Browsing by Author "Msusa, Naomi"

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    Le thème de la satire dans le théâtre Malawien
    (2010) Msusa, Naomi; Wynchank, Anny
    Malawian theatre, like most theatre in the southern region of Africa, is composed of two distinct forms; oral traditional theatre mostly comprising of masks, music and dance, as well as popular theatre which seeks to follow the definition of modern Western theatre. This thesis seeks to show how, of all the elements inherent in both types of theatre, the theme of satire is a recurrent feature and is often found to be the foundation of both types of theatre. The thesis considers how both traditional and modern theatres explore and exploit satire, and how this theme has contributed to theatre as a whole. It also looks at the history of theatre in Malawi, its role in society as well as the impact it has had on the nation as a whole, for example where it has been used as a social tool.
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    Writer performance ranges on the NBT Academic Literacy Test: an analysis through a Semantics lens
    (2019) Msusa, Naomi; Cliff, Alan
    Karl Maton argues that Legitimation Code Theory (LCT) not only allows knowledge practices to be seen and analysed; it also brings them into relation with the analysis of students themselves. In other words, it views educational experiences as an outcome of the dispositions brought by actors to a knowledge context, and the nature of the context itself. My dissertation research addressed the question of how LCT can be used to analyse student performance of a higher education applicant cohort on a National Benchmark Test (NBT) Academic Literacy assessment. This was done in order to glean more information that can be used firstly as a predictive tool for future success, and as an identifier of specific areas that reveal student academic under-preparedness. The study also attempted to show how this information might play a role in the development of interventions intended for students identified in this way. I argued that an appropriately designed tool can enable the lecturer to surface additional information from the NBTs that may be of further use after admission and placement, particularly when applied to an aspect of the curriculum of an extended or support programme. I proceeded by analysing the performance patterns of an NBT Academic Literacy test-taker cohort. I focused on the semantic gravity and semantic density ranges of these test-takers' performance, and used this analysis as a tool to gauge the level of performance of the NBT test-taker against what is considered to be the 'legitimate' indicator for success: status and achievement in this domain in a first year classroom. I demonstrated how, by using this tool, the lecturer might be able to determine what information from the NBT AL may be deemed to be of value to complement existing provision of support in this domain.