Alcohol use , Alcohol -- Physiological effect
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3270 , http://hdl.handle.net/10962/d1020327
- Description: Introduction: Studies reveal differential cognitive effects of alcohol use, with moderate to heavy alcohol having some beneficial effects in older adults, whereas in young adulthood, heavier alcohol use produces deficits. The aim of the research was to investigate the relationship between patterns of alcohol use and the cognitive and symptomatic functioning of university students over one year, and to discern which demographic, clinical and alcohol factors might moderate cognitive outcomes. Method: The sample included undergraduate Psychology students from a South African University, aged 18 to 23 years (n = 86). The sample was divided into two alcohol use groups based on four categories from the Alcohol Use Disorders Identification Test (AUDIT) (Babor et al., 2001), including a lighter drinking group (Safe/Hazardous, n = 74) and a heavier drinking group (Harmful/Dependent, n = 12). The two drinking groups were statistically equivalent for distribution of age, gender, English first language, race groups, history of neurological or psychiatric vulnerability, a measure of initial intelligence/cognitive reserve (Peabody Picture Vocabulary Test: PPVT-4) (Dunn & Dunn, 2007) and for a measure of test-taking validity (Immediate Postconcussion Assessment and Cognitive Test: ImPACT Impulse Control) (p = < 0.05 in all instances). Participants were tested on the computerized ImPACT battery (ImPACT, 2007) at three intervals over an academic year (May, August, October 2012). Repeated measures ANOVAs were used to investigate cognitive and symptomatic differences between the two alcohol use groups, in association with moderating factors. Results: The heavier drinking group revealed: (i) poorer performance on ImPACT Visual Motor Speed, Reaction Time and Cognitive Efficiency Index scores, including less ability to benefit from practice over time; (ii) symptom reports of severe Numbness/Tingling, Balance problems and Dizziness. Deleterious cognitive outcome was exacerbated by longer lifetime duration of alcohol use, passing out monthly, beer or wine drinking, smoking or substance use. Conclusion: Deleterious cognitive and symptomatic effects of heavy alcohol use are in evidence for undergraduate university students implicating current and/or cumulative alcohol induced brain impairment. The results of the study are of concern for optimal academic performance of students at an early stage of university level study, who engage in heavier (Harmful/Dependent) drinking patterns, with negative implications for future career attainment.
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Notebook of unremembered poems
- Authors: McKeown, Jean Wallace
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:6013 , http://hdl.handle.net/10962/d1021233
- Description: My poems contain narrative elements and explore themes of identity, motherhood, sexuality, and fear of relinquishing control. Sharon Olds, in her book Stag’s Leap, sums up my intention: “and I saw again how blessed my life has been, / first, to have been able to love, / then, to have the parting now behind me.” My collection chronicles a path towards acceptance of self from childhood onwards, and, more than that, a pleasure and pride in self, and I have tried to find the forms which will reflect this path in the reader’s own experience. Most of the poems are written in a conversational voice and a free-form style which gives me creative licence to explore transition and transformation.
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- Authors: McKeown, Jean Wallace
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:6013 , http://hdl.handle.net/10962/d1021233
- Description: My poems contain narrative elements and explore themes of identity, motherhood, sexuality, and fear of relinquishing control. Sharon Olds, in her book Stag’s Leap, sums up my intention: “and I saw again how blessed my life has been, / first, to have been able to love, / then, to have the parting now behind me.” My collection chronicles a path towards acceptance of self from childhood onwards, and, more than that, a pleasure and pride in self, and I have tried to find the forms which will reflect this path in the reader’s own experience. Most of the poems are written in a conversational voice and a free-form style which gives me creative licence to explore transition and transformation.
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I have gone away many times
- Metileni, Moses Nzama Khaizen
- Authors: Metileni, Moses Nzama Khaizen
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:6010 , http://hdl.handle.net/10962/d1021225
- Description: I search for beauty and for myself amidst the debris and ruin and violence, so my poems are mainly grounded narratives that combine the lyrical and the political, celebration and lament. They reconnect with nature, the now ravaged landscapes that gave me my first impulse to make songs, poetry, and art. My poems also draw on my Xitsonga culture – its folklore, proverbs, idioms, parables, and clan praise songs. Stylistically I am influenced by Mahmoud Darwish’s and Garcia Lorca’s musical structures, while Aimé Césaire has shown me how to write a long poem in both abstract and concrete registers, and Yehuda Amichai how to write with a questioning style, dislodging accepted dogma. Local influences are Mzi Mahola and James Magaisa, with their critique and celebration of culture. I pick up fragments elsewhere, as I go.
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- Authors: Metileni, Moses Nzama Khaizen
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:6010 , http://hdl.handle.net/10962/d1021225
- Description: I search for beauty and for myself amidst the debris and ruin and violence, so my poems are mainly grounded narratives that combine the lyrical and the political, celebration and lament. They reconnect with nature, the now ravaged landscapes that gave me my first impulse to make songs, poetry, and art. My poems also draw on my Xitsonga culture – its folklore, proverbs, idioms, parables, and clan praise songs. Stylistically I am influenced by Mahmoud Darwish’s and Garcia Lorca’s musical structures, while Aimé Césaire has shown me how to write a long poem in both abstract and concrete registers, and Yehuda Amichai how to write with a questioning style, dislodging accepted dogma. Local influences are Mzi Mahola and James Magaisa, with their critique and celebration of culture. I pick up fragments elsewhere, as I go.
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Constructing a local approach to journalism education: a study of Zambian educators’ conceptualisation of the ideal journalism curriculum
- Authors: Milupi, Mulako
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3552 , http://hdl.handle.net/10962/d1021228
- Description: This research is an investigation of Zambian journalism educators’ conception of the knowledge, competencies and values that should inform their teaching practice. The study establishes how such educators conceptualise of the purpose of journalism education within the Zambian context. As part of this examination, it identifies characteristics of this context that educators regard to be of relevance to their conceptualisation of such purpose. It then identifies what they understand as the implications for the design of the ideal journalism education curriculum. The study assesses the relevance of these perspectives to the teaching of journalism in Zambia, as an example of an African country with a ‘developing’ economy. The study draws for its theoretical framework on journalism studies generally and scholarship about journalism education more specifically. It is argued that a review of the global history of journalism education points to the existence of three main traditions of teaching that have developed internationally. The first of these traditions is described as being dedicated to the project of ‘professionalisation’; the second to the production of ‘critical practitioners’, and the third to the project of ‘social development’. These traditions are based on different understandings with regard to the principles on which journalism education programmes should be based and the kind of knowledge that they should draw on. It is noted that this body of literature does not include extensive research of the way in which particular groups of African journalism educators respond to these traditions. In order to contribute to such research, the empirical component of this study sets out to explore Zambian journalism educators’ conceptualisation of journalism education within their own social context. It does so by means of an exploration of journalism educators based, respectively, at the Evelyn Hone College of Applied Arts (EHC) and the University of Zambia (UNZA)’s Mass Communication Department. The foremost conclusion of the research is that both the professionalising and developmental tradition can be observed to influence the participants’ discussion.
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- Authors: Milupi, Mulako
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3552 , http://hdl.handle.net/10962/d1021228
- Description: This research is an investigation of Zambian journalism educators’ conception of the knowledge, competencies and values that should inform their teaching practice. The study establishes how such educators conceptualise of the purpose of journalism education within the Zambian context. As part of this examination, it identifies characteristics of this context that educators regard to be of relevance to their conceptualisation of such purpose. It then identifies what they understand as the implications for the design of the ideal journalism education curriculum. The study assesses the relevance of these perspectives to the teaching of journalism in Zambia, as an example of an African country with a ‘developing’ economy. The study draws for its theoretical framework on journalism studies generally and scholarship about journalism education more specifically. It is argued that a review of the global history of journalism education points to the existence of three main traditions of teaching that have developed internationally. The first of these traditions is described as being dedicated to the project of ‘professionalisation’; the second to the production of ‘critical practitioners’, and the third to the project of ‘social development’. These traditions are based on different understandings with regard to the principles on which journalism education programmes should be based and the kind of knowledge that they should draw on. It is noted that this body of literature does not include extensive research of the way in which particular groups of African journalism educators respond to these traditions. In order to contribute to such research, the empirical component of this study sets out to explore Zambian journalism educators’ conceptualisation of journalism education within their own social context. It does so by means of an exploration of journalism educators based, respectively, at the Evelyn Hone College of Applied Arts (EHC) and the University of Zambia (UNZA)’s Mass Communication Department. The foremost conclusion of the research is that both the professionalising and developmental tradition can be observed to influence the participants’ discussion.
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Agreement and coordination in XiTsonga, SeSotho and IsiXhosa: an optimality theoretic perspective
- Authors: Mitchley, Hazel
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3423 , vital:20491
- Description: This thesis provides a unified Optimality Theoretic analysis of subject-verb agreement with coordinated preverbal subjects in three Southern Bantu languages: Xitsonga (S53), Sesotho (S33), and isiXhosa (S41). This analysis is then used to formulate a typology of agreement resolution strategies and the contexts which trigger them. Although some accounts in the Bantu literature suggest that agreement with coordinate structures is avoided by speakers (e.g. Schadeberg 1992, Voeltz 1971) especially when conjuncts are from different noun classes, I show that there is ample evidence to the contrary, and that the subject marker used is dependent on several factors, including (i) the [-HUMAN] specification on the conjuncts, (ii) whether the conjuncts are singular or plural, (iii) whether or not the conjuncts both carry the same noun class feature, and (iv) the order of the conjuncts. This thesis shows that there are various agreement resolution strategies which can beused: 1) agreement with the [+HUMAN] feature on the conjuncts, 2) agreement with the[-HUMAN] feature on the conjuncts, 3) agreement with the noun class feature on both conjuncts, 4) agreement with the noun class feature on the conjunct closest to the verb, and 5) agreement with the noun class feature on the conjunct furthest from the verb. Not all of these strategies are used by all languages, nor are these strategies interchangeable in the languages which do use them – instead, multiple factors conspire to trigger the use of a specific agreement strategy within a specific agreement featural context. I show that these effects can be captured using Optimality Theory (Prince and Smolensky 2004). The analysis makes use of seven constraints: RES#, MAX[+H], MAX[-H], DEP[-H], MAXNC, DEPNC, and AGREECLOSEST. The hierarchical ranking of these constraints not only accounts for the confinement of particular strategies to specific agreement featural contexts within a language, but also accounts for the cross-linguistic differences in the use of these strategies. I end off by examining the typological implications which follow from the OT analysis provided in this thesis.
- Full Text:
- Authors: Mitchley, Hazel
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3423 , vital:20491
- Description: This thesis provides a unified Optimality Theoretic analysis of subject-verb agreement with coordinated preverbal subjects in three Southern Bantu languages: Xitsonga (S53), Sesotho (S33), and isiXhosa (S41). This analysis is then used to formulate a typology of agreement resolution strategies and the contexts which trigger them. Although some accounts in the Bantu literature suggest that agreement with coordinate structures is avoided by speakers (e.g. Schadeberg 1992, Voeltz 1971) especially when conjuncts are from different noun classes, I show that there is ample evidence to the contrary, and that the subject marker used is dependent on several factors, including (i) the [-HUMAN] specification on the conjuncts, (ii) whether the conjuncts are singular or plural, (iii) whether or not the conjuncts both carry the same noun class feature, and (iv) the order of the conjuncts. This thesis shows that there are various agreement resolution strategies which can beused: 1) agreement with the [+HUMAN] feature on the conjuncts, 2) agreement with the[-HUMAN] feature on the conjuncts, 3) agreement with the noun class feature on both conjuncts, 4) agreement with the noun class feature on the conjunct closest to the verb, and 5) agreement with the noun class feature on the conjunct furthest from the verb. Not all of these strategies are used by all languages, nor are these strategies interchangeable in the languages which do use them – instead, multiple factors conspire to trigger the use of a specific agreement strategy within a specific agreement featural context. I show that these effects can be captured using Optimality Theory (Prince and Smolensky 2004). The analysis makes use of seven constraints: RES#, MAX[+H], MAX[-H], DEP[-H], MAXNC, DEPNC, and AGREECLOSEST. The hierarchical ranking of these constraints not only accounts for the confinement of particular strategies to specific agreement featural contexts within a language, but also accounts for the cross-linguistic differences in the use of these strategies. I end off by examining the typological implications which follow from the OT analysis provided in this thesis.
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Hungry on arrival
- Authors: Mofokeng, Kabelo
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:6020 , http://hdl.handle.net/10962/d1021244
- Description: My collection embraces different kinds of poetry, I also write my own journey through my home in Pimville Soweto, the urban sounds and multilingual speech patterns as I move through it. Other poems draw on the Sesotho culture and tradition which still runs strongly in my family, and here I integrate the different kinds of sounds and associations of Sesotho and English in the same poem. I am inspired by the works and lives of artists and poets such as, Mafika Gwala, Jackson Hlungwani, and Herbie Tsoaeli amongst others. Other poems emerging are dense and self-reflective manifesting a transitional period whereby the poet experiments with form and style in the manner of Arthur Nortje and Angifi Dladla.
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- Authors: Mofokeng, Kabelo
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:6020 , http://hdl.handle.net/10962/d1021244
- Description: My collection embraces different kinds of poetry, I also write my own journey through my home in Pimville Soweto, the urban sounds and multilingual speech patterns as I move through it. Other poems draw on the Sesotho culture and tradition which still runs strongly in my family, and here I integrate the different kinds of sounds and associations of Sesotho and English in the same poem. I am inspired by the works and lives of artists and poets such as, Mafika Gwala, Jackson Hlungwani, and Herbie Tsoaeli amongst others. Other poems emerging are dense and self-reflective manifesting a transitional period whereby the poet experiments with form and style in the manner of Arthur Nortje and Angifi Dladla.
- Full Text:
The last stop
- Authors: Mofokeng, Thabiso
- Date: 2016
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/64567 , vital:28559
- Description: My novella is set in the taxi industry. Its main characters are a wealthy taxi owner, a poor taxi driver from another African country, and the taxi driver's girlfriend. The story is partly a ghost story and partly crime fiction, it combines gritty realism with magical elements. It shows what happens between people in times of taxi violence. As the plot develops, the driver finds out that his boss is sleeping with his girlfriend. In revenge, the boss bribes some policemen to arrest the driver and beat him, and he dies in the police cells. But it turns out that the detective investigating the driver’s death is not quite impartial, nor is he of this world only.
- Full Text:
- Authors: Mofokeng, Thabiso
- Date: 2016
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/64567 , vital:28559
- Description: My novella is set in the taxi industry. Its main characters are a wealthy taxi owner, a poor taxi driver from another African country, and the taxi driver's girlfriend. The story is partly a ghost story and partly crime fiction, it combines gritty realism with magical elements. It shows what happens between people in times of taxi violence. As the plot develops, the driver finds out that his boss is sleeping with his girlfriend. In revenge, the boss bribes some policemen to arrest the driver and beat him, and he dies in the police cells. But it turns out that the detective investigating the driver’s death is not quite impartial, nor is he of this world only.
- Full Text:
Istraight Lendaba
- Authors: Motsei, Mmatshilo T N
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:6015 , http://hdl.handle.net/10962/d1021235
- Description: My collection of stories describes the lives of ordinary black people living in post‐apartheid South Africa, especially those living in the margins, and the compromises that poverty forces them to make. In such a world, virtue and vice are flip sides of the same coin. My stories search for hope in an environment which Ayi Kwei Armah describes as “so completely seized with danger and so many different kinds of loss.” My writing is inspired by Mozambican writer Luis Bernardo Honwana, South African writer Joel Matlou whose demotic stories gave voice to everyday life in the townships, and Cameroonian writer Werewere Liking’s as well as Brenda Fassie’s powerful representation of the subversive nature of African women.
- Full Text:
- Authors: Motsei, Mmatshilo T N
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:6015 , http://hdl.handle.net/10962/d1021235
- Description: My collection of stories describes the lives of ordinary black people living in post‐apartheid South Africa, especially those living in the margins, and the compromises that poverty forces them to make. In such a world, virtue and vice are flip sides of the same coin. My stories search for hope in an environment which Ayi Kwei Armah describes as “so completely seized with danger and so many different kinds of loss.” My writing is inspired by Mozambican writer Luis Bernardo Honwana, South African writer Joel Matlou whose demotic stories gave voice to everyday life in the townships, and Cameroonian writer Werewere Liking’s as well as Brenda Fassie’s powerful representation of the subversive nature of African women.
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A case for contemporary third literature: the black experience in the postmillennial fiction of three Kwela authors
- Authors: Mthembu, Lumumba
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3322 , vital:20480
- Description: This study seeks to uncover the manner in which the young black experience is constructed in three novels by Sifiso Mzobe, Kgebetli Moele and K. Sello Duiker. Young Blood, Untitled and Thirteen Cents all feature teenage narrators navigating the social milieu of South Africa in the twenty-first century. My analysis is informed by Frantz Fanon’s postcolonial theory because South Africa’s socio-economic landscape conforms to the divisions laid out in The Wretched of the Earth. I contend that post-apartheid South Africa is developing in a manner that is symptomatic of the Fanonian post-independence African state. My close reading of the novels teases out the conditions under which young black subjects must survive and express themselves. I look into the roles of the community, the government, the family, and the school in shaping this experience. Naturally, my discussion segues into questions of sexuality and gender as they intersect with race. I demonstrate how these texts fail and succeed as works of Third Literature, a genre derived from Third Cinema, which I have adapted due to its Fanonian ideological underpinning. Third Literature is a fundamentally revolutionary and activistic genre which seeks to pave the way for social change. In this regard, I concern myself with the recommendations these three authors may have for the readers of their texts. In conclusion, these texts demonstrate that racialized identities are social constructs with measurable experiential effects. However, there are ways of actively resisting or even
- Full Text:
- Authors: Mthembu, Lumumba
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3322 , vital:20480
- Description: This study seeks to uncover the manner in which the young black experience is constructed in three novels by Sifiso Mzobe, Kgebetli Moele and K. Sello Duiker. Young Blood, Untitled and Thirteen Cents all feature teenage narrators navigating the social milieu of South Africa in the twenty-first century. My analysis is informed by Frantz Fanon’s postcolonial theory because South Africa’s socio-economic landscape conforms to the divisions laid out in The Wretched of the Earth. I contend that post-apartheid South Africa is developing in a manner that is symptomatic of the Fanonian post-independence African state. My close reading of the novels teases out the conditions under which young black subjects must survive and express themselves. I look into the roles of the community, the government, the family, and the school in shaping this experience. Naturally, my discussion segues into questions of sexuality and gender as they intersect with race. I demonstrate how these texts fail and succeed as works of Third Literature, a genre derived from Third Cinema, which I have adapted due to its Fanonian ideological underpinning. Third Literature is a fundamentally revolutionary and activistic genre which seeks to pave the way for social change. In this regard, I concern myself with the recommendations these three authors may have for the readers of their texts. In conclusion, these texts demonstrate that racialized identities are social constructs with measurable experiential effects. However, there are ways of actively resisting or even
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“Just trying to live our lives”: gay, lesbian and bisexual students’ experiences of being “at home” in university residence life
- Authors: Munyuki, Chipo Lidia
- Date: 2016
- Subjects: Homosexuality and education -- South Africa , Gay students , Lesbian students , Bisexual students , Transsexual students , Student housing , Discrimination in higher education -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2893 , http://hdl.handle.net/10962/d1020341
- Description: Higher education in South Africa is faced with a paramount task to help erode the social and structural inequalities that have been inherited from the Apartheid system (Department of Education 1997; Council on Higher Education 2000:12). The findings from the Soudien Report (2008:116-117) point out that the post-Apartheid higher education system in South Africa is characterised by various forms of discrimination and institutional cultures that marginalise some members of institutions resulting in pervasive feelings of alienation. In the South African higher education field, the concept of a “home” for all has been used by a variety of commentators to depict a vision of what transformed, inclusive higher education institutional cultures might look like. In this thesis, I interpret the experiences of residence life on the part of gay, lesbian and bisexual students on a largely residential campus. I ask how gay, lesbian and bisexual students experience being “at home” in the campus’s residence system. The thesis is based on 18 in-depth qualitative interviews with students who self-identify as gay/lesbian or bisexual who have experienced residence life on the campus for a period longer than six months. A wide literature exists on the concept of “home”. Drawing from many different disciplines including anthropology, history, philosophy, geography, psychology, architecture and sociology, I distil the essential features of “at homeness” as incorporating comfort, privacy, security, acceptance, companionship and community. The research was concerned to inquire into how central the idea of home is to human flourishing and then into how gay, lesbian and bisexual students are routinely denied many of the essential comforts associated with being “at home” that heterosexual students have the privilege of taking for granted.
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- Authors: Munyuki, Chipo Lidia
- Date: 2016
- Subjects: Homosexuality and education -- South Africa , Gay students , Lesbian students , Bisexual students , Transsexual students , Student housing , Discrimination in higher education -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2893 , http://hdl.handle.net/10962/d1020341
- Description: Higher education in South Africa is faced with a paramount task to help erode the social and structural inequalities that have been inherited from the Apartheid system (Department of Education 1997; Council on Higher Education 2000:12). The findings from the Soudien Report (2008:116-117) point out that the post-Apartheid higher education system in South Africa is characterised by various forms of discrimination and institutional cultures that marginalise some members of institutions resulting in pervasive feelings of alienation. In the South African higher education field, the concept of a “home” for all has been used by a variety of commentators to depict a vision of what transformed, inclusive higher education institutional cultures might look like. In this thesis, I interpret the experiences of residence life on the part of gay, lesbian and bisexual students on a largely residential campus. I ask how gay, lesbian and bisexual students experience being “at home” in the campus’s residence system. The thesis is based on 18 in-depth qualitative interviews with students who self-identify as gay/lesbian or bisexual who have experienced residence life on the campus for a period longer than six months. A wide literature exists on the concept of “home”. Drawing from many different disciplines including anthropology, history, philosophy, geography, psychology, architecture and sociology, I distil the essential features of “at homeness” as incorporating comfort, privacy, security, acceptance, companionship and community. The research was concerned to inquire into how central the idea of home is to human flourishing and then into how gay, lesbian and bisexual students are routinely denied many of the essential comforts associated with being “at home” that heterosexual students have the privilege of taking for granted.
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The smell hits you first
- Authors: Ndoro, Tariro
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:6016 , http://hdl.handle.net/10962/d1021236
- Description: This collection of poems and prose poems is a record of my life, from growing up in the small town of Bindura in Zimbabwe to landing in the small town of Grahamstown in South Africa. It is a story of dislocation: physical, emotional, and political. It is a story about borders and boundaries; although not rich, I was raised among the rich; although not white, I spent a considerable part of my childhood in white spaces. These fragments are told through the voice of my younger self and also retrospectively by my adult self. Two important influences on my style and my struggle to write about my identity have been Woman Hollering Creek by Latino American author Sandra Cisneros and Citizen: An American Lyric by US poet Claudia Rankine.
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- Authors: Ndoro, Tariro
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:6016 , http://hdl.handle.net/10962/d1021236
- Description: This collection of poems and prose poems is a record of my life, from growing up in the small town of Bindura in Zimbabwe to landing in the small town of Grahamstown in South Africa. It is a story of dislocation: physical, emotional, and political. It is a story about borders and boundaries; although not rich, I was raised among the rich; although not white, I spent a considerable part of my childhood in white spaces. These fragments are told through the voice of my younger self and also retrospectively by my adult self. Two important influences on my style and my struggle to write about my identity have been Woman Hollering Creek by Latino American author Sandra Cisneros and Citizen: An American Lyric by US poet Claudia Rankine.
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The past in the present: race, gender and transnationalism in Zoë Wicomb’s October and Chimamanda Ngozi Adichie’s Americanah
- Authors: Nthunya, Manosa
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3939 , vital:20559
- Description: This thesis will interrogate the ways in which the most recent novels of Zoë Wicomb and Chimamanda Ngozi Adichie (namely October and Americanah) explore race, gender and transnational issues. Wicomb and Adichie share an interest in representing the lives of people who have been historically marginalised by racial and gender classifications. This thesis will argue that historical and stereotypical ways of looking at people, particularly African people, are still prevalent in the twenty-first century. Wicomb’s interest is in the coloured community and the impact that apartheid ideology has had on it. She shows, as this thesis will argue, that notions of shame and respectability still influence the coloured community, post-1994, in the same ways they did under apartheid. Furthermore, the thesis will show that religion, which was used to justify apartheid, has been instrumental in maintaining racist and sexist norms in the coloured community in post-apartheid South Africa. Adichie’s novel, on the other hand, shows the impact of gender norms in Nigeria on her female characters. Unlike characters in Wicomb’s novel, Adichie’s mostly experience racial bias when they move to Western countries. This thesis will argue that many Western countries, which were the main beneficiaries of colonialism, continue to ‘other’ Africans, in spite of their claims to respect all human beings. Wicomb’s and Adichie’s novels depict characters that are moving between different continents, along with the impact that this has on them. In the twenty-first century, more people are moving between different spaces and, as a result, interacting with different cultures. These migrations, as this thesis will show, give rise to paradoxical circumstances: people are still being judged according to their race and gender, in spite of the freedom that these moves are supposed to lead to. Of central importance to both novels then is the question of home and belonging. Since people are moving between different continents, is it still possible to belong to one place? Is it in fact possible to belong at all? These are some of the questions that will be raised and answered in this thesis. Lastly, the thesis will look at the thematic representations of reading and writing in the novels under consideration. This is most evident in Adichie’s novel where her main character starts blogging as a way to express her dissatisfaction with the racist and sexist environment she encounters in the United States of America. The thesis will explore how Adichie examines blogging as a mode of communication that is unique to the twenty-first century. It will argue that it is perhaps through new media that historically subjugated subjects, such as African people and women, will be able to express themselves. Less hackneyed modes of communication might provide the necessary channels for those who have historically been denied voice to finally find it.
- Full Text:
- Authors: Nthunya, Manosa
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3939 , vital:20559
- Description: This thesis will interrogate the ways in which the most recent novels of Zoë Wicomb and Chimamanda Ngozi Adichie (namely October and Americanah) explore race, gender and transnational issues. Wicomb and Adichie share an interest in representing the lives of people who have been historically marginalised by racial and gender classifications. This thesis will argue that historical and stereotypical ways of looking at people, particularly African people, are still prevalent in the twenty-first century. Wicomb’s interest is in the coloured community and the impact that apartheid ideology has had on it. She shows, as this thesis will argue, that notions of shame and respectability still influence the coloured community, post-1994, in the same ways they did under apartheid. Furthermore, the thesis will show that religion, which was used to justify apartheid, has been instrumental in maintaining racist and sexist norms in the coloured community in post-apartheid South Africa. Adichie’s novel, on the other hand, shows the impact of gender norms in Nigeria on her female characters. Unlike characters in Wicomb’s novel, Adichie’s mostly experience racial bias when they move to Western countries. This thesis will argue that many Western countries, which were the main beneficiaries of colonialism, continue to ‘other’ Africans, in spite of their claims to respect all human beings. Wicomb’s and Adichie’s novels depict characters that are moving between different continents, along with the impact that this has on them. In the twenty-first century, more people are moving between different spaces and, as a result, interacting with different cultures. These migrations, as this thesis will show, give rise to paradoxical circumstances: people are still being judged according to their race and gender, in spite of the freedom that these moves are supposed to lead to. Of central importance to both novels then is the question of home and belonging. Since people are moving between different continents, is it still possible to belong to one place? Is it in fact possible to belong at all? These are some of the questions that will be raised and answered in this thesis. Lastly, the thesis will look at the thematic representations of reading and writing in the novels under consideration. This is most evident in Adichie’s novel where her main character starts blogging as a way to express her dissatisfaction with the racist and sexist environment she encounters in the United States of America. The thesis will explore how Adichie examines blogging as a mode of communication that is unique to the twenty-first century. It will argue that it is perhaps through new media that historically subjugated subjects, such as African people and women, will be able to express themselves. Less hackneyed modes of communication might provide the necessary channels for those who have historically been denied voice to finally find it.
- Full Text:
Ndiyoyika
- Authors: Nyezwa, Mxolisi
- Date: 2016
- Language: English , Xhosa
- Type: Thesis , Masters , MA
- Identifier: vital:6021 , http://hdl.handle.net/10962/d1021245
- Description: This thesis collection is a book of isiXhosa poems in three sections: - Poems derived and influenced by the rhythmic structure and the lyrics of Maskandi music - More introspective and personal poems derived from other influences: International poetry, South African poetry, and certain jazz and soul music - A major poem titled, “Nozala, umqolo wakho uphandle” which delves into the state of South Africa and explores the relationships that entrench poverty and powerlessness in post-apartheid South Africa. , Le thisisi yingqokelela yemibongo yesiXhosa eyohlulwe yazizigaba ezintathu: - Imibongo ephenjelelwe ziingoma nezingqi zomculo kaMaskandi - Imibongo ephenjelelwe zizimvo neemvakalelo zam njengombhali, ngakumbi iintshukumo zomzimba nezomphefumlo ezithundezwe ziimbongi zamazwe omhlaba, ezoMzantsi Afrika, kunye nemiculo efana ne-jazz, ne-soul - Umbongo ombaxa osihloko sithi, “Nozala, umqolo wakho uphandle” othetha ngelizwe lethu iMzantsi Afrika, uqwalasela indlela ekuphethwe ngayo ilizwe ziziphathamandla, nendlela abasemagunyeni abaphembelela ngayo intswela-ngqesho nentlupheko eluntwini, kwanokufiphala kobutsha-ntliziyo nobuthanda-zwe kubemi beli lizwe.
- Full Text:
- Authors: Nyezwa, Mxolisi
- Date: 2016
- Language: English , Xhosa
- Type: Thesis , Masters , MA
- Identifier: vital:6021 , http://hdl.handle.net/10962/d1021245
- Description: This thesis collection is a book of isiXhosa poems in three sections: - Poems derived and influenced by the rhythmic structure and the lyrics of Maskandi music - More introspective and personal poems derived from other influences: International poetry, South African poetry, and certain jazz and soul music - A major poem titled, “Nozala, umqolo wakho uphandle” which delves into the state of South Africa and explores the relationships that entrench poverty and powerlessness in post-apartheid South Africa. , Le thisisi yingqokelela yemibongo yesiXhosa eyohlulwe yazizigaba ezintathu: - Imibongo ephenjelelwe ziingoma nezingqi zomculo kaMaskandi - Imibongo ephenjelelwe zizimvo neemvakalelo zam njengombhali, ngakumbi iintshukumo zomzimba nezomphefumlo ezithundezwe ziimbongi zamazwe omhlaba, ezoMzantsi Afrika, kunye nemiculo efana ne-jazz, ne-soul - Umbongo ombaxa osihloko sithi, “Nozala, umqolo wakho uphandle” othetha ngelizwe lethu iMzantsi Afrika, uqwalasela indlela ekuphethwe ngayo ilizwe ziziphathamandla, nendlela abasemagunyeni abaphembelela ngayo intswela-ngqesho nentlupheko eluntwini, kwanokufiphala kobutsha-ntliziyo nobuthanda-zwe kubemi beli lizwe.
- Full Text:
Ideas of poetic form: aspects of the Romantic-Symbolist tradition
- Authors: Oldert, David
- Date: 2016
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/54554 , vital:26587
- Description: The subject of the work is some of the formal and technical developments of modern poetry in the Romantic-Symbolist tradition. These developments were stimulated partly by the ideas of the non-intellectual Symbol inherited from the Romantics and the idea that poetry could be a musical medium inherited from some of the French Symbolists. Their combined influence led to a number of technical problems in the structuring of imagery and the handling of syntax. The work begins, therefore, by tracing the philosophical assumptions behind the ideas of the Symbol and of the musical analogy. I then go on to examine two of the difficulties that these ideas produced. One is the tension between the analogical structure of a poem’s imagery and its metaphorical texture: quite simply, the more compressed and complex a poet’s metaphors become, the more they tend to disrupt the poem’s structure of imagery. The other problem is obscurity, which is caused by insufficient objectification of private images in a symbolic structure, and by fused metaphor, which is essentially a metaphor with an obscured ground of resemblance. Finally, I show how these difficulties were solved by poets outside the tradition who used a more articulate kind of syntax, yet who also managed to combine that syntax with the ideal of symbolic form. The implicit argument, then, is that the Romantic-Symbolist ideas of form, and the New Critics’ theories of form which were largely based on them, are able to elucidate an essentially different kind of poetry, and thus have some degree of truth and use beyond the tradition that generated them.
- Full Text:
- Authors: Oldert, David
- Date: 2016
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/54554 , vital:26587
- Description: The subject of the work is some of the formal and technical developments of modern poetry in the Romantic-Symbolist tradition. These developments were stimulated partly by the ideas of the non-intellectual Symbol inherited from the Romantics and the idea that poetry could be a musical medium inherited from some of the French Symbolists. Their combined influence led to a number of technical problems in the structuring of imagery and the handling of syntax. The work begins, therefore, by tracing the philosophical assumptions behind the ideas of the Symbol and of the musical analogy. I then go on to examine two of the difficulties that these ideas produced. One is the tension between the analogical structure of a poem’s imagery and its metaphorical texture: quite simply, the more compressed and complex a poet’s metaphors become, the more they tend to disrupt the poem’s structure of imagery. The other problem is obscurity, which is caused by insufficient objectification of private images in a symbolic structure, and by fused metaphor, which is essentially a metaphor with an obscured ground of resemblance. Finally, I show how these difficulties were solved by poets outside the tradition who used a more articulate kind of syntax, yet who also managed to combine that syntax with the ideal of symbolic form. The implicit argument, then, is that the Romantic-Symbolist ideas of form, and the New Critics’ theories of form which were largely based on them, are able to elucidate an essentially different kind of poetry, and thus have some degree of truth and use beyond the tradition that generated them.
- Full Text:
A corpus-based approach to writing in German as a foreign language in the South African tertiary context
- Authors: Ortner, Gwyndolen Jeanie
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3660 , http://hdl.handle.net/10962/d1021256
- Description: German Studies students at Rhodes University have normally never studied the German language before enrolling for the first-year course and face the challenge of a fairly rapid linguistic advancement in order to engage meaningfully with the literatures and cultures of German-speaking countries. This thesis investigates the process of teaching and learning to write in a more academic way in German as a foreign language at Rhodes University, using corpus linguistic tools for both analysis and instruction. The past 20 years have shown a shift from traditional teaching methods resting on notions of an underlying prescriptive grammar, to teaching based on insights from real-life language data (Gabrielatos, 2005; Krummes & Ensslin, 2012; Sinclair, 1997) and applications of corpora to teaching and learning have shown to be highly successful in many European contexts (Aijmer, 2010; Johns, 1991; Granger, et al., 2002; Varley, 2009). In the South African context however, this is a relatively new concept with few publications on the application of corpus linguistics to language teaching (Van Rooy, 2008), and one which does not seem to have reached its full potential. A writing course was instituted whose aim was two-fold: 1. to teach learners “every-day academic” German words (TAG words) and phrases (collocations) based on German mother-tongue corpus evidence; 2. to have learners write short assignments in German at regular intervals (Homstad & Thorson, 1996; Estes, et al., 1998); both aims with the overarching objective to improve the students’ academic register in German. After the writing course, 80% of the participants perceived that their writing had improved and specifically attributed this to the corpus-based instruction received during the writing course, and regular writing in German. Quantitative data (from the learner corpus created) shows a marked improvement in the use of the collocations taught. Moreover, participants (weaker students in particular) also found that their writing in English had improved as a result of the various exercises they had to complete as part of our German writing course.
- Full Text:
- Authors: Ortner, Gwyndolen Jeanie
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3660 , http://hdl.handle.net/10962/d1021256
- Description: German Studies students at Rhodes University have normally never studied the German language before enrolling for the first-year course and face the challenge of a fairly rapid linguistic advancement in order to engage meaningfully with the literatures and cultures of German-speaking countries. This thesis investigates the process of teaching and learning to write in a more academic way in German as a foreign language at Rhodes University, using corpus linguistic tools for both analysis and instruction. The past 20 years have shown a shift from traditional teaching methods resting on notions of an underlying prescriptive grammar, to teaching based on insights from real-life language data (Gabrielatos, 2005; Krummes & Ensslin, 2012; Sinclair, 1997) and applications of corpora to teaching and learning have shown to be highly successful in many European contexts (Aijmer, 2010; Johns, 1991; Granger, et al., 2002; Varley, 2009). In the South African context however, this is a relatively new concept with few publications on the application of corpus linguistics to language teaching (Van Rooy, 2008), and one which does not seem to have reached its full potential. A writing course was instituted whose aim was two-fold: 1. to teach learners “every-day academic” German words (TAG words) and phrases (collocations) based on German mother-tongue corpus evidence; 2. to have learners write short assignments in German at regular intervals (Homstad & Thorson, 1996; Estes, et al., 1998); both aims with the overarching objective to improve the students’ academic register in German. After the writing course, 80% of the participants perceived that their writing had improved and specifically attributed this to the corpus-based instruction received during the writing course, and regular writing in German. Quantitative data (from the learner corpus created) shows a marked improvement in the use of the collocations taught. Moreover, participants (weaker students in particular) also found that their writing in English had improved as a result of the various exercises they had to complete as part of our German writing course.
- Full Text: