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Exploring the development of voice in student writing in a literature course at foundation level

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dc.contributor.advisor Nichols PC en
dc.contributor.advisor Chaskalson LD en
dc.contributor.author Stacey JD en
dc.date.accessioned 2016-09-22T11:14:13Z
dc.date.available 2016-09-22T11:14:13Z
dc.date.created 2001 en
dc.date.submitted 2001 en
dc.identifier.uri http://hdl.handle.net/20.500.11892/106373
dc.description.abstract In this study the main research questions are: what happens to voice, as one expression of identity and as a measure of diversity, in student writing in a foundation course in literature; and in what ways can student perceptions of the interaction of the immediate academic and wider South African context be seen to be shaping their positioning of themselves and their readers as well as the interpretive and academic choices they make in their writing. The aim is to contribute to a deeper understanding of the teaching and learning context of this foundation course which is at the entry point to our increasingly multicultural university where tensions between access and diversity are strongest. Qualitative research methods are used to illuminate this specific situation. Data have been collected from questionnaires, student essays and interviews. The data and analysis are presented as case studies. Results reveal students locate their voices and identities mainly in the content of what they write and, even when fairly competent in an additional language, are unaware of how writer identity is constructed in that language. Because of the intertwining of identity, voice and interpretation in an interpretive discipline like literature students perceive the interpretive changes necessary for disciplinary literacy as threatening to identity. Aspects of student writing can be seen as attempts to counter or challenge power relations and historically constructed attitudes and identities which they perceive within the writing and academic situation. Unresolved conflicts between dominant and student discourses and over representations of writer identities can hamper the necessary interpretive change and prevent effective academic writing. This study concludes by suggesting elements for inclusion in a post-colonial pedagogy for writing in interpretive disciplines. en
dc.language English en
dc.title Exploring the development of voice in student writing in a literature course at foundation level en
dc.type Doctoral degree en
dc.description.degree PhD (Arts) en


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