Masters Degrees (Languages, Linguistics and Academic Literacy)

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The postmodernist text in contemporary South Africa : a defence of J. M. Coetzee
(1988) Urbasch, Michael C. N.; Strauss, P. E.
One of the most pressing debates in South Africa concerns the need of writers to address the complex sociopolitical demands of the present day situation. In this paper I examine J M Coetzee's use of Postmodernism forms as an attempt to develop a language and structure of consciousness which offers a telling critique of authority and power in South Africa. My purpose is not primarily to offer an aesthetic appreciation of Coetzee's works, but rather to assess the efficacy of the Postmodernist approach in a world of material forces. The central problem which I explore is whether Coetzee's experimental fiction speaks to a world of "total politics". In the Introduction I consider the way that Coetzee himself establishes the terms for a debate of his texts, a debate which juxtaposes his rejection of realism, mimesis and the dictates of history, (a strategy necessitated by his Postmodernist and Poststructuralist understandings) with his call for a language adequate and sufficient to Africa. Section I explores the claims of those critics who view Postmodernism as a Eurocentric and highly recondite form of elitist exclusion which retards the development of a vital post-colonial expression while extending the ideology of capitalism. Thus Postmodernism is seen to lack a cogency adequate to address a South Africa dominated by a politics of oppression. Section II discusses the implications of Postmodernism as an interventionist strategy which deconstructs hegemonic notions of reality, replacing them with a radicalised doubt and scepticism. This doubt is seen as having an informative role to play in the constitution of a consciousness both subjective and political which is capable of providing a counter to the politics of hegemony, and the'monism of a one dimensional state, either of the left or right. In Conclusion I contend that J M Coetzee's texts pose a linguistic and fictional significance within the context of South African polity and literature.
A genealogical history of English studies in South Africa : with special reference to the responses by South African academic literary criticism to the emergence of an indigenous South African literature.
(1989) Doherty, Christopher Malcolm William.; Vaughan, Michael.
This thesis examines certain social and institutional forces that have shaped the outlooks and procedures of English departments in South Africa. The approach taken is based on the researches of Michel Foucault, notably his genealogical approach to history, and his view of the university as an institution within a broader "disciplinary society" that controls discourse in the interests of existi~g power relations in that society and not out of a concern with disinterested truth. It is argued that English departments are contingent, historically constituted products whose genealogies continue to have serious consequences for struggles around contemporary issues, notably the reception of indigenous South African writing. The first chapter examines the beginnings of the institutionalised study of English literature in England. This inquiry reveals that English literature became the subject of academic.study as a result of conflict between opposing interests in the university and the social world of nineteenth century J England. It also points to the existence of a "discursive space", an inherently unstable area, which the emergent subject of English was forced to occupy as a result of the ezisting arrang~ment of disciplines in the university. Chapter Two analyses the decisive contribution made by I. A Richards a9d the importance of practical criticism for the humanist enterprise of English studies. F. R. Leavis's adaptation of practical criticism is also examined with a view to understanding its consequences for English studies in South Africa. Chapter Three examines the early history of English studies in South Africa and assesses the impact of metropolitan developments on the manner in which the discipline was constituted in this country. Chapter Four focuses on the effect of metropolitan developments on the conceptualisation and study of a South African literature. Chapter Five examines descriptions of sub traditions of South African literature that were offered during the 1960s and '70s and concludes by offering an analysis of the radical critique of English studies that appeared at the end of the decade. The thesis concludes that the radical critique was largely unsuccessful for a number of reasons, one being the lack of a genealogical analysis. It is suggested that the manner in which English studies was historically constituted, and its mode of institutional existence, pose a perhaps intrinsic obstacle to the study and teaching of indigenous writing.
Dominandi avida : Tacitus' portrayal of women in the Annals.
(1993) Delany, Ann Moreton.; Gosling, Anne.
This thesis deals with Tacitus' portrayal of women by examining in detail a number of the female characters in the Annals in order to identify certain themes and ideas relating to women. The most striking theme to emerge from such an examination is that of the strong, powerful, almost masculine woman, and several of the characters examined exemplify this recurring theme. In portraying these characters Tacitus uses certain language patterns and techniques of characterisation, and this thesis is concerned with identifying such patterns and techniques. These include the recurring use of certain words with a specific connotation, and the employment of several methods of directing the reader's perception in the manner Tacitus desires. This manipulation of the reader's response is an example of Tacitus' direct and indirect authorial control, which is also evident in his technique of using his own and other authors' usage to create resonances for particular expressions. Of note is the fact that Tacitus avoids direct description of his characters, but rather allows their actions to reveal character. Given that Tacitus' main preoccupation in the Annals as a whole is the nature of the principate, he uses his portrayal of women to illuminate and comment upon his view of this form of government. The women chosen for study, with one exception, belong to the imperial circle since, with the inauguration of one man rule, those with ready access to the princeps had the most opportunity to break out of the mould of the traditional ideal of Roman womanhood. Boudicca, the British queen of the Iceni, has been chosen for study as a foil to the Roman women in order to highlight their manoeuvrings for personal power, while Octavia has been selected as an exemplar of the Roman ideal of womanhood. Although this is not a historical or sociological study, it must be noted that the evidence we have of the period about which Tacitus is writing is in fact one-sided evidence derived from a restricted social class, recorded by men, and an attempt to redress this balance is made by reference to contemporary studies of the legal and social position of women in Roman society. Consequently chapters on the historical background and the position of women respectively have been included as background. In addition other ancient sources have been consulted where this is appropriate in order to determine areas of bias in Tacitus.
Orality and its cultural expression in some Zulu traditional ceremonies.
(1993) Magwaza, Thenjiwe S. C.; Argyle, W. John.
Abstract not available.
An examination of political sloganeering as a mode of communication and its relationship to the oral tradition with special reference to South Africa.
(1994) Damane, Beauty Nonceba.; Argyle, W. John.
Abstract not available.
An investigation into the role of codeswitching in classroom interaction in Transkei junior secondary schools.
(1995) Gila, Bruella N.; Kamwangamalu, Nkonko M.
This study investigates the role of codeswitching in classroom interactions involving teachers and pupils in Transkei Junior Secondary schools. Codeswitching practices, the alternate use by teachers in these schools of two languages within the same speech event, bear most of the characteristics of bilingual communication. These characteristics include the use of lexical items, phrases and grammatical structure of one language in an utterance that is predominantly in another language. Data gathered from the schools shows that codeswitching is used to perform both academic and social functions in the classroom. As an academic tool, codeswitching functions to clarify, emphasize and to repeat the main points of the lesson, while its social function is to create interpersonal relationships in the classroom. Also, it is used by the teachers to symbolize power relations between them and their pupils. The analysis also reveals that codeswitching phenomena occur in the following forms: intersententially and intrasententially. Intersentential codeswitching occurs most frequently in the utterances of the teachers. Attitudes towards codeswitching as a classroom practice are also discussed in this thesis. Finally, the implications of classroom codeswitching for educators and teaching are also examined. This study suggests that codeswitching is the inevitable outgrowth of two languages coming into contact.
A sociolinguistic investigation of sources of interactional asynchrony and synchrony in intercultural medical consultations in the medium of English in an urban setting in South Africa.
(1995) Waterfall, Elizabeth Mary.; Chick, John Keith.
This thesis examines sources of interactional asynchrony and synchrony in intercultural medical consultations between South African English speaking doctors and Zulu-English speaking patients in an urban setting in South Africa. It employs, principally, the theory and methods of Interactional Sociolinguistics to identify and describe sources of asynchrony and synchrony in medical encounters. The thesis provides a review of the South African and international literature relevant to the analysis of doctor-patient interaction. Having noted the significant absence of research that utilizes a model of language use such as Interactional Sociolinguistics, the author reviews South African and international interactional sociolinguistic research literature with a view to identifying an appropriate research framework for the analysis of selected medical consultations. The thesis reports the findings of the fine-grained analyses of three consultations. The societal consequences of the asynchrony evident in two of the consultations are explored drawing, in particular, on insights provided by Critical Language Study. The relative synchrony of the third consultation is traced to the participants' use of positive politeness strategies to generate the "co-membership" of maleness. The significance of this discovery is explored in some depth. Finally, attention is given to further research possibilities arising from the present study.
Cross-cultural communication : an investigation into compliment response behaviour of Indian and African students at the Springfield College of Education.
(1995) Govender, Magesvari.; Kamwangamalu, Nkonko M.
This is a cross-cultural communication study which investigates the compliment response behaviour of Indian and African students at the Springfield College of Education. The Springfield College of Education is a desegregating institution where students of Indian origin presently comprise the majority of the student population with African students the minority. Due to the enforced racial divisions of the past students do not mingle freely with each other on the college campus. An additional complication is that the students come from different cultures and are accustomed to different social practices. This results in their responding differently to different communicative situations. These differing responses could be potential sources of miscommunication and conflict and therefore warrant investigation. Compliment response behaviour is one such area where intercultural miscommunication could easily arise. Since compliments are used to initiate, sustain and promote conversational interactions, not responding appropriately to them could result in possible feelings of antagonism and racial hostility. This study investigates the compliment response behaviour of Indian and African students at the Springfield College of Education, identifies areas of diversity and potential sources of intercultural miscommunication and presents a set of recommendations about the teaching of compliment response behaviour at the Springfield College of Education.The findings of this study are also compared with the findings of a similar study conducted by Chick (1991) at the University of Natal, Durban with a view to establishing what changes have occurred in the compliment response behaviour of Indian and African students since the time of Chick's (1991) study. This study reveals that there is a diversity in the compliment response behaviour of different ethnic groups and that this diversity is a potential source of intercultural miscommunication. However, the College lecturers can turn this diversity to advantage by using it in a teaching programme where an understanding of it is fostered. This would result in students understanding why miscommunication arises and would also enable them to react appropriately in different contexts. It is hoped that this study,which is very much pilot in nature, helps highlight issues that can become the subject of more detailed studies in this field.
The influence of oral culture and English on the academic and social interaction among tertiary students for whom English is not a mother - tongue.
(1995) Maharaj, Prenitha.; Sienaert, Edgard Richard.
The oral background, ability in English and academic and social interaction of the non mother-tongue student was the focus of this study. The oral background of the African student is an important consideration as it helps one to contextualise his life and educational experiences. A severe lack of knowledge and interest in each others' cultures and backgrounds among all the players at the tertiary institution was apparent. The focus group interview technique was adapted to elicit students' perceptions of their own problems. This technique proved invaluable in allowing participants to express their views freely, thus offering the researcher an in-depth insight into their life at the tertiary institution and an understanding of the problems they encounter. The focus group discussion was supplemented by questionnaires. The study comprised 40 non mother-tongue students who were divided into 8 groups of 5 students each. On completion of the group discussion, a verbatim transcript of each audio-recording was made. Analyses of the focus group discussion and the questionnaire revealed that non mother-tongue students do in fact experience many problems with academic and social interaction due to their cultural background and ability in English. These students feel isolated and misunderstood. Racism, albeit subtle, seems to be a problem on the campus. It was found that with a few exceptions, there is very little difference between the experiences of the first year students as compared to the second year students. Also, the admissions criteria for the different faculties did not 'eliminate' problems.This illustrates that the problems do not 'disappear' after a whole year at the institution, because the underlying causes are not being addressed. One cannot expect the non mother-tongue student to simply adapt to the new experiences, namely, a different environment and a second language as the medium of instruction and communication. Several recommendations were made for the implementation of the research findings in the tertiary environment. Further research possibilities were also suggested.
The role of planning time in inducting preschool children into aspects of schooled literacy.
(1996) Nel, Tracy.; Adendorff, Ralph Darryl.
This dissertation describes a microethnographic study of the induction of preschool children into the practices of schooled literacy at an ex-Natal Education Department, Anglican-affiliated preschool. The sources of data are participant observation and audio-recordings of planning time interaction; interviews with key informants; and site documentation. The principal finding of the study is that planning time, a seemingly inconsequential preschool event, differentially inducts children into literacy practices that anticipate expository reporting. Such literacy practices carry high prestige in Western capitalist society, being the recognised convention for presenting and contesting information. Planning time was originally designed as an intervention program to facilitate nonmainstream literacy acquisition by making the conventions explicit, thus minimising cultural and linguistic discontinuities between home and school-based literacy practices. However at Church Preschool, an essentially closed environment with access controlled by mechanisms such as waiting lists, this event has been co-opted to further maximise mainstream advantage. The data reveals that, despite a rhetoric of openness in making the norms explicit, planning time only inducts nonrnainstream children into elementary literacy practices. Beyond that point, the conventions become increasingly implicit and depend on shared knowledge of mainstream norms. Planning time functions as a covert gatekeeping event that effectively maintains the status quo by guarding access to powerful literacy practices. The tension between the rhetoric of openness and the reality of who gains mastery of the literacy practices suggests that planning time restricts access not on the level of entry, but at the point of acquisition.
An investigation into the classroom related schemata of trainee teachers educated at racially segregated schools.
(1997) Ralfe, Elizabeth Mary.; Chick, John Keith.
This thesis reports on an investigation of the schemata of trainee teachers from a range of different ethnic and language groups in KwaZulu-Natal who had been educated in racially segregated school systems. Informed by the insight that schemata are the products of life experience and that they constrain linguistic choices (see Tannen 1979), it was hypothesised at the outset that different ethnic groups have some different assumptions of what constitutes appropriate classroom behaviour and that this schematic knowledge is reflected in the surface linguistic forms used by teachers and pupils in classroom discourse. These differences in schemata could have unfortunate consequences for pupils of a different ethnic group from their teacher, and, in particular, those pupils from historically disempowered groups. Data was collected using an eclectic mix of quantitative and qualitative methods. Firstly, students responded to a questionnaire which elicited responses concerning pupil and teacher roles. This was followed by interviews with selected student teachers during which they were asked to comment on those statements in the questionnaire which exhibited the greatest differences between respondents who attended schools administered by racially different educational authorities. Finally, a story recall experiment was conducted. Respondents/subjects were all trainee teachers at a multi-racial college of education. The analyses of the findings of the quantitative questionnaire revealed significant differences between subjects from different education systems. The interview data, however, revealed that the differences were less marked than the findings of the questionnaire suggested. The analyses of the recall experiment suggested that while some differences between the subjects who had attended schools administered by racially segregated authorities do exist, these are not as great as initially hypothesised. Teachers need to be made aware of the problems inherent in cross-cultural encounters, and this awareness should be extended to pupils. This awareness, together with goodwill, should ensure that pupils having different schemata from their teacher and/or other pupils in the classroom will not be disadvantaged.
An exploration of the contribution of critical discourse analysis to curriculum development.
(1997) Luckett, Kathleen Margaret.; Chick, John Keith.
This dissertation explores the contribution of critical discourse analysis (CDA) using functional systemic grammar (FSG) to curriculum development in historical studies at university level. The study is premised on an acceptance of Habermas' (1972) theory of knowledge constitutive interests which claims that all knowledge is "interested" and which, on the basis of different interests, identifies three paradigms for knowledge construction. I make use of these paradigms to describe different approaches to curriculum development, to language teaching and to historical studies. I make the value judgement that curriculum development conducted within the hermeneutic and critical paradigms is educationally more valid than that conducted within the traditionalist paradigm; and that this is particularly so for disciplines such as historical studies, which involve the interpretation of texts. Furthermore, I suggest that the epistemological assumptions and the pedagogy of historical studies have developed within the traditionalist paradigm and that postmodernist perspectives pose a challenge to these epistemological foundations. In response, I suggest that the development of a "post-positivist" approach to historical studies within the hermeneutic and critical paradigms may provide a practically feasible and morally defensible strategy for the teaching of history. But this approach involves understanding history as discursive practice and therefore requires a method of discourse analysis in order to "do history". I therefore develop a method of critical discourse analysis for application to historical studies, which uses Halliday's functional systemic grammar (FSG) for the formal analysis of texts. The applied aspect of this dissertation involves a small staff development project, in which I worked with a group of historians to explore the application of the method of CDA to four selected historical texts (using the post-positivist approach to historical studies). I also designed four critical language awareness exercises to demonstrate how the method might be adapted for student use. The findings of my own explorations and of the staff development project are as follows: Firstly, I suggest that the staff development project was successful in that it provided a stimulating and dialogic context for the historians to reflect on their own theory and practice as researchers and teachers of history. Furthermore, I suggest that the method of CDA developed in this study provides a theoretically adequate and practically feasible methodology for post-positivist historical studies. This claim is in part confirmed by the historians' appreciation of the text analyses done using the method. However, the staff development project showed that the method is demanding for non-linguists, largely due to the effort and time required to master the terminology and techniques of FSG. In this sense the staff development project failed to achieve its full potential because it did not provide the historians with sufficient opportunities to learn and practice the techniques of FSG. The CLA materials prepared for students were positively evaluated by the historians, who felt that they demonstrate an accessible and feasible way of introducing CDA to history students. (However, these materials will only be properly evaluated when they are used in the classroom.) Finally, I conclude that this application of CDA to historical studies meets the criteria for curriculum development within the hermeneutic paradigm and that it holds out possibilities for emancipatory practice within the critical paradigm. Secondly, I conclude that the application of CDA to the discourses of other academic disciplines holds enormous promise for work in staff and curriculum development. This study shows how CDA can be used to demonstrate how the epistemological assumptions of a discipline are encoded in the grammar and structure of its discourse. The insights provided by CDA used in this way could be invaluable for a "discourse-across-the-curriculum" approach to staff development at a university.
A tradition in transition: the consequences of the introduction of literacy among Zulu people in Umbumbulu.
(1997) Cele, Nokuzola Christina Kamadikizela.; Sienaert, Edgard Richard.
This research study, in its efforts to discuss the consequences of the introduction of literacy among the Zulu people in Umbumbulu, will embody the social and educational aspects of the oral Zulu people before and after the introduction of writing. People have been made to believe that by learning to read and write, they would be empowered: literacy and education would enable them to get decent jobs and earn more money. Western civilization which has been adopted by many African peoples, attaches great value to money economy than subsistence economy, hence there has been a shift from orality to literacy. It is assumed that the acquisition of literacy skills may not change the intelligence quotient of an individual. This work will therefore investigate if the Zulu people did have a form of civilization before they met with the Whites. One will further investigate if the oral life of the Zulu man without the knowledge of reading and writing, was miserable and imbalanced. I shall then look into the method of how literacy was introduced among the Zulu people in Umbumbulu and lastly, check on the impact of literacy and education on the social life of Umbumbulu people. This project falls within the orality-literacy debate and will compare some often conflicting theories. Finally, one would propose suggestions of how school going pupils in Umbumbulu would improve their school performance by applying teaching methods and content that has relevance to their oral culture.
Houding teenoor Afrikaans, 'n meningsopname onder Afrikaanse tieners in KwaZulu-Natalse skole.
(1997) Maartens, Catharina Elizabeth.; Grieshaber, Nicole John.; Venter, J. L.
Abstract not available.
An investigation into teacher-elicited Zulu mother-tongue peer-tutoring by Zulu-speaking pupils in an English only classroom at Southlands Secondary School.
(1999) Virasamy, Mahalutchmee.; Kamwangamalu, Nkonko M.
The end of apartheid in South Africa in 1994 triggered unprecedented changes in the country's institutions including the school. In the city of Durban one such change was the influx of Zulu-speaking pupils into previously "Indian" and "White" schools in their quest to learn through the medium of English only. The majority of these students are less proficient in English and therefore find it difficult to participate in classroom activities. Drawing on questionnaires, interviews and personal observations of classroom interaction, this study reports on one teaching method, peer tutoring, that some teachers at Southlands Secondary use to attend to the communicative needs of these students. In particular, the study reports on how peer-tutoring works at this school, what its benefits are to the learners, what the learners' attitudes are toward this teaching method, and what its implications are for the English-only argument. The study shows that contrary to the English-only argument, using the students' native tongue, Zulu, in an English-only classroom can assist rather than impede ESL learning. Peer tutoring not only contributes to the academic development of Zulu-speaking pupils and fosters friendships and meaningful contacts between Zulu-speaking and Indian pupils, but it also provides the latter with opportunities to learn Zulu and to appreciate the language as a resource in an English-only environment. It is hoped that this study, which is very much pilot in nature, will help highlight issues that can become the subject of more detailed studies in this field.
Fantasieliteratuur in die multikulturele Afrikaans klaskamer.
(1999) Gumbi, Thembi Gloria.; Swanepoel, Eduen.
In hierdie mini-skripsie word daar na fantasieliteratuur in die multikulturele Afrikaans klaskamer gekyk. Die aard van fantasieliteratuur, naamlik die fabel, sprokie, volksverhaal, mite, legende en toekomsfiksie word omskryf. Die studie poog ook om die ooreenkomste wat bestaan tussen fantasieliteratuur in Engels, Afrikaans, Zoeloe en SeSotho uit te wys en om aan te dui wat die implikasie van hierdie ooreenkomste binne die multikulturele Afrikaanse klas is. SUMMARY This mini-thesis focuses on the study of Fantasy literature in the multicultural Afrikaans classroom. Different genres, ego fable , myth, folktale, fairytale, legend and science fiction will be looked at. The study will also try to look at the similarities present in the fantasy literature of English, Afrikaans, Zulu and seSotho and the implications thereof in the multicultural Afrikaans class.
Izwe alithuthuki by Phuzekhemisi as sung in KwaZulu-Natal : maskandi song as social protest analysed as an oral-style text.
(2000) Hadebe, Josiah Sillo.; Conolly, Joan Lucy.; Sienaert, Edgard Richard.
No abstract available.
Trends, modifications and motivations of ukuhlolwa kwezintombi (virginity testing) among the Zulu in KwaMashu district of KwaZulu Natal between, 1960-2000.
(2000) Khuzwayo, Nobuhle Nonhlanhla.; Magwaza, Thenjiwe S. C.
This study investigates the trends. modifications and motivations of ukuhlolwa kwezilllombi (virginity testing) among the Zulu in KwaMashu district of Kwa Zulu Natal. The study reveals that:- • Ukuhlolwa kwezillfombi has been historically regarded as a vital social tool to bring pride to the virgin girl, the parents and the community as a whole. • The big motive was to receive the full lobola especially uikomo kamama (the eleventh cow). Urbanization, industrialization, acculturation, education and religious beliefs led ukuhlolwa kwezintombi to its near demise in twenty years ago. • In recent years its resurgence has been noticed in most areas of Kwa Zulu Natal and townships to fight against women abuses, teenage pregnancies and HIV/Aids . • It is met with a variety of views and emotions with others considering it as valuable while others consider it outdated and irrelevant. • Virginity testing is regarded as a custom of cultural value and the country is in the process of African Renaissance. • Regarding the mY/Aids catastrophe, one can count on 'True Love Waits ' and virginity testing as means of prevention.
A study of J.M. Coetzee's novel, The master of Petersburg, with particular reference to its confessional aspects.
(2000) Brammage, Carol.; Attwell, David.
The dissertation focuses on lM. Coetzee's novel The Master of Petersburg, read as a confessional text and discussed in the light of theories of the western tradition of confession. By way of introduction some of the themes and features of Coetzee's novels that have been the subject of criticism and debate and are pertinent to this discussion are highlighted. Alluding to the politics, aesthetics and ethics of writing in South Africa, the introduction is not intended to provide a comprehensive overview ofthe criticism Coetzee's work has generated. In the second chapter, taking into account aspects of Coetzee's essay "Confession and Double Thoughts: Tolstoy, Rousseau and Dostoevsky", an essay he characterises as a dialogue between cynicism and grace, problems of truth, particularly "how to tell the truth in autobiography", self-knowledge and self-deception are discussed, drawing also on observations made by Dennis A. Foster in his book Confession and Complicity in Narrative and with reference to Jeremy Tambling's book Confession: Sexuality, Sin, the Subject. An important focus is the idea that the concept of sin serves to marginalise the subject who is inscribed in the discourse of confession. The third chapter focuses on the novel The Master of Petersburg and the main protagonist - a fictionalised Dostoevsky - who displays the hyper-self-consciousness of the confessant, and his actions and disclosures which he characterises, in the vocabulary of confession, as being sinful. Notions oftruth, self-knowledge, the nature of writing, the role ofthe reader, as well as critical responses to the novel itself, are examined in the light of theories of confession. In the final chapter, themes ofbetrayal, self-alienation and falling from grace are considered in the context of confession and the question "how are we to be ethical in a secular context?" emerges. How grace manifests itself in a secular world leads to the key question as to whether or not there is an ethical imperative in the process and practice of writing.
An ethnographic investigation into the teaching of writing in an African secondary school in the Pietermaritzburg area.
(2000) Hart, Michael Travers.; Harley, Keneth Lee.; Clarence-Fincham, Jennifer Anne.
This study is an ethnographic investigation into the teaching of writing in an African secondary school in the Pietermaritzburg area. It arose out of my awareness that schooling distributes literacy unequally and negatively affects learners' abilities to participate effectively in society. This inequality of access is prevalent in South African schools in the aftermath of apartheid education policy. The purpose of the research is to explore these issues of access and to gain an understanding of the factors that shape learners' knowledge, skills and attitudes around writing. The need to gain a rich understanding of these factors indicated that a long-term, indepth ethnographic study was appropriate. Accordingly I taught grade eleven classes at a school for two and a half years to understand the context in which teachers and learners operated. The core of the data came from Literate Life Histories that I collected by means of interviews with six learners. This was triangulated with data from interviews with teachers, classroom observation, analysis ofsyllabuses, teacher guides and examinations, participant observation of matriculation examinations, and analysis of student work. The data shows that inappropriate teaching, assessment and texts deprives learners ofaccess to effective literacy. Systemic constraints of syllabuses, teacher guides and large classes shape teachers' practices. As a result, learners experience a narrow range of genres, no explicit teaching or assessment around genre conventions, and inaccessible texts. Learners thus view writing as a grammar exercise, have little confidence in their ability to communicate via writing, do not see writing as a process of refinement, and have little knowledge of how genre, tenor, field and mode shape written texts . These findings point to the need for the rehabilitation of writing in the schools and teacher training. This will require attention to syllabuses, assessment practices and the adequate supply of appropriate textbooks.

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