- Title
- Grade 12 literary writing: Perceptions and practices of educators and learners in an English Home Language classroom
- Creator
- Krause, Sade
- Subject
- Creative writing -- Study and teaching
- Subject
- Language and languages -- Study and teaching -- South Africa -- Port Elizabeth
- Subject
- English language -- Study and teaching -- South Africa
- Date Issued
- 2024-04
- Date
- 2024-04
- Type
- Master's theses
- Type
- text
- Identifier
- http://hdl.handle.net/10948/63122
- Identifier
- vital:73188
- Description
- This study sought to understand perceptions and practices of the literary writing abilities of educators1 and learners of Grade 12 at a high school in Gqeberha, Eastern Cape. Evidence reveals these abilities to be poor. Interviews with educators in the English Home Language Department at the selected school aimed to gain insight into their approaches to teaching literary writing as well as their comprehension and methods of implementation of the Curriculum Assessment Policy Statement’s guidelines for the teaching of the literary essay. Focus group discussions were held with the predominantly isiXhosa or Afrikaans-speaking learners to gauge whether their identities as isiXhosa and Afrikaans speakers in the English Home Language classroom affect their perceptions of the literary texts they have to read and write about. Lastly, an analysis of the learners’ literary essays provided a window into the translation of writing techniques taught and learned. The study found that literary essay writing and literature study lessons contributed to the alienation learners experienced. Learners’ varying learning styles are not prioritised for literature study and literary essay writing. The educators’ selected approach is partly due to the overloaded curriculum which does not equip teachers with the information and skills to execute lessons which lead to effective acquisition of literary writing skills. The CAPS’s flawed premises of the nature of language and lack of support of educators’ teaching of the literary essay perpetuates the subjugation of learners. A framework is suggested to create access to academic writing skills for the learners.
- Description
- Thesis (MA) -- Faculty of Humanities, Language, Media and Communication, 2024
- Format
- computer
- Format
- online resource
- Format
- application/pdf
- Format
- 1 online resource (xiii, 212 pages)
- Format
- Publisher
- Nelson Mandela University
- Publisher
- Faculty of Humanities
- Language
- English
- Rights
- Nelson Mandela University
- Rights
- All Rights Reserved
- Rights
- Open Access
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Collections
NMU School of Language, Media and Culture
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | KRAUSE_S April 2024.pdf | 5 MB | Adobe Acrobat PDF | View Details Download |