1,720,966 research outputs found
How do we play the genre game in preparing students at the advanced undergraduate level for research writing?
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Book review: Strengthening Postgraduate Supervision. McKenna, S., Clarence-Fincham, J., Boughey, C., Wels, H. and van den Heuvel, H. eds. 2017.
No full textBook review of McKenna, S., Clarence-Fincham, J., Boughey, C., Wels, H. and van den Heuvel, H. (eds). 2017. Strengthening Postgraduate Supervision. Stellenbosch: SUN Press
6. Genre: A Pigeonhole or a Pigeon? Case Studies of the Dilemmas Posed by the Writing of Academic Research Proposals
No full textXhosalising English? Negotiating meaning and identity in economics
No full textThis is an Accepted Manuscript of an article published by Taylor & Francis in Southern African Linguistics and Applied Language Studies on 23 December 2010 available online: http://www.tandfonline.com/10.2989/16073614.2010.545027.As yet, very few South African studies have explored multilingual learning contexts in order to develop a better understanding of the role that students' diverse primary or hybrid languages play in meaning making in English medium universities.This paper will report on a project which set out to investigate code-switching practices in informal learning groups in the university and to distinguish the forms and functions of these code-switching practices. A particular focus has been to gain insights into the ways in which concepts transfer from one language to another in order to develop thinking on language and learning in multilingual contexts and extend theories of conceptual transfer. The particular focus of this paper is the pedagogic and social functions of this hybrid language and how its use might be tied to questions of identity. We look particularly at the way the tutor in the peer learning group used code-mixing to negotiate different identities in dealing with first a rural and then an urban group of students. We will also illustrate by means of our data ways in which English is being appropriated and Xhosalised, particularly by the urban group of students in order to negotiate meaning, identity and status on this campus and in the wider community
Students' interim literacies as a dynamic resource for teaching and transformation
No full textThis is an Accepted Manuscript of an article published by Taylor & Francis in Southern African Linguistics and Applied Language Studies on 12 Nov 2009, available online: http://www.tandfonline.com/10.2989/16073610709486445.This article explores the notion of 'interim literacies' by drawing on data from a research project which used linguistic and intertextual analysis of first year student writing in economics to investigate the intersection of academic discourse and student voice. This research has provided a rich set of data to illustrate the ways in which first year student texts are built from a range of past and present discourses, discourse strategies and genres. Students make meaning by reworking past discourses, appropriating and adapting new discourses to make them their own. The article goes on to develop the notion of interim literacies by refining criteria for deciding what interim literacies are and what they are not. The notion of interim literacies is used to move away from a 'deficit' view of English second language writers in the university and it is argued that an analysis and understanding of interim literacies can contribute to teaching and to transformation. The article concludes by providing evidence of the ways in which this research project has impacted on teaching and curricula in the university course where the project was undertaken
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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