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Academic literature on the topic 'Afrikaans language – Composition and exercises'
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Journal articles on the topic "Afrikaans language – Composition and exercises"
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Steyn, E. C. "Uitgebreide attributiewe konstruksies in Duits - ’n uitdaging vir Afrikaanssprekende studente." Literator 14, no. 3 (May 3, 1993): 55–70. http://dx.doi.org/10.4102/lit.v14i3.711.
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Complex attributive constructions have become a characteristic of modern German and appear regularly in all types of texts, even those meant for foreigners. This aspect of German syntax has no corresponding manifestation in Afrikaans or English, as can be seen when comparing parallel texts. A limited investigation showed that this phenomenon undeniably creates problems for Afrikaans-speaking students learning German. They find sentences containing lengthy attributive constructions difficult to understand and, when writing German, either misconstrue such phrases or, more often than not, try to avoid them by using adjectival clauses instead. Although the constant use of such clauses cannot strictly be regarded as incorrect, it reveals all too clearly the interference of Afrikaans and differs conspicuously from the modern German style of writing. Various exercises are recommended to overcome comprehension problems and to break away from the restricted sentence patterns which are due to interference of the mother tongue.
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Zou, Di. "Vocabulary acquisition through cloze exercises, sentence-writing and composition-writing: Extending the evaluation component of the involvement load hypothesis." Language Teaching Research 21, no. 1 (August 1, 2016): 54–75. http://dx.doi.org/10.1177/1362168816652418.
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This research inspects the allocation of involvement load to the evaluation component of the involvement load hypothesis, examining how three typical approaches to evaluation (cloze-exercises, sentence-writing, and composition-writing) promote word learning. The results of this research were partially consistent with the predictions of the hypothesis: the two writing tasks with greater involvement load led to significantly better word learning than cloze-exercises with lower load, while composition-writing was significantly more effective than sentence-writing despite the same involvement load according to the matrix of the original model. Such results are explained from the perspectives of information organization and pre-task planning, based on which evaluation induced by cloze-exercises is suggested to be allocated with ‘moderate evaluation’ as it involves no use of chunking, hierarchical organization or pre-task planning, evaluation induced by sentence-writing with ‘strong evaluation’ as it involves chunking and pre-task planning at the sentence level, and evaluation induced by composition-writing with ‘very strong evaluation’ for it involves chunking, hierarchical organization and pre-task planning at the composition level.
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Gibson, Craig A. "Better living through prose composition? Moral and compositional pedagogy in ancient Greek and Roman progymnasmata." Rhetorica 32, no. 1 (2014): 1–30. http://dx.doi.org/10.1525/rh.2014.32.1.1.
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Ancient Greek and Roman compositional instruction, as evidenced in Greek handbooks on the progymnasmata and Quintilian's Institutio Oratoria, included a strong moral component. The importance of moral pedagogy to ancient teachers and theorists is seen not only in the themes and contents of the exercises, but also in their sequencing and justification.
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Loveridge, Jordan. "Poetics, Probability, and the Progymnasmata in Matthew of Vendôme's Ars versificatoria." Rhetorica 37, no. 3 (2019): 242–64. http://dx.doi.org/10.1525/rh.2019.37.3.242.
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Historians of rhetoric continue to debate the relative degree of transmission and implementation of the progymnasmata during the Middle Ages. This essay intervenes in this debate by analyzing Matthew of Vendôme's Ars versificatoria (Art of the Versemaker), showing that the treatise emphasizes the construction of probable assertions within a system of rhetorically-informed poetic composition. While past scholarship has shown Matthew's indebtedness to Ciceronian and Horatian rhetoric and poetics, this essay argues that progymnasmata exercises focused on probability and verisimilitude may have also influenced Matthew, suggesting the continued influence of the exercises within rhetorical and grammatical education during the 12th century.
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Bray, E. "Macro Issues of Mikro Primary School." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 10, no. 1 (July 4, 2017): 1. http://dx.doi.org/10.17159/1727-3781/2007/v10i1a2791.
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Mikro Primary School is an Afrikaans medium public school whose governing body refused to accede to an order of the Western Cape Department of Education to change the language policy of the school so as to convert it into a parallel medium Afrikaans/English school. The Supreme Court of Appeal held that section 29(2) of the Constitution of the Republic of South Africa, 1996, means that everyone has a right to be educated in an official language of his or her choice at a public educational institution to be provided by the State if reasonably practicable, but not the right to be so instructed at each and every public educational institution, subject only to it being reasonably practicable to do so. The court held that the language policy and admission policy of Mikro were not contrary to any provision of the Constitution, the South African Schools Act 84 of 1996, the Western Cape Provincial School Education Act 12 of 1997 or the Norms and Standards. The MEC and the department were prohibited and restrained from compelling or attempting to compel the school or its principal to admit learners for instruction otherwise than in compliance with its language policy and applicable provisions of the Schools Act and the Norms and Standards. The court declared the conduct of the department’s officials to be an unlawful interference with the government and professional management of the school in contravention of section 16 of the Schools Act and prohibited and restrained them from interfering unlawfully. The court rejected a previous interpretation of the term “organ of state” and relied on the Constitution which determines that any institution exercising a public power or performing a public function in terms of any legislation is an organ of state (section 239(b)(ii)). This means that the public school (acting through its governing body) is clearly an organ of state because as an institution it exercises a public-education power and performs public-education functions in terms of the Schools Act, for example.
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Zuidema, Johan, Gellof Kanselaar, H. Wichmann, M. Giezeman, L. Koster, and J. van der Veen. "Vrue Taalprodukties En De Computer." Computer-ondersteund talenonderwijs 33 (January 1, 1989): 33–39. http://dx.doi.org/10.1075/ttwia.33.05zui.
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In second language teaching a great deal of attention is paid to the learning of communicative skills. The computer program PRESTIGE (Productive and Receptive English, a Smart Tutor and Intelligent Generator of Exercises) subscribes to the views currently held in communicative language teaching. Among these are learning the meaning of a word through deduction of the word's meaning from contexts, and emphasizing the use of productive language. The computer program PRESTIGE, written in PROLOG, consists of several parts: A parser, which checks if syntax, spelling and inflection of pupils' input sentences, words, and verbs are correct. The parser is the heart of the program, and is capable of analysing most English sentence structures which are used in the first years of secondary education. A database of descriptions of words and context sentences in everyday English (taken from Collins COBUBLD English Language Dictionary). Both databases can be consulted by the pupil at any moment and thus constitute an extensive help facility. A database of texts. These texts are taken from a method called "Notting Hill Gate" (Malmberg). A generator of exercises. The program is able to generate exercises for both receptive and productive language use. Receptive: a story fragment is selected from the database. For every word, pupils can ask for a description (in English) or for a context sentence in which the word is used. Productive: several different exercises can be generated. They vary from cloze texts: the parser leaves out words that belong to a certain grammatical class (adjectives, prepostions, etc.), to free language productions: writing a composition. Furthermore, exercises can be generated in which interrogative or negative sentences have to be made. When the pupil is writing a composition, the parser checks whether the sentences are grammatically correct. Here as well, all help options from the databases are available. Pupil registration. For every pupil the program keeps track of the words that (s)he has studied, what kind of help (s)he has asked for, and what the results of the exercises are. The advantage of PRESTIGE over existing courseware for second language teaching is the open structure of the program, which makes free input of language possible. In the article the possibilities of the parser are shown and illustrated by examples. The article concludes with a discussion of the uses of PRESTIGE as an intelligent generator of exercises, and some plans for further research.
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GINGRAS, BRUNO. "PARTIMENTO FUGUE IN EIGHTEENTH-CENTURY GERMANY: A BRIDGE BETWEEN THOROUGHBASS LESSONS AND FUGAL COMPOSITION." Eighteenth Century Music 5, no. 1 (March 2008): 51–74. http://dx.doi.org/10.1017/s1478570608001188.
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ABSTRACTThe pervasiveness of thoroughbass in eighteenth-century German musical pedagogy is illustrated by the way that it extends from continuo realization exercises and chorale harmonizations to complete fugues. This article seeks to demonstrate how partimento fugue can be construed as the missing link between thoroughbass exercises and fully fledged keyboard fugues, by expanding on ideas first advanced by William Renwick. Through an examination of partimento fugues from J. S. Bach’s Precepts and Principles, Handel’s Lessons for Princess Anne, the Langloz manuscript and Heinichen’s Der General-Bass in der Composition, this study outlines a progression from basic realization exercises, in which the emphasis lies on the recognition and execution of continuo figures, to advanced recomposition assignments in which the performer is expected to project a rich contrapuntal texture from a simple figured-bass line, a task which is crucially dependent on the ability to memorize and reuse thematic material. The pedagogical value of partimento fugues also hinges on the acquisition of commonplace patterns such as the scalar descent and the harmonization of a chromatic line in alternating thirds and sixths. Although these patterns are often merely implied, they are found repeatedly in specific musical contexts, suggesting that they may function as generative melodic lines from which the composer derived both the harmonic progression and the underlying bass line, in a striking reversal of the standard compositional paradigm proposed by eighteenth-century theorists such as Niedt. Finally, the occurrence of these formulas in thoroughbass exercises, as well as in masterpieces such as J. S. Bach’s Well-Tempered Clavier, points to their ubiquitous character and demonstrates that they were part of a common language shared by many German composers of the period, thus emphasizing the need for an increased familiarity with the German partimento repertory and its conventions.
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Liu, Song, Peng Liu, and Yoshiyori Urano. "A Study of Composition/Correction System with Corpus Retrieval Function." International Journal of Distance Education Technologies 11, no. 3 (July 2013): 58–78. http://dx.doi.org/10.4018/jdet.2013070105.
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Practice and research in the composition education that is using computer and network have been more and more active. Through online composition system, a large amount of written texts produced by students and teachers can be collected. This kind of information is called a learner corpus, which is important in second language education because the specific learning situations of learners can be analyzed. However, there is still little effective application on how to utilize the collected learner corpus in pedagogy. In this research, a web based composition/correction system has been constructed. It can not only support online composition submission and correction, but also supply a retrieval function for learner corpus. This function has been combined with another CALL (Computer Assisted Language Learning) drill system to create more effective exercises according to learners’ misuses. This research has proposed a unique mechanism to integrate both construction and application of learner corpus.
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Gąsienica Byrcyn, Anna. "Poetic Texts in Polish Heritage Language Classes." East/West: Journal of Ukrainian Studies 4, no. 1 (March 4, 2017): 101. http://dx.doi.org/10.21226/t2v01g.
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The use of poetic texts in heritage Polish composition classes offers a resourceful, motivating, and original way of learning the language and culture, primarily by mastering writing skills and understanding Poland’s rich and complex culture. Moreover, poetic texts give an aesthetical beauty and moral values, and the students discover universal truths during their readings and discussions. A chosen poem, such as Adam Mickiewicz’s “Lelije” (Lilies), Teofil Lenartowicz’s “Złoty kubek” (A Golden Cup), or Bolesław Leśmian’s “Urszula Kochanowska” (Ursula Kochanowska), is presented in class for listening exercises, reading, recitation, discussion, and especially creative writing. The students are introduced to the captivating genre of poetry and learn about the cultural and historical content of this work. Then, they write their poem or a composition on the introduced theme. The assessment consists of the student’s originality, the content of the paper, the organization of the paper, and the employment of correct grammatical sentence structure and vocabulary.Consequently, poetic texts immersed in Polish intertextual space are open and may be read in many ways, beyond their initial context, presenting many fascinating interpretations and offering many intellectual attractions. A poem is an excellent learning source for the creativity stage in the art of writing, transmuting elements of the past Polish culture and literature in modern language classes. Students write their own intriguing stories, focusing on their knowledge of the language, and using resourcefulness and creativity.
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Kurniawati, Dewi, Ambrosius Purba, and Nur Siti Fatimah. "PERBEDAAN KADAR TRIGLISERIDA ANTARA ANGGOTA SENAM BODY LANGUAGE DENGAN ANGGOTA SENAM HIGH IMPACT SETELAH PEMBERIAN ASUPAN MAKANAN YANG SEBELUMNYA MELAKUKAN SENAM BODY LANGUAGE DAN SENAM HIGH IMPACT." JURNAL ILMU FAAL OLAHRAGA INDONESIA 1, no. 1 (April 1, 2021): 8. http://dx.doi.org/10.51671/jifo.v1i1.68.
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The majority of studies have found that aerobic exercise can reduce the increment of triglyceride postprandial in plasma. Therefore, the author is doing this research to know the difference of triglyceride concentration in plasma between-group who joint high impact exercise and group who joint body language exercise after given the same amount and dietary composition which had done high impact and body language exercise before. Twenty men (19-39 years old) did high impact or body language exercises for 1 hour. Two hours later, they were given dietary composition with carbohydrates 60% and fat 25%. Then the triglyceride postprandial concentrations were measured 3, 5, and 6 hours after the given dietary food. The result showed that the triglyceride concentration of high impact group was higher than body language group 3 hours after given dietary food (122.167 ± 17.11627 vs 111.67± 7.86554 mg/dL) and there was no difference between the high impact and body language group 5 hours (96.167 ± 7.25029 vs 94.0 ± 16.66133mg/dL) and 6 hours after given dietary food (77.5 ± 8.8261 vs 78.167 ± 14.27469 mg/dL).In conclusion, the triglyceride concentration of the high impact group was higher than the body language group 3 hours after given the same amount and dietary composition. But, there was no difference between triglycerides concentration of body language group and high impact group 5 and 6 hours after given the same amount and dietary composition which had done high impact and body language exercise before.
Dissertations / Theses on the topic "Afrikaans language – Composition and exercises"
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Joshua, Elizabeth Caroline. "Deurlopende formatiewe assessering in skriftelike stelwerk in graad 5: 'n aksienavorsingsprojek." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
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Coetzee, Wena. "Language errors in the use of English by two different dialect groups of Afrikaans first language-speakers employed by Nedbank : an analysis and possible remedy." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2063.
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Thesis (MPhil (General Linguistics))--University of Stellenbosch, 2009.ENGLISH ABSTRACT: The financial sector of South Africa is increasingly under pressure to ensure that the language used in all communication is aligned with international best practice and, furthermore, that the correct business terminology is applied. Standards of language proficiency and usage have, however, deteriorated over the past few years. This appears to be due mainly to lack of good language education at school level. In Nedbank, specifically, the language used by employees in written external communication is not always on par as is evident from the documentation that Nedbank Editorial and Language Services (Nels), the “language custodian” of the bank, has to edit and translate. Nels decided six years ago that, instead of rewriting all these documents, which is not timeor cost-efficient, to rather give business-writing training across the bank to enable Nedbank employees to increase their general writing proficiency of English. This study aims to establish whether there are discrepancies in the type of error made in English as used by Coloured Afrikaans mother tongue speakers and White Afrikaans mother tongue speakers in order to determine how to customise the business-writing training materials to the benefit of each cultural grouping in Nedbank.
AFRIKAANSE OPSOMMING: Die finansiële sektor in Suid-Afrika is toenemend onder druk om te verseker dat die taal wat in alle kommunikasie gebruik word in ooreenstemming is met internasionale “beste praktyk”, en verder dat die korrekte besigheidsterminologie gebruik word. Taalvaardigheids- en taalgebruiksvlakke het egter oor die afgelope aantal jare verswak, waarskynlik a.g.v. onvoldoende taalonderrig op skool. In Nedbank is die taalgebruik van werknemers in geskrewe eksterne kommunikasie nie altyd van ’n aanvaarbare standaard nie, soos duidelik blyk uit die dokumentasie wat Nedbank Editorial and Language Services (Nels), die bank se “taalbewaarder”, moet redigeer en vertaal. Nels het ses jaar gelede besluit om besigheidskryfkursusse vir die hele groep aan te bied, eerder as om al die eksterne kommunikasie oor te skryf, wat nie tyd- en koste-effektief is nie. Sodoende kan werknemers hulle algemene skryfvaardighede in Engels verbeter. Hierdie studie probeer vasstel of daar moontlike verskille is in die soort foute wat in Engels deur gekleurde Afrikaans-moedertaalsprekers en wit Afrikaans-moedertaalsprekers gemaak word, in ‘n poging om doeltreffende opleidingsmateriaal te ontwikkel vir elke kulturele groepering in Nedbank.
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Le, Cordeur Michael Lucien Arnaud. "Die integrasie van stelwerk- en letterkunde-onderrig met toespitsing op die media." Thesis, Stellenbosch : Stellenbosch University, 1991. http://hdl.handle.net/10019.1/69167.
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Thesis (MEd) -- Stellenbosch University, 1991.ENGLISH ABSTRACT: This study aims at contributing towards the improvement of teaching, in secondary schools, of written composition and literature in Afrikaans as a first language. · For this purpose, an outline of the relevant literature is presented. It is evident that the teaching of Afrikaans is not entirely sound. As simple solution does not exist; however, this study is an attempt to improve the present situation by focussing on integrated teaching and on the implementation of the media. Technological development puts the media within reach of more people each day. Pupils spend a great deal of time watching television, films and videos; or listening to the radio, records and cassettes. They read newspapers and magazines. This study maintains that the media should therefore be utilized to advance the teaching of Afrikaans, as all communicative skills will then improve in particular reading and writing. An integrative approach to teaching is widely recognised as the ideal. Neuropsychological research has shown that the human brain functions optimally when teaching is integrated. Ideally, in regard to the teaching of a language, composition writing and literature study should merge. The current South African curriculum does not as yet place enough emphasis on this aspect. This study concludes that there is a need for integrated teaching to be introduced into the curriculum for Afrikaans as first language. A second conclusion is that the media, which can serve as device for blending written composition and literature teaching, is not yet exploited effectively. Pupils display an ardent interest in the media and it follows that the media should be used intentionally and as a prominent component of the teaching programme. An integrated teaching programme, which focusses on the media, is proposed in this study. Practical suggestions are made in this regard, proving that the media can serve as crucial point of integration for the teaching of written composition and literature.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om deur 'n oorsig van die relevante literatuur 'n bydrae te lewer tot die onderrig van stelwerk en letterkunde in Afrikaans as Eerste Taal in die senior sekondere skoolfase. Dit is duidelik dat alles nie wel is met die onderrig van Afrikaans nie. 'n Enkelvoudige oplossing is nie moontlik nie, maar hierdie studie wil probeer om die betreklik negatiewe beeld wat bestaan, te verbeter. Die invalshoek wat gekies is, is die van mediagerigtheid. Die patr.oon wat gevolg is, is 'n ge1ntegreerde onderrigbenadering. Tegnologiese ontwikkeling plaas die media binne al meer mense se bereik en dit is 'n werklikheid dat leerlinge baie tyd aan televisie, rolprente, radio, musiekvideo's, liedjies, koerante en tydskrifte bestee. In hierdie studie is van die standpunt ui tgegaan dat hierdie tendens tot voordeel van Afrikaans aangewend moet word om die media te benut ten einde leerlinge se lees- e~ skryfvaardighede en dus oak hulle kommunikatiewe vaardighede te ontwikkel. 'n Ge1ntegreerde onderrigbenadering word allerwee as die ideaal erken. Neuropsigologiese navorsing het getoon dat die menslike brein optimaal funksioneer wanneer onderrig ge1ntegreerd aangebied word. Wat die komponente van taalonderrig betref, is die ideaal dat die stelwerk en "letterkunde ten nouste ge1ntegreer behoort te word. Die huidige situasie in Suid-Afrika vertoon egter nog leemtes, want binne die bestaande kurrikulum kom ge1ntegreerde onderrig nog nie tot sy reg nie. Die studie kom dan tot die eerste gevolgtrekking dat daar wel 'n behoefte bestaan aan ge1ntegreerde onderrig in die kurrikulum vir Afrikaans Eerste Taal. 'n Tweede belangrike gevolgtrekking is dat die media as ontmoetingspunt van stelwerk en letterkunde nie genoegsaam ontgin word nie. Aangesien leerlinge so 'n intense belangstelling toon in die media, is dit net logies dat die media grater prominensie verkry binne die huidige kurrikulum deur die bewustelike inskakeling van hierdie media in die onderrigprogram. Aan die hand van praktiese voorstelle en wenke is in hierdie studie 'n ge1ntegreerde onderrigprogram vir stelwerk en letterkunde met as fokuspunt die media, voorgestel. Op die wyse is bewys gelewer dat die media wel as integrasiepunt van stelwerk en letterkunde kan dien.
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Nattress, Veronica. "The composing processes of L2 writers." Thesis, Hong Kong : University of Hong Kong, 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18035267.
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Richard, Rhonda J. "Functions of grade-six students' evaluations and goals as they revise their writing." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=34769.
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This research examined how sixth-grade students utilized evaluations and goals while revising their texts, to determine if those students who were identified as better writers also had more success when revising, and if specific types or configurations of operations lead to more successful revision. A coding system was developed to identify evaluations and goals according to the functions that they served during revision. Evaluations were categorized as either acceptance or rejection evaluations, depending on their judgment of the text. Goals were categorized as text strategy or guidance goals, depending on whether they instituted a specific strategy to counter a perceived problem in the text, or instituted a procedure or action that constituted management of the revision task.Think-aloud protocols and drafts of compositions provided a trace of students' revision activity. Identification of evaluations and goals by the functions that they served during revision provided a method for monitoring the connection between the process students used in revising and the product (if any) that resulted. Revisions produced were categorized as surface or text-base, with both their accumulative and individual impact on the text assessed. The coding system identified all evaluations and goals, even those that did not result in text changes but that were associated with considerations and attempts. Therefore, all revising behaviors, including emerging skills, were acknowledged.
Results revealed that those students identified as better writers were not better revisors in terms of using evaluations or goals in a manner that resulted in the production of more sophisticated or more effective revisions. Students identified as low to high level writers all experienced various revision difficulties, as reflected by the absence of specific types of evaluations and/or goals that could have facilitated revision, yet were not used. Terminal revising was the common approach and involved reviewing a textual area only once, and setting a limited number of evaluations and goals to address a perceived problem. However, a sub-group of students who were identified as poorer writers did use an iterative revising strategy, which resulted in improved text quality. This strategy involved successive reviews of the text, resulting in the implementation of related multiple evaluations and goals addressing one textual area.
Educators can consider the revising strategies (i.e., terminal and iterative revising) and operations (i.e., functional evaluations and goals) specifically identified in this research to assess how students' revise and to determine what strategies and operations need to be encouraged to foster absent or underdeveloped revision skills. Collaborative student and teacher interactions designed to encourage the utilization of these specific strategies and operations have the potential to lead to more effective revising.
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Lam, Lit Ming Charles. "Process approach to teaching writing : a case study." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/358.
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Nagle, Colleen M. "Five-step writing process: A project for grades two through six." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/379.
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Skidmore, Loretta Lynnette Rickert. "The value of using a writing process within the classroom." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/644.
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陳方華 and Fong-wah Florence Chan. "Literary and vernacular styles in Chinese rhetoric." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31208058.
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Hussey, Marianne M. "Supporting emergent writing in the kindergarten classroom." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1126.
Full textBooks on the topic "Afrikaans language – Composition and exercises"
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Saranna, Moeller, Strauch Cynthia T, and Steck-Vaughn Company, eds. Language exercises. Austin, Tex: Harcourt Achieve, 2004.
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1942-, Blanton Linda Lonon, ed. Composition practice. 2nd ed. Boston, MA: Heinle & Heinle, 1993.
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North, M. A. Latin prose composition. 3rd ed. Wauconda, IL: Bolchazy-Carducci Publishers, 1995.
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Ferrara, Cosmo F. The composition notebook. New York: Random House School Division, 1986.
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Walker, Bonnie L. Basic English composition. Circle Pines, MN: AGS, American Guidance Service, 2003.
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