Browsing Faculty of Arts by Subject "Xhosa"
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Bock, Zannie; Gough, David H. (Routledge, 2001)[more][less]
Abstract: The question of the 'great divide' between orality and literacy has been critically addressed by various scholars of literacy, including social literacy theorists. This paper uses the notions of primary and secondary discourse across both oral and literate contexts to examine this 'divide'. Using evidence from the oral tradition of the Xhosa, it is shown that 'traditional' societies have well-established primary and secondary discourse types. Against this understanding, the issue of 'access' to Western academic literacy is examined. It is argued that within the changing context of South African society and as a direct result of former apartheid policies, individuals may have failed to acquire the cultural capital of both oral secondary and literate secondary discourse types. The literate secondary discourse practices of Xhosa-speaking students at univer¬sity are explored through an analysis of student writing. This paper then reports on several projects which attempt to address some of the concerns of academic staff with respect to student writing. In particular, this section argues for a broadening of the notion of 'academic literacy' and suggests some ways in which texts derived from the oral tradition may be used to develop awareness of secondary discourse types. URI: http://hdl.handle.net/10566/266 Files in this item: 1
Bock_Perspectives2001.pdf (637.5Kb) -
Bock, Zannie; Dadlana, Phakamani (University of Stellenbosch, 2002)[more][less]
Abstract: This article aims to characterize typical linguistic and discourse features of academic writing in Xhosa and English among prospective Xhosa-speaking students at the University of the Western Cape so as to account for strengths and weaknesses in the writing and provide possible ‘points’ for pedagogic intervention. It presents an analysis of a sample of entrance essays written by these students in English and Xhosa. The analysis is in terms of a framework which considers aspects of argument, register and syntax. It aims to highlight strengths and weaknesses in student writing and to ascertain the extent to which these characteristics are language-specific or cross-linguistic. The results of the analysis suggest that the ability to argue coherently in an appropriate register is the defining mark of good writing in any language, and that control over the syntax of the language is particularly important for these students when writing in English. The ability to write well, like certain aspects of style, seems to be a generic ability and affects students’ performance in both languages. URI: http://dx.doi.org /10.5785/18-1-8 Files in this item: 1
Bock_cross-linguistic2002.pdf (243.5Kb)
Now showing items 1-2 of 2