An ethnographic study of a group of first language standard eight pupils in a "model C" school attempting to communicate meaning in writing

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dc.contributor.advisorYoung, Douglasen_ZA
dc.contributor.authorSpengler, Veronica Eileenen_ZA
dc.date.accessioned2016-09-14T13:03:17Z
dc.date.available2016-09-14T13:03:17Z
dc.date.issued1997en_ZA
dc.descriptionBibliography: pages 121-131.en_ZA
dc.description.abstractThis is an ethnographic study of the writing processes and meaningmaking attempts of a group of English first language pupils in a Cape Town secondary school. The project was based on a twostage design. During the first stage, pupils' writing behaviour was observed, and their writing samples and written reflections provided data for analysis. In the second stage, two "key informants" were selected and interviewed, after a preliminary analysis of their written work. Three main theoretical fields provided the conceptual framework for the project: process writing theory and research, discourse and genre theory, and theories of identity. In the first research stage, process theory highlighted those aspects of the school writing event which were shown to assist or obstruct pupil writers in communicating their meanings in writing. In the second stage, discourse and genre theory, and especially the concept of intertextuality, provided insights into how young writers borrow from other textual resources, and construct roles for themselves and their readers. The text analyses and the interview findings supported those theories of identity which showed how subjects may construct multiple Identities and roles for themselves in conversation and in writing.en_ZA
dc.identifier.apacitationSpengler, V. E. (1997). <i>An ethnographic study of a group of first language standard eight pupils in a "model C" school attempting to communicate meaning in writing</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/21782en_ZA
dc.identifier.chicagocitationSpengler, Veronica Eileen. <i>"An ethnographic study of a group of first language standard eight pupils in a "model C" school attempting to communicate meaning in writing."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 1997. http://hdl.handle.net/11427/21782en_ZA
dc.identifier.citationSpengler, V. 1997. An ethnographic study of a group of first language standard eight pupils in a "model C" school attempting to communicate meaning in writing. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Spengler, Veronica Eileen AB - This is an ethnographic study of the writing processes and meaningmaking attempts of a group of English first language pupils in a Cape Town secondary school. The project was based on a twostage design. During the first stage, pupils' writing behaviour was observed, and their writing samples and written reflections provided data for analysis. In the second stage, two "key informants" were selected and interviewed, after a preliminary analysis of their written work. Three main theoretical fields provided the conceptual framework for the project: process writing theory and research, discourse and genre theory, and theories of identity. In the first research stage, process theory highlighted those aspects of the school writing event which were shown to assist or obstruct pupil writers in communicating their meanings in writing. In the second stage, discourse and genre theory, and especially the concept of intertextuality, provided insights into how young writers borrow from other textual resources, and construct roles for themselves and their readers. The text analyses and the interview findings supported those theories of identity which showed how subjects may construct multiple Identities and roles for themselves in conversation and in writing. DA - 1997 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1997 T1 - An ethnographic study of a group of first language standard eight pupils in a "model C" school attempting to communicate meaning in writing TI - An ethnographic study of a group of first language standard eight pupils in a "model C" school attempting to communicate meaning in writing UR - http://hdl.handle.net/11427/21782 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/21782
dc.identifier.vancouvercitationSpengler VE. An ethnographic study of a group of first language standard eight pupils in a "model C" school attempting to communicate meaning in writing. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 1997 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/21782en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEducationen_ZA
dc.titleAn ethnographic study of a group of first language standard eight pupils in a "model C" school attempting to communicate meaning in writingen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMEden_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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